CE 002 185 - ERIC

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TITLE

INSTITUTION

SPONS AGENCYPUB DATENOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

DOCUMENT RESUME

95 CE 002 185

Project MODEL (Mobile Occupational DevelopmentEducation Laboratories): First Annual Report.Massachusetts State Dept. of Educations Boston. Div.of Occupational Education.; Nashoba Valley TechnicalHigh School, Westford, Mass.Office of Education (DREW), Washington, D.C.Sep 73423p.

MF-$0.75 HC-S19.80 PLUS POSTAGEAcademically Handicapped; *AutoinstructionalLaboratories; Behavioral Objectives; CurliculumGuides; *Handicapped Students; Institutionalized(Persons); Job Skills; *Job Training; LanguageHandicapped; Mentally Handicapped; Mobile Classrooms;Physically Handicapped; *Pilot Projects; Prisoners;Program Descriptions; Vocational Development;Vocational EducationMassachusetts; Project MODEL

ABSTRACTThe report presents a record of the first year's

activities of Project MODEL (Mobile OccApational DevelopmentEducation Laboratories), including indepth statements on policies,organizational structures, schedules, financial verification, andprojects for the next year of operation. The document serves as amanual of policies and procedures for the project as well as a studyof the successes and difficulties of the inservice program. Theproject was designed as an experimental program to be used to developinhouse, ongoing programs in institutions and agencies that serve thehandicapped and disadvantaged. It is an alternative delivery systemfor career development in terms of occupational training for theinstitutionalized, handicapped, and disadvantaged populations in

Massachusetts. Four mobile multimedia laboratories, teachercoordinators, and aides provide students with *hands-onself-instructional learning." Instructional programs are compact,lasting from two to twelve weeks. Educational opportunities in eachmobile unit are unlimited and diversified enough to meet the basicneeds of most students. (Author/1J)

BEST COPY AVAILABLEMASSACHUSETTS STATE DEPARTMENT OF EDUCATION

DIVISION OF OCCUPATIONAL EDUCATION

in Cooperation with

NASHOBA VALLEY TECHNICAL HIGH SCHOOL

PROJECT # D18873

MOBILE

OCCUPATIONAL

DEVELOPMENT

EDUCATION

LABORATORIES

FIRST ANNUAL REPORT

U S DEPARTMENT OF HEALTH,EDUCATION I WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODuCED E7(ACTLY AS QECEIvED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF viFW OR OPINIONSSTA IF 0 DO NOT NECESSAR.LY REPRESPNT OFF ICIAL NATIONAt INSTITUTE OFEDUCATION POSITION OR POLICY

July 1, 1972 thru June 30, 1973

PROJECT MODEL173 Chelmsford Street

Chelmsford, Massachusetts01824

September 1973

of T...cl,-.11.;;;Q:

173 Chelmsford StreetChelmsford, MA 01824

September 15, 1973

To: Dr. Charles H. BuzzellMr. Thomas Lafionatis

Because, of the voluminous nature of this Annual Report, three copies havemace for limited distribution.

Tn:s d:$1711:wtIon is as follows:

Copy #1 - Dr. Charles H. Buzz:: 11, Associate Commissioner, for OccupationalEducation, for the State Board of Education

Copy #2 - Mr. Thomas Lafionatis, Superintendent-Director, Nashoba ValleyTechnical High School, for the District Committee

Copy #3 - Hard Bound for library loan through the office of Project MODEL

Original Draft - Dr. Everett R. Warzecha, Director of Project MODEL - To bekept with Project file

A brief abstract of this report has been prepared in quantity and will be madeavailable upon fequest.

PROJECT MODEL

FIRST ANNUAL REPORT

This report presents a record of the first year's activities of Project

MODEL including in-depth statements on policies, organizational struc-

tures, schedules, financial verification, and projections for the next

year of operation. This document should serve as a manual of policies

and procedures for the project as well as a study of the successes and

difficulties of the in-service program. Changes and/or additions to this

draft should be made in writing to Dr. Everett Warzecha, Project

Director, Chelmsford, Massachusetts.

Approved:

Project Director

Alk#.1A

r. verett ' . ''arzec aProject DirectorProject MODEL

MASSACHUSETTS BOARD OF EDUCATION

Mrs. Ramona CorriveauWilliam P. DensmoreJ. Richard EarlyAllan R. Finlay

Mrs. Rae Cecilia Kipp, ChairmanJohn S. Sullivan, Vice-Chairman

Gregory R. Anrig, Secretary

Patrick E. McCarthy, ChancellorBoard of Higher Educatior

Joseph SalernoJoseph G. Weisberg

Mary Ann HandenberghStephen Rothstein

Ronald Fitzgerald, DirectorAdvisory Council on Education

Gregory R. AnrigCommissioner of Education

Charles H. BuzzellAssociate Commissioner of Occupational Education

Dr. Eugene CurranActing Director

Bureau of Special Needs

0

NASHOBA VALLEY TECHNICAL HIGH SCHOOL

Thomas Lafionatis, Superintendent-DirectorBernholdt Nystrom, Administrative Assistant

School Committee Members

Stratos G. Dukakis

LOUIS E. Kelly

Joseph Lemieux

* Thomas A. St. Germain

Richard Molloy

*Chairman

MI

Ili

Jordan F. Waugh

Harvey W. Atkins

Augustine L. Kish

Mrs. Avis Hooper

Percy 0. Daley

BESTati t1/41061t,

TABLE OF CONTENTS

Pace

1.0 Introduction 1

1.1 Director's Message 1

1.2 Mission and Goals 3

1.3 Populations to be Served 41.4 Ultimate Objectives 4

2.0 Planning Year, July 1, 1972 - June 30, 1973 9

2.1 Mobile Occupational Laboratories, Functions andObtainable Competencies 9

2.1.1 Small Engine Repair 13

2.1.2 Automotive Tune-Up 31

2.1.3 Business Education Unit 37

2.1.4 Distributive Education Unit 46

2.1.5 Reading Diagnosis and Vocational Evaluation 52

2.2 Memorandum of Agreement with Receiving Agency 108

2.3 Relation with the Local Educational Agency 117

2.4 Organizational Chart Showing Relation with Stateof Massachusetts 119

2.5 Positions Descriptions 121

2.5.1 Recommended Experience for Teacher/Coordinator& Aide of the Automotive & Sm. Engine Repair Unit 139

2.5.2 Recommended Experience for Teacher/Coordinator& Aide of the Business Education Unit 140

2.5.3 Recommenced Experience for Teacher/Coordinator& Aide of the Distributive Education Unit 142

2.5.4 Recommended Experience for Reading Diagnostician 144

2.5.5 Recommended Experience for the VocationalAssessment Teacher 145

2.6 Staff Biographies 147

2.6.1 Dr. Everett R. Warzecha, Project Director 147

2.6.2 Mr. John Donovan, Program Coordinator 149

2.6.3 Mr. Leo Osgood, Teacher-Coordinator,Evaluation Unit 150

2.6.4 Mr. Donald Burnham, Teacher-Coordinator,Distributive Education Unit 150

2.6.5 Mr. William Philipp, Jr., Reading Diagnostician,Evaluation Unit 151

2.6.6 Mr. Larry Jeffus, Teacher-Coordinator, AutomotiveTune-Up and Small Engine Repair Unit 152

iy

3.0

TABLE OF CONTENTS (Coned)

101 2E12

2.6.7 Miss ?aula Me Heil, Teacher/Coordinator,Business Education Unit

2.6.8 Mrs. Mary C. a.Beirne, Teacher/Aide,Distributive Education Unit

2.6.9 Mr. Angel Torres, Teacher/Aide,Automotive Unit

52

53

53

2.6.10 Mr. Roy Silva, Teacher/Aide, Corrections 54

2.7 Administrative Policy Statements 54

2.7.! Documentation Charts and Reporting Sheets 63

2.8 Activity Charts of Administrative Activities 81

2.8.1 Advisory Councilor Project Model 89

2.8.2 Teacher Recruitment Report - Through Press,Radio Announcements, and Individual Referrals 97

2.8.3 Minutes - Joint Progress Report 201'

2.9 Timetable of Activities for Mobile Units 206

2.9.1 Timetable of Activities for Automotive Unit 207

2.9.2 Timetable of Activities for Business Education Unit 209

2.9.3 Timetable of Activities for Distributive EducationUnit 211

2.9.4 Timetable of Activities for Reading Diagnosis andEvaluation Unit 213

2.10 Evaluation of Administrative Activities by Project Director 215

2.10.1 Evaluation of Administration Activities by ProgramCoordinator 219

2.10.2 Student Roster for Fisca! ' 72-73 222

2.11 Evaluation of On-Site Activities 228

2.11.1 Automotive and Small Engine Repair 232

2.11.2 Business Education Unit 238

2.11.3 Distributive Education Unit 243

2.11.4 Reeding Diagnosis and Evaluation Unit 256

2.12 Funding Sources, The 1972-73 and Fiscal Year Budget 265

2.12.1 Rules and Regulations for Populations Served 265

2.13 Inventory 271

First Operational Year - July I, 1973 thru June 30, 1974 376

3.1 Public Relations 376

3.2 Revised Memorandum of Agreement with Receiving Agencies 377

3.3 Projected Timetable of Administrative Activities 383

TABLE OF CONTENTS (Cont'd)

3.4 Projected Timetable of Activities for Mobile Units 388a

3.4.1 Projected 73/74 Fiscal Year Timetable ofActivities for Automotive Unit 389

3.4.2 Projected 73/74 Fiscal Year Timetable ofActivities for Business Unit 391

3.4.3 Projected 73/74 Fiscal Year Timetable ofActivities for Dist.ibotive Education Unit 393

3.4.4 Projected Fiscal Year Timetable of Activitiesfor Reading Diagnosis and Evaluation Unit 395

3.5 Accountability and Disposition of all Funding SourcesFrom Inception to Proposed Termination of FY'74 398

3.6 Bibliography 401

vi

TABLE OF CHARTS, MAPS, & GRAPHS

Section 1.0

,

200201-206207

208209

210211

567

11,1217-1925-2744,454747 a50,5153607677,788485-9495-10405-10709-11213

14-11618

19

2035-137646566-1808283-188909192-.194

95-196

212

---Co;-7ri. of Mass. Certificate of AchievementCorn. of Mass. Certificate of ParticipationCompetencies Completed

Section 2.0Mobile Classroom PicturesAutomated Teaching ChartsTest SheetsMerrimack Valley Rehabilitation Center PicturesCharted Strategies for Competency Development-Distr. Educ.Articulation Phase in Distr. Educ. (Chart)iriampshire Corrections & Merrimack Valley Center PicturesStudent Pack-Summary - Hotel/Motel ManagementLearning Manager's Pack-Summary - Hotel/Motel Mgmt.Flow Chart of Instructional Processlnfonnol Reading Inventory Diagnosis QuestionnaireInterest Coding SheetWork Activity Rating FormPicture Interest Rating FormWork Behavior RatingMemo of Agreement: Project MODEL - Receiving AgencyReply Letter for Request for Application of PM ServicesApplication for PM UnitsAgreement: Div. of Occup. Educ. NVTHSDCOrganizational Chart: Project MODEL - State of Mass.Dept. of Education ChartRecommended Experience - Teacher/CoordinatorUnit Telephone LogProject MODEL Mileage ReportDocumentation Charts & Reporting SheetsSummary Accounting of FY'73Milestone Report - FY'73Steering Committee ListMemo to Steering Committee - Notice of MeetingMinutes of First Steering Committee MeetingMemo to Steering Committee - Review of First Year

OperationSynopsis of Teacher RecruitmentMinutes of Joint Progress ReportTimetable of Automotive Unit ActivitiesAutomotive Unit Map - Location of Agencies Served in

Present FYTimetable of Business Education Unit ActivitiesBusiness Education Unit Map - Location of Agencies

Served in Present FYTimetable of Distributive Education Unit ActivitiesDistributive Education Unit Map - Location of Agencies

Served in Present FY

vii

4.064 Qs Noata41 11.14.111114 14,00,0444 4i

Tirr..:ta'ult; c: Rec..ainze Diagnosis cric :ivaluction Unit Activities 213R'4.;cding Diagnosis and Evoluction Unit Mcp - Location of

Agencies Served in ?resent FY 21472/73 Student Roster 222-224Newsclippings - Business Ei.:ucction Unit - Hampshire

Corrections & Chelse.a 237Pictures - Business Education Unit - Templeton Form

Colony 241,242Newsclippings - Merchandising & Distributive Education -

Hampshire Corrections Graduation 247 -251Pictures - Hampshire Corrections Graduation 261Pictures - Reading Diagnosis and Evoluation Unit - Pittsfield 262Newsclippings - Reading Diagnosis and Evaluation Unit -

Pittsfield 264Chart of Accountability & Disposition of Funding

Sources - '71 to '73 2672udg4....t Accounting for '72 - '73 268GrapF: Part IL DisccIvantaged Funds 269Part "C" Research 270,271Index to Inventory and Equipment Purchases 272Inventory & Addendums 273-375

Section 3.0Revised Memo of Agreem-Int with Receiving Agency 378-382Adm. Summary Accounting by Subsidiary Account Nos. 384iValestone Report '73 - '74 385-38873/74 Projected Timetable of Activities - Automotive Unit 389Automotive Unit Map of Location of Agencies to be

Served 39073/74 Projected Timetable of Activities - Business Unit 391Business Unit Map of Location of Agencies to be Served 39273/74 Projected Timetable of Activities - Distr. Educ. Unit 393Distr. Educ. Unit Map of Location of Agencies to be Served 39473/74 Projected Timetable of Activities - Reading Diagnosis

& Evaluation Unit 395,396Reading Diagnosis & Evaluation Unit Map of Location of

Agencies to be Served 397Accountability & Disposition of Funding Sources - Inception

to FY'74 398Estimated Budget - '73-74 399Graph of Parts B & 102b - 73-17ft, 400

ACKNOWLEDGEMENTS

This document of MODEL's growth and achievements to date,

represents over three months of research, preparation, and editing. It

would have been impossible to complete, without the extensive reporting

and record keeping which was maintained by all of MODEL's staff. Their

efforts and understanding of the necessity for accurate critiques of

activity was and is greatly appreciated.

This report is also a testimonial of the outstanding achievements

of the teachers, administrators, and secretaries, in light of the many over-

whelm:ng constraints and frustrations encountered during this past year.

It has been the desire of the contributors to point out these accomplishments

by identifying the instructional and administrative problems that took place,

as well as the alternatives selected to rectify them. MODEL is now a

stronger and more viable program because these weaknesses were recognized

and the strengths utilized effectively.

Editing, compilation, and analytical services provided by:

Henry J. ScarfoBox 354Henniker, New Hampshire

ix

1.0 INTRODUCTION

1.1 DIRECTOR'S MESSAGE

Project MODEL is in the midst of its planning year -- on its

way to developing an operational schedule during January 1974. The

intent of this report is to share the result of the past year's administra-

tive, logistical, and instructional procedures with those for whom it has

relevance.

Project MODEL was designed as an experimental program to be

used to help develop in-house, ongoing programs in institutions and

agencies that serve the handicapped and disadvantaged. It is not a pana-

cea, but merely an alternative delivery system for career development in

terms of occupational training for the handicapped and disadvantaged

populations in the Commonwealth of Massachusetts.

It is my personal belief that every s.uden-, child, teenager,

or adult be provided the opportunity to become good citizens, be econo-

mically self-sufficient, and thus, become productive members of our

society. Project MODEL is designed to accomplish these goals. It is my

further belief that every student, physically and mentally handicapped,

socially and economically disadvantaged, be given the opportunity to

discover and develop, within each student's capabilities or limitations,

inherent abilities, attitudes, and interests.

It should be emphasized that the central features of a success-

ful educational program include good qualities in the following: teachers,

facilities, instructional materials, leadership, curriculum organization, 40'

and community relations.

.0Lw

Efforts to improve the organization and delivery of occupa-

tional education will produce better educational opportunities for these

stedents only to the extent that they are accompanied by improvements

in the aforementioned.

Project MODEL is always in a constant state of evaluation and

improvement. Presently, the emphasis is on in-service training for all

Staff and programs in order to better meet the needs of the populations

we are to serve. Hopefully, by January, 1974, all Teaching Staff and

programs will 'nave been involved IA:. each of four populations represent-

ing the handicapped, and disadvantaged; i.e., physically handicapped,

mentally handicapped, Black and Spanish minorities, and correctional

institutions.

wish to express my sincere appreciation to the State Depart-

ment of Education, and especially to Dr. Charles Buzzeil, Associate

Commissioner; Dr. Eugene Curran, Director of the Bureau of Special

Needs; and Mr. Thomas Lafionatis, Superintendent-Director of the

Nashoba Valley Technical High School for their support and encourage-

ment in the initiation and development of Project MODEL to this date.

"I.

Dr. Everett a. WarzechaProject DirectorProject MODEL

1.2 M:SS:3N ,ND GOALS

Project MODEL (Mobile Occupational Development Educa-

tional Laboratories) is a mobile career development program designed to

provide educational and vocational leaning opportunities to specific

population groups throughout the Commonwealth of Massachusetts who

have been denied t:aining opportunities to better compete in the present

job market.

The project is Federally funded under the Vocational Amend-

ments Act of :968 and sponsored by the Massachusetts Department of

Education, Division of Occupational Education, under the direction of

Dr. Charles Buzzel I, Associate Commissioner of Education. Fiscal opera-

tions are conducted through the District Committee of Nashoba Valley

Technical High School, the executive officer, Mr. Thomas Lafionatis.

Four mobile multi-media laboratories, teacher coordinators,

and aides provide learning experiences for students with special needs

through personal interaction, exposure, training, and evaluation. Pro-

f ect MODEL's program is designed to:

(I) Evaluate the interests, abilities and aptitudesof clients

(2) Develop marketable skills for entry-levelpositions

Restore dignity, motivation, and confidenceby allowing students to experience successwhile developing abilities

(4) Assist the Receiving Agency in the placementof the student in an appropriate environmentwhich will utilize the abilities and knowledgeacquired through the instructional program.

The KEY to successful learning experiences and ultimate job

placement is "hands on self-instructional learning" of a variety of work

(3)

sou:.::, or:6 touch, at a pea,: equal to the capabilities of

each individucl client. This unique and innovative method of teaching is

desionea to reach students who have been turned off by traditional learning

methods; assist those with short attention spans; provide confidence for

students too embarrassed to seek assistance; and bring personalized and

individualized curriculums virtually anywhere to the student rather than

hoping he will attend a centralized training center elsewhere. Instruc-

tional programs are short and compact lasting from two to twelve weeks.

1.3 POPULATIONS TO BE SERVED

The initial target populations for the first two operational years

(July 1, :973 to June 30, 1975) will be limited to the physically and men-

tally handicapped, correctional institutions, minority groups, and the

economically disadvantaged in urban areas who are employable and who

would otherwise receive little or no vocational assistance. Such agencies

may include prisons, reform schools, institutions for the mentally and

physically handicapped, juvenile detention centers, drug rehabilitation

centers, migrant education centers, community action agencies, and wel-

fare centers.

1.4 ULTIMATE OBJECTIVES

Upon completion of "the course", students will be awarded a

Certificate of Achievement with an attached computerized list of Occupa-

tional Competencies which identifies abilities and levels of accomplish-

ments. This will aid prospective employers to properly place clients in

the right work environment according to the individual's own level of

achievement.

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COMPETENCE COMPLETED

This wi:i verify that

has c:arnonst:ated job entry - levaA competency ih

corr.plated, within :he instructional criterior,, the fol:ewirG

perfortr.,:nces tha occupational skill area of

Moor..

Verified by 44"

Teacher - Coordinator, Project MODEL

Po:ect iv3321. wi.: also work closely with Project CAREER

C.:orriperer Ass:stec: Resee.-ell e:aucet:onal Relevance). CAREtR's pur-

pose is to define specific marketable skills and behaviors, incorporate

them into viable teaching programs for CAREER Education, and validate

e curriculum through in-service programming with specific segments of

populations.

Eventually MODEL's program will be expanded to include addi-

tional mobile units provide vocational experience and career education

to adult and elementary levels, and will be fled directly by computer to

supplement in-house programs with the latest learning information and

techniques. The completed program will provide an efficient transition

from the classroom to the work: of work.

The development of proposals GS a result of demonstration of

feasible programs is of primary importance. Project MODEL will act as a

seed in promoting the initiation of "ongoing programs".

7

2.0 PLANNi NG YEAR, JULY 1, 1972 - JUNE 30, 1973

2.! At.03iLE OCCUPATIONAL LABORATORIES, FUNCTIONS

AND OBTAINABLE COMPETENCIES

Project MODEL's four teaching units are multifunctional providing

in -aepth work simulated experiences in Automotive Tune-Up and Small Engine

Repair, Typewriting and Office Machine Skills; 1-l0tel/Motel Front Desk Ser-

vices, Supermarket Cashier-Checker and Retail Soles, Vocational Guidance,

and Reeding Diagnosis. The trailers measuring 12' x 60' and weighing over

20 tons, are structurally sound for safe and extensive travel and attractively

designed for the best possible learning environment.

Complete instructional programs cre self-contained in each unit

and, although these materials are generally not interchanged between units,

thay may be used in conjunction with each other to provide a variety of

simulated work experiences.

Each educational experience is correlated with a competency,

which when completed, is checked off by the Teacher/Coordinator and then

becomes part of the student's portfolio of achievements. When a sufficient

number of competencies are completed, the student is eligible to receive a

"Certificate of Achievement", which is presented to prospective employers

along with the portfolio of completed competencies.

Students learn at their own rate and complete competencies

equal to their own abilities and enthusiasm. Every student will receive a

Certificate of Participation or Certificate of Achievement to show his

participation and effort in the MODEL program.

in C:CIC:1 ..noblle unit ore unlimited and

aiv4:4:f7ed e.nout.jh to meet the basic needs of most sivdents. This adapt-

ability of Program to mv...et individual needs and the mobility to travel vir-

tidally anywhere makes the. MODEL approach an invaluable and necessary

parr of today's education process.

.e.fore a student enters a mobile unit he is pre-screened by a

board consisting of members of the Project MODEL team and the Receiving

Agency. After the clients have been selected for program, they ore then

:nrerv:eweci to de.termine in what vocational program they would be interested

and capable to train in.

Upon entering the program the client is greeted and presented

with on orientation and ground rules of the do's and don'ts of the unit. A

fire drill is also pract:ced at this time and oil questions are answered by the

Teacher/Coordinator in order to have misunderstandings kept to a minimum.

A general listing of occupational competencies needed for the client's par-

ticular training area is then given to the client and he is ready for program.

teMISSING FROM THE DOCUMENT THAT WAS

SUBMITTED TO ERIC DOCUMENT REPRODUCTION SERVICE.

part // cf 12

COW.K72NCIES 037AINA3LE BY S7UDENTS

2.1.1 Small Engine Repair

In the course of an eight to twelve week program, the student will

receive hands-on experience in disassernaling, repairing and reassembling a

variety of small engines which ultimately places the student in a flexible

program learning environment that can lea° to entry-level jobs. Each learn-

ing carrel is a self-contained shop with two'and four-stroke cycle engines,

complete tools, and slide tape lessons that allow the student to pace himself.

A teacher, experienced in small engine repair and auto tune-up, lends sup-

port and individual attention. Students work on small engines for motor-

cycles, lawnmowers, chain saws, mini bikes and similar equipment.

Each engine is in working order when given to the student and

must be returned in the same manner upon completion of all competencies.

The student will also learn to troubleshoot by repairing engines with built-in

malfunctions according to a "customer's complaint" in specified periods of

time. The following job classifications can be met by the student:

Job Classifications

Motorcycle RepairmanGasoline Engine RepairmanOutboard Motor TesterPower Saw MechanicLife Tester, Outboard MotorsInternal Combustion Engine InspectorMotorboat MechanicMotorboat Mechanic HelperOutboard Motor InspectorOutboard Motor MechanicEngine Repair ForemanEngine Repairman, ProductionEngine Testing ForemanEngine Repairman, ServiceExperimental Mechanic (Outboard Motors)

(ngine eine Tu.-bine)Berc1-. .vand (dotes cnd Bicycle)1.-rerna1-Cornbusl-ion Engine

1-1e.lperinterna1-Combustion Engine DesignerInrernoi-Combustion Engine AssemblerInternal- Combustion Engine Sub-AssemblerLawn Mower Repairman

COMPETE NCIES

Unit 1.00 Two-Stroke Cycle

Section 1..0 Given a Lawn-Boy "D" series engine, AVprograms and the necessary tools, the student willdisassemble, clean and inspect, and reassemble:

CarberetorMagnetoPowerheadMajor ComponentsPiston and RodEngine Accessories

Section 1.23 Given a Lawn Boy "D" series engine, thenecessary tools, and without AV help the studentwill disassemble, clean and inspect, and reassemble:

Section

. 21 Corbure:.or

.22 Magneto.23 Power'nead.24 Major Components.25 Piston and Rod. 26 Engine Accessories

. 30 Given a Lawn Boy "D" series engine with oneproblem (missing part, damaged pc or mal-adjustment)in each of the major components, the student will selectthe proper tools and make the necessary repairs.

Unit 2.00 Four-Stroke Cycle

Section 2.10 Given a Briggs and Stratton, 3 HP engine, AVprograms and the necessary tools, the student will dis-assemble, clean and inspect, and reassemble:

2. II Carburetor2.12 Tappets and Cams2.13 Valves2.14 Crankshaft and Secant,.2.15 Powerhead2.16 Starter2.17 Ignition System

Section 2.20 Given a Brigs and Stratton, 3 HP engine, thenecessary tools and without AV help, the student willdisassemble, dear. and inspect, and reassemble:

2.21 Carburetor2.22 Tappets and Cams2.23 Valves2.24 Crankshaft and Bearings2.25 Powerheud2.26 Starter2.27 Ignition System

Section 2.30 Given a Briggs and Stratton, 3 HP Engine withone r-oblem (missing part, damaged part, or maladjust-ment ir each of the major components, the student willsele.:1 ;he proper tools and make the necessary repairs.

Section 2.40 Given a 0 -I" micrometer and AV programs, thestudent will use the micrometer to fill out the worksheet.

Section 2.50 Given the worksheet and AV programs, the stu-dent will fill in the following information material ontechnical operation:

2.51 Wiring Diagrams2.52 Preventative Maintenance2.53 Troubleshooting2.54 Cooling Systems2.55 Using a Parts Manual

Unit 3.00 Two and Four-Cycle Applications

Sect ion 3.10 Given AV programs, necessary tools and equipment,the student will disassemble, clean and inspect, and

reassemble:

3.11 Tecumseh Engine3.12 Ohlson Rice Engine3.13 Harley Davidson Engine

Section 3.20 Given the necessary tools and equipment and withoutAV programs, the student will disassemble, clean and inspect,and reassemble:

3.21 Tecumseh Engine3.22 Ohlson Rice Engine3.23 Harley Davidson Engine

Section 3.30 Given a problem (missing part, damaged part, or malad-justment) in each of the major components, the student willselect the proper tools and equipment and make the necessary 1.)&

repairs: 4?"

Cir

3.41 Tecumseh Engine.3.42 Gilson Rice Engine3.43 Harley Davidson Engine

Section 3.40 Given a Lawn-Soy "D" series engine, AV programsand the necessary tools the student will:

3.41 Tune -Up3.42 ?LG. Service3.43 Magne.to Service and Test

Section 3.50 Given a Briggs and Stratton 3 HP engine, AV programs,and the nocessory tools, the student will:

3.51 Torque Head3.52 Use Service Manual3.43 Use Troubleshooting Charts

Section 3.60 Given AV programs, tools and equipment, the studentwill service an electric starter.

Section 3.70 Given AV programs, and worksheets the student willfill in technical material on alternator and generator theory.

Section 3.80 Given AV program and worksheet the student willfill in technical material on electrical systems maintenance.

The learning of each competency is completed by using a com-

bination of audio visual instruction and work book exer-.4ses with teacher

supervision. Work book exercises are reinforced with pictural diagrams in

wh7ch the studer.t !rust identify and explain the usage of each engine part.

This is followed by a post test to determine the amount of retention. The

worksheets later become a part of the student's reference manual. Following

are selected examples of pictural work sheets and post tests.

PI At

V'0111sl.

got'

FLOAT SYSTEM

SLOW SPEED SY STEM

POWER SYSTEM

ACCELERATING SYSTE

17-

MAIN METERING SYSTEM

STEM

sto

17

CHOKE SYSTEM

FOUR CYCLE CARBURETORS

NO. DESCR IPTION

1 Float Needle Seat

2 Float Needle

3 Float

4 Throttle Plates

5 Main Metering Jet

Idle Tube

Idle Needle

8 Main Venturi

9 Boost Venturi

10

11

Main Well

Discharge Nozzle

12 Power Piston

13 Power Valve

14 Vacuum Relief

15 Pump Plunger

16 Pump Jet

17 Disc.:arge Check Ball

18 Cliokc, Valves

19 Thermostatic Coil

20 Vacuum Diaphragm

SMALL ENGINE TECHNICIAN

WORK SHEET: UNIT Il PROGRAM 2

9929 W. SILVER SPRING RD. MILWAUKEE, WISCONSIN

AUTOMATED TEACHING SYSTEMS

111- KCC 000.23

GOVERNOR

MAGNETO

camomigt)-

SPARK ADVANCE

001WOOS,

1969

vi

IGNITION SYSTEM

NO. DESCRIPTION

1 Yoke

2 Weights

Metal Collar

4 Spring

Washer

6 Nylon Collar

Lever

seo"'to"

ALL SPARK ADVANCE COMPONENTS

8 Flywheel

9 Coil and Laminations

10 High Tension Wire

11 Breaker Points

12 Cam

13 Condenser

14 Spark Plug

15 Magneto Plate

16 Dust Cover

17 Flyweight

18 Pin

19 Spring

20 Spring Retainer


WORK SHEET: UNIT I PROGRAMSKrCOOK

i4114liti&VM1

9929 W. SILVER SPRING RD. MILWAUKEE, WISCONSIN

AUTOMATED TEACHING SYSTEMS

KCC 900.23

00'

4P

ROU LEstooint#CHARTS

1

rini I


UNIT III PROGRAM 09

17.6-C.0011t,tamwarimat

9929 W. SILVER SPRING RD. MILWAUKEE. WISCONSIN

AUTOMATED TEACHNG SYSTEMS

-19-"4'71 1.171 KE N COOK CO.

ENGINEDOES NOT

RUN

TROUBLESHOOTING - SYSTEM ISOLATION

The purpose of this chart is to help you isolate a malfunction to one orseveral possible systems. After determining which systems are re-lated to the malfunction. refer to the individual system troubleshootingcharts to isolate the specific cause.

ENGINE RUNSIMPROPERLY

STARTINGSYSTEM

ELECTRICALSYSTEM

Engine should turn at specified RPM. if not, checkfor:1. Discharged or dead battery2. Loose or corroded connections3. Starting System Troubleshooting Chart, page 5

FUELSYSTEM

Must have good spark at spark plugs. If not, checkthe:1. High tension leads2. Coil and distributor leads3. Breaker points4. Automatic spark advance5. Ignition Troubleshooting Chart, page 7

Carburetor fuel pump should squirt fuel into venturiwhen throttle is advanced. If not, check for:1. Fuel in fuel tank2. Fuel valve(s) open3. Fuel tank vent open4. Fuel System Troubleshooting "hart, page 9

Check the following:1. Ignition system2. Fuel and carburetor system3. Compression4. Lubrication system5. Cooling system

Starter turnsengine.

TROUBLESHOOTING THE STARTING SYSTEM

Starter turnsslovely.

Check batterywater leveland specificgravity.

Check for looseand corrodedconnections.

Check engineand drive unitfor binding.

1

Check starterarmature,brushes, fieldcoils.

Starter turnsintermittantly.

Check startermotor com-pletely.

Starter doesn'tturn - solenoidclip ks.

r

Check batteryand connections.

Jump solenoid(s).

Check engineand lower unitfor seizure.

Check starterarmature,brushes fieldcoils.

Solenoid doesn'tclick.

Check remotethrottle instart positionshift in neutral.

Check batteryand connections.

By-pass solenoid.

Check key switchand wiring cir-cuit 20 amp fuse.

Engine runssluggishover heats.

Check timingand automaticspark advance.

Check forproper fuel.

I

Check com-pression andfor carbon.

TROUBLESHOOTING THE IGNITION SYSTEM

Engine pings.

Check timingand automaticspark advance.

1

Check forproper fuel.

Check com-pression andfor carbonbuild-up.

Engine startshard.

Check forspark.

Check sparkplugs.

Check breakerpoints andcondenser.

Check com-pression.

Enginemis-fires

Check sparkplugs andleads.


Check rotorand distributorcap.

L

Cheek coil.

Engine fireswhen crankedstops when keyis released.

Check ballastresistant.

Check wiringcircuit.

Engine cranksbut doesn'tstart.

Check for spark.


Check coiland wiring.

NcaNi-: Ni

TROUBLESHOOTING THE FUEL SYSTEM

Cheek level in tank, check fuel tank vent.Check choke closed and not stuck (cold engine).Hold choke open -Ma advance thrittle, cheek for !a:cider:dam pump discharge.

If none. hck fuel pump for outjait (ref seer sheet).11 none or in idequat. cheer. fuel lines for hlookage, tank to pump fuel line for air leaks.If fuel lines ok, repair fuel pump.

Remove c:rburetor and repair llenttion pump.Check idle mixture adjustment.Remove carburetor, elaq-k float level, float medic operation, cheek for dirt, water, varnish in passages, worn parts.

ENGINE WILL ST %HT T a Orville! p. o('\had supply.

Check ril mixture.cheek fuel for blockage, air leaks.Check fuel pump for output (ref spec sheet).Remove carburetor and check for dirt, water, varnish deposits. check float level, float needle valve operation.

ENGINE HARI) STARTING. 031.13

--Cheek choke oper:ding propfoly.Hold choke ()pen erns advum throttle - check for acceleration pump discharge.t- -if none, check fuel pump for output (ref -pee sheet).

none or inadequate, check for blockage in fuel lines, air leaks in fuel line from tank to fuel pump.I--- If ok, repair/replace fut.! pump.

Repair carburetor acceleration pump.Remove carburetor, cheek float level, float ndle operation, check for dirt, water, varnish deposits, dwelt for worn

part, leaking ga-kiis.

ENGINE HARD STARTING. a1Check carburetor for flooding (smell of raw gas).

Check choke for sticking; not opening fully.----Rtmove carburetor, cheek fib it level, float noile valve operation, condition.---- ('heck for fuel line on or near exhuist manifold, (lasing percolating in lines.

KNGes.. pees mit .cp, 1.1 A% sall.:ji

Chec:: proper choke ope atam. -heck idle mixture. speed.Cheek for dirt or $A :der in fuel, xessiv or insufficient fuel pump pressure .

itnicooe carburetor and cheek for propel float level, iieern Iskk3ge, defective parts, varnish deposits in passages.---('heck other syAems: intake manifold tiekitrz valveroverheating, etc.

ENGINE RuNS Rol Gil, HIGH sEEI)

cheek for sufficient fuel in tank, blocked fuel cap vent, proper fuel.proper choke operation.

Check for water or dirt in fuel - fuel pump output, (ref spec sheet) blockage or air leaks in fuel line.Remove carburetor and check float level, float needle valve operation, proper high speed jet, internal blockage, varnish,

worn parts.

ENGINE 1)I s (1N: INITIAL \CCELERATIuN) 1( .NCCELER riuN ELAT Starr

Chvek low speed needle adjustment, manifold leaks.Cheek fuel lines for Mel, leaks or partii:illy plugged vent cap hole.

..Cheek carburetor accelerator pump for output.....,Cheek for water or dirt in fuel, check fuel pump for output (ref spec sheet).

Remove carburetor and cheek for dirt and water, check float level and float needle valve for operation, check for var-nish in passages., worn parts, check for proper high speed let.

ENGINE WILL NM TURN REC(ININI NDIA)

Check throttle linkage adjustments to insure throttle opens fully.Cheek fuel lines for leaks, fuel puntp for sufficient output (ref spec sheet).

Check choke operation.Remove carburetor and cheek float level, proper high speed jet, cheek passages for dirt and varnish.

0Check boat for proper trim, propeller, check hull for marine growth.Check engine :Ind drive unit for partial !seizure.

All I N. MN .01.

Misfire

MMNI IN PI Won MIN EmIes4ve.ewommlow.s.. NM Mw MoolN MM. OF Nam "WI . u Mom . on% MonwalaNm . mftwui Wm Ns MN xlm% n ION. MM. Will NIIMMOMOMM .

No ignition

Spark plug

TROUSLISINOOTING SPARK PILINGS

Heat range of spark plug is toocold

Improper carburetor adjustment(rich)

Wet fouling

Spark plug overheating

Wrong ratio fuel mix, or un-suitable grade

Weak ignition

Dirty carburetor air filter

Heat range of spark plug is toohot

Lean carburetion

Not enough oil in gas

Gap and core bridging

Sticking piston rings

Dirty cooling fins

Improper gas/oil mixtures(rich)

Non-recommended oils

Aluminum Throw-off

Clogged exhaust ports

Heat range of spark plug is toohot

Lean carburetion

Not enough oil in gas

Sticking piston rings

Dirty cooling fins

Hot spots within cylinder

Glowing carbon deposits

Cracked or broken porcelain

Check high tension lead

Check magneto Breaker points or shorting lead

Condenser

Coil and/or air gap

v,\,.; 2

7::S7 S'ract I

Gac#:;? ONE: Ccd4,r....tor -- Four Cycle Carourerors --

Cooling Systems

Name Date

(Circle your answe: choice.)

l-1. After =he valve has been seated during installation, it should be.

A. Backed oif 3/4 turnB. Backed off 1-1/2 turnsC. Left fully seatedD. Removed and inspected

1-2. if the float is not level, it can be adjusted by...

A. Bending the hinge pinB. Installing a new float needle seatC. Banding the float tangD. Both A & C

1-3. A solvent should be used to clean...

A. All carburetor partsB. Only metal partsC. Only nylon and plastic partsD. None of the above

1-4. An increase in air speed at the venturi creates...

A. A high pressure areaB. A vacuumC. A low preuvre areaD. Atmospheric pressure

1-5. For the fuel-air mixture to be combustible, it must have a ratio of...

A. From 12 to 16 parts of air to one part fuelB. From 1 to 12 parts of air to 16 parts of fuelC. From I to 16 parts of air to 12 parts of fuelD. One part of air to one part of fuel

1-6. Mich of these parts is NOT found on the carburetor?

A. Inlet valve seatB. GovernorC. VenturiD. Throttle lever

7vt.^:lii;cIan-Unit 2 Twst Sheet, PC90 2

1-7. Wn en the choke plates are partly closed, what effect does this haveon the fuel-c:t mixture?

A. It becomes leanerIr becomes richer

C. It remains unchanged

1-8. There are basic systems incorporated in the two-barrel carburetor.

A. 2B. 4C. 6D. 8

1-9. An air-cooled engine gets rid of excess heat by means of...

A. Its exhaust systemB. Flywheel finsC. Cylinder block fins0. A baffleE. B, C, & D

1-10. An engine runs better when it is...

A. ColdB. WarmC. Overheated

NAME

,Ns7.-,omzis47)

STARTSTOPTOTAL

1. Electrical Terms

Define1. Circuit

TIME

2. Open Circuit

3. Short Circuit

4. Ground

General

TRUE FALSE

fMriMINI. The main job of the cranking circuit is to start the

engine.

2. The cranking circuit works only when the engine isoperating.

3. The battery must be grouaded by using heavy cablefrom the negative side of the battery to the car frame.

4. The main functions of the charging circuit are tosupply electricity while the car is running and tokeep the battery fully charged.

5. The cranking circuit draws current from the alter-nator or generator if the battery is weak.

6. With the battery hooked into the junction block termi-nal, the junction block becomes a multiple batteryconnection.

7. In the secondary circuit, the voltage is delivered tothe center tower of the distributor cap from the towerof the coil - by means of the high tension lead orpower lead.

d 4: FALSE

TRUE FALSE

emIlmialmigmb

volaal11

01111110101MMEND

11116

8. The high voltage necessary to force the spark to jumpthe gap at a spark plug is created when the contactpoints in the distributor open and the magnetic fieldIn the coil collapses.

9. The lighting circuit is composed of electricity producingdevices for operating accessories.

Distributor General

1. It is the cam lobe on the breaker lever arm which therubbing block pushes as the breaker cam rotates.

2. The stationary contact point is attached to the end ofthe breaker lever arm.

3. The automatic timing control adjusts the timing of theprimary current at the spark plug.

4. The points act as the switch which controls the primaryand secondary circuit.

S. The rotor is always at one of the metal contacts underthe distributor cap just when the breaker points close.

6. Wnen the points open, the condenser returns the cur-rent it stored when the points closed.

7. The rotor receives secondary current through the centertower of the distributor.

8. The condenser provides a place for current to flow untilthe points are safely separated.

9. The distributor passes primary current to each spark plugaccording to the firing order of the engine.

10. Every car has at least one set of contact points.

III. Cranking

I. A aV car battery should not test below

2. A 'oat;-:sry cable should not have over

3. The solenoid should not have over

volts when cranking.

volts resistance.OINININD

volts of internal resistance.

IV. Charging

1. A 6V electrical system will have volts when charging.

2. With the engine running and the regulator lumped, the alternatorshould put out volts.

3. With the engine running there should not be more than voltsof resistance in ony wire.

V. Ignition Circuit

1. The resistor block on a 12 volt system should have no less thanvolts output.

2. With the center lead grounded from the distributor cap and theengine cranking, the points should have no less than volts ona 12 volt ccr.

3. With the engine running the points should have no less thanvolts on a 12 volt car.

4. The secondary circuit of the coil can produce volts momentarily.

5. The primary circuit of the coil can produce volts momentarily.

VI. Oscilloscope

1. Can you hook up a sun oscilloscope to an engine? Yes No

Demonstrate the following test:

2. Plugs

3. Ignition wires

4. Distributor cap

5. Rotor

6. Points

7. Condenser

8. Coil

9. Resistor

. .1.6.1 VJi i c.r.v.are testy:: to an engine? YesNo

jemonstcare the :o:lowing test:

2. c.c.i7ery capacity

3. Starting system

4. CilorG:ng system

5. VoIrc.-ge rea;J:otor

6. Diode-Stator

7. Battery drain

This section is equipped with an engine simulator and a variety of

automotive wiring 'oQc..N.-:s plus on c4peratici,c, V-8 engine for hands-on per-

iarmance. This comprehensive automotive tune-up system is designed to

give rhe student a marketable skill. At the completion of the program,

a, . with a certificate., tine student retains his worksheet. Together,

the.a .1 - reference manual for his use in future employment and serve

as a general manual for repairing a variety of one-cylinder, two -sand four-

stroke cycle engines. As in small engine repair, an average program will

lost approximately eight to twelve weeks.

Competencies

Unit 1.00 Ignition System

Section 1.10 Ignition System Theory

1.11 Given an unconnected diagram of a basic ignitionsystem with all components, the student will drawconnections of all wires and label wires, circuitsand components.

1.12 Given classroom instruction and visual aids firingorder I, 8, 4, 3, 6, 5, 7, 2, the student willsketch a typical ignition system and firing orderfor an 8-cylinder, secondary wiring circuit andlabel .

1.13 Given pencil, paper, and a list of all componentsof the basic ignition system, the student will des-cribe the purpose and functions of each.

Section 1.20 Points

1.21 Given ignition points for an 8-cylinder engine andtools, the student will install ignition points to .001

of an inch or I degree of dwell.

1.22 Given vehicle distributor, points and tools withmanufacturer's specifications, the student will remove 44,

and replace points using feeler gauge so that distri- 41)\'

butor is operational in accordance with manufacturer's 0̀specifications.

COQ

-31-

1,23 Given distri'.);Jror, points, condenser, dwell meter andsic.naard tools with peciiications, the student willinstall the points and condenser and adjust to manufac-turer's specifications.

1.24 Given distributor, specifications, parts and tools, thestudent will replace points and condenser, adjust springtension and set point opening.

Section 1.33 Plugs

1.31 Given an engine block, spark plugs, spark plug gauge,special tools and specifications, the student will ;,:ijustand install spark plugs to manufacturer's specifications.

1.32 *Given a running engine, proper hand tools, and specifi-cations, the student will remove spark plugs, inspect,clean file, gap, test and replace.

Section :.40 Distributor

1.41 Given an 8-cylinder engine, a distributor cop and rotor,and proper tools, the student will remove and replacedistributor cap and rotor. Engine should be operationaland all spark plugs firing in the proper sequence.

1.42 Given an 8-cylinder engine, manual, specifications,equipment, parts and tools, the student will remove dis-tributor from engine, clean and inspect, replace neededparts, set and adjust distributor, install engine, and settiming.

Section 1.50 Plug Wires

1.51 Given an engine, ignition wires and standard tools, the

student will replace ignition wires.

1.52 Given a vehicle needing one or more ignition wires,manual and special tools, the student will locate,replace and properly route plug wires.

1.53 Given a vehicle with T.V.R.S. plug wires and ohmmeter,the student will test and note resistance of all plug wires.

1.54 Given a vehicle idling with a miss, the student willlocate non-operating wire or plug.

Section 1.60 Ignition Coil

1.61 Given an engine needing an ignition coil, coil and tools,

the student will identify and remove wires, remove coil,replace and install wires.

1.62 Given an ignition coin, =0;1 tools, instruction, testunit Qra specifications, th,.: student will test coil andcompare resu:ts win specifications.

1.63 Given an engine on engine scope with specifications,the student will install scope on ignition system anddetermine coil output.

Section 1.70 Timing

1.71 Given a running engine, manufacturer's specifications,and power timing light, the student will set ignitiontiming to manufacturer's specifications.

1.72 Given an engine req,Jiring ignition timing, adjustedtiming light, tachometer and shop manual, the studentwill identify engine, look up timing specification andprocedure, and adjust timing.

1.73 Given an engine distributor, tools, specifications andtiming light, the student will take out and install distri-butor to specified timing so that ignition would operatewithin specifications.

Unit 2.00 Automobile Charging Circuit

Section 2.10 Charging cii.cuit theory

2.11 Given a diagram of an amp meter and light bulbs and apencil, the student will draw connections that will hookup bulb in series.

2.12 Given a diagram of a volt meter, light bulbs and a pen-cil, the student will draw connections that will hook upbulbs in parallel.

2.13 Given a pencil and paper, the student will describe inwriting, without aid, the major differences between acircuit, circuit generators and alternators.

Section 2.20 Alternator

2.21 Given alternator stators, test equipment and manual, thestudent will test and identify shorted and open circuits inalternator stators.

2.22 Given an alternator, manual, repair parts, tools and testequipment, the student will identify, test and replaceinoperative diodes.

2.23 Given an alternator, test light, ohmmeter, parts and tools,the student will disassemble, test rotor and stator for opencircuits, shorts and grounds. Replace needed parts. Clean

,1'slip ring. Assemble and test.

AScoibva

2.24,

Section 2.30

2.31

N./- _ %we es %A.A. 11060114401

froki St4*.;:re; w..: 41410. .C.i411i;fy shorted and open cir-as...7s an a. terna;o.- rotors.

Given a defective generator and an amp meter, thestudent iocare the. maitunction and repair.

2.12 Given a generator, a growler tester, parts and tools,the student will disassemble, test armature, fields andend plate for shorts, opens and grounds. Replace worn

or inoperative parts. Assemble and bench test.

Section 2.40 Fan 'Lel: Service

2.41 'Given lessons end visual aids, the stedent willdraw a single fan beir mechanism, show adjustment,end descriee what is meent by deflection.

2.42 Given an engine with a loose fan belt, tools and instruc-tions, the. student w1:1 adjust me belt.

2.43 Given an engine, fan belt, specifications, tension gaugeand tools, the student will replace belt, and adjust belttension to specifications.

Section 2.50 Stert:ng Circuit

2.51 Given an engine with starter operating problem, a lowreading voltmeter, wire diagram and specifications, thestudent will test for voltage drop at each connection ofcircuit, compare to specifications and repair malfunction.

2.52 Given an engine with defective battery cable and replace-ment cable, the student will remove cc.)le and clamps,clean parts and reassemble.

2.53 Given an engine with slow operating starter, specifica-tions and volt-amp-load tester, the student will test bat-tery and starter, determine faulty unit.

2.54 Given engine with starter not operating, manuals, testgrowler, parts and tools, the student will remove from car,disassemble, replace needed parts, test and reinstall.

Section 2.60 Battery Charging

2.61 Given an engine with weak battery and fast batterycharger, the student will properly connect charger,set charger for proper amperage and time.

2.62 Given an engine with dead battery, slow charger andhydrometer, the student will remove battery and test, ,v10

-34- to"

ciere:mine state of charge and rime requirea for charge,bring to full charge, and reinstall in engine.

2.63 Given a fast charger, voltmeter and engine with !owbattery, perform a 3- minute charge test and determineinternal condition of battery.

Section 2.70 Battery Test

2.71 Given a single line drawing of a storage battery and pen-cil, the student will label all parts.

2.72 Given a battery tester and instructions, the student willdemonstrate use of proper test procedure.

2.73 Given a textbook on specific gravity, the student willlearn the theory of specific gravity to test the state ofcharge of a battery.

2.74 Given a battery, tester, hydrometer and specifications,the student will test specific gravity and voltage of thebattery.

2.75 Given a storage battery and hydrometer (with thermometer),the student will test for specific gravity, correct for tem-perature, determine rate of charge condition of battery andrecord reading.

2.76 Given an engine with a dead battery, slow charger andhydrometer, the student will remove battery, test, deter-mine state of charge and required hours of charge, bringto full charge and reinstall in engine.

Unit 3.00 Automobile Fuel System

Section 3.10 Fuel System Theory

3.11 Given a single line drawing of a simple carburetor andpencil, the student will label the high speed, float, idle,accelorator and choke circuits.

3.12 Given paper and pencil, the student will describe evapora-tion, atomization, atmospheric pressure and venturiprinciple.

3.13 Given a list of trouble symptoms and an assigned carbure-tor, the student will be able to diagnose problem areas incarburetor from a list of trouble symptoms given.

3.14 Given a cross section view of a single action fuel pumpand pencil, the student will label all parts and describepurpose of each.

-35-

3.15 Given peper and pencil, -.-ne student will describe thepi-opec:Ies and jc1:1;;UrS

3.15 Given paper and pencil, the student will describe thepressure sys;ern, fuel system, Gravity system and vacuum

system.

3.17 Given classroom and necessary supplies, instruc-tion and visual aids, the student will draw a typical fuelsystem ion gas tank to intake manifold; label all partsthat fuel comes in contact with. Ports must include:tank, lines, pump, diaphregm, intake valve, outlet valve,filter, carburetor floor and valve, low speed jet, high

speed jet, metering rod or jet, idle adjusting screw,throttle valve and intake manifold.

Section 3.20 Fuel Supply

3.21 Given an engine with a gasoline filter, special tools and

standard tools, the student will remove and replace gasfilter.

3.22 Given a functional engine, specifications, vacuum -pres-

sure gouge and tools, the student will test fuel pump vacuum,

pressure and volume; check against specifications and record

findings.

Section 3.30 Carburetor Service

3.31 Given an air cleaner, cleaning materials, needed tools,shop manual, the student will service air cleaner.

3.32 Given a running engine, necessary equipment and shop

manual, the student will check for proper operation ofchoke and adjustment of idle air and idle speed according

to manufacturer's specifications.

3.33 Given an engine in good condition, tachometer, vacuumgauge, screwdriver, and factory specifications, the stu-dent will check the engine against factory specifications.

3.34 Given an engine, hand tools, and factory specifications,the student will properly adjust the automatic choke.

3.35 Given an engine with no fast idle setting, idle gauge,

carb tools and instructions and specifications, the student

will repair and adjust the fast idle cam.

3.36 Given an engine with a frozen heat-riser, tools, and

instructions, the student will free up heat-riser.

Unit 4.00 Automobile Tune-Up

Section 4.10 Tune-Up Theory

4.11 (..e enLihe, spc:cificorlons, calla

studen; will plugs, points,condense:, one goso; ine filters, adiust timing andcorbu:c,:o: smoo;h of all R.P.M.Is.

4.12 Given on engine, points, plugs, concienser, tools andequipment as outlined in shop manual, the student willcomplete a minor tune-up so that the engine runssmooth.

4.13 Given a shop manual, the student will look up any

4.14

speciiicaticins co:1eO for.

Given an engine compression gouge and remote starterbutton, the student will take compression test.

4.15 Given an engine that is noisy, without aid the studentwill locate noise.

4.16 Given an engine, new ?CV, tester and cleaning equip-ment as outlined in shop manual, the student will testand clean or replace PCV as indicated.

Unit 5.00 Personal Awareness

5.10 Telephone Techniques

5.11 Attitude

5.12 Dross Codes

Unit 6.00 Applying for a Job

6.10 Letter of Application

6.11 Filling Out an Application

6.12 Resumes

2.1.3 Business Education Unit

This trailer houses training programs for a cluster of occupations

found in any business office. An automated instruction typing course offers

the student the unique opportunity of learning basic touch typing in a

relatively short period of time. A reflex conditioning process involving

kinesthetic senses, i.e., sight, sound, and touch are employed. Motion

picture cartridges of twelve lessons teach a complete knowledge of the

-37-

4.*

JQ

4:x;%ge1i ,-,;;;:-.now; c,:.4ss--;;e sessions increase dexterity

and speed of he student at his ow:: natural rate of learning.

A second course of instruction contained within the Business Educa-

tion Unit deals with the ope.ration of office machines. Job entry level skills

are taught using a variety of modern business equipment: spirit duplicating

machines, mimeograph and appropriate stencil cutting equipment. Impor-

tant aspects of office behavior, dissemination of memoranda, filing, and

preparation of letters and business forms are presented within this component.

Tne following is an outline and a list of behavioral objectives

mat wi:1 be me; in business educarion component. Additions may be

made as needed ar the discretion of the instructor.

Unit 1.00 General Instructions

A. ?arts of the TypewriterB. Insertion of PaperC. Setting MarginsD. Care of the TypewriterE. Cleaning the TypewriterF. Changing the Ribbon

Section 1.10

Competencies

Given a Remington Rand manual typewriter, the

student will demonstrate his ability to care for,clean, and change the ribbon.

1.11 Given paper of any size and instructions to setmargins to a specified length, the student mustdemonstrate his ability to insert the paper and

set the appropriate margins.

1.12 Given a Remington Rand manual typewriter and

a list of parts, students will identify the partsof the typewriter with 90 percent accuracy.

Unit 2.00 The Keyboard

A. Alphabetic KeysB. Numeric KeysC. Symbol Keys

Section 2.10 After using the Automated Instruction Touch Typing 41°System, students will type alphabetic, numeric and Al 114

symbol keys accurately and confidently.

-38-04"-

ip,".r.uv

A. horizontal3. VerticalC. SpreadD. Block

. Paragraph

Section 3.10 Given a problem; in horizontal centering, and afull sheet of paper, student will center the exerciseusing either the backspace-from-center or mathe-matical method with accurate placement and allerrors corrected.

3.11 Given a problem in horizontal centering, and ahalf sheet of paper, student will center the exerciseusing either the backspace-from-center or mathemati-cal method with accurate placement.

3.12 Given a problem in vertical centering and a fullsheet of paper, student will center the exerciseusing either the backspace-from-center or mathe-matical method with accurate placement.

3.13 Given a problem in vertical centering and a halfsheet of paper, student will center the exerciseusing either the backspace-from-center or mathe-matical method with accurate placement.

3.14 Given an exercise in spread centering, student willspread center a word, title or heading over a columnor columns with accurate center placement.

3.15 Given a problem in block centering, student willcenter exercise in block style with accurate place-ment.

3.16 Given a paragraph of medium length, student willdemonstrate his ability to center the paragraph ona full sheet of paper, with accurate placement.

Unit 4.00 Tabulation

A. Horizontal PlacementB. Centering ColumnsC. Centering Column HeadingsD. Statistical ColumnsE. Table Technicalities

Section 4.10 Given two or more columns to center, student willset margins and tab stops, and type columns with .4°4accurate placement.

Ask.V

-39-

Section 4.11 Given two or more typeitten columns, studentwiii demonstrate his ability to type headings overthe columns, with accurate placement.

4.12 Given two or more typewritten columns, studentwill demonstrate his ability to type main andsecondary headings over the columns with accuratecenter placement.

4.13 Given a list of table technicalities, student mustapply these to particular tabulation problems insetting up tables.

4.14 Given two or more columns of figures, student willtype numbers accurately and with proper placement.

Unit 5.00 Letters

A. Parts of a Business LegerB. Block StyleC. Modified Block StyleD. Letter Placement GuideE. Unarranged LettersF. Two-Page LettersG. NotationsH. Word Division1. TechnicalitiesJ. Proofreading

Section 5.10 Given a typed business letter, students will identifythe parts of the letter, with 90 percent accuracy.

5.11 Given four different letter styles, student will identifythe important elements of each, with 90 percentaccuracy.

5.12 Given a letter, student will type it in modified blockstyle with two carbon copies, with errors corrected onall copies, and in mailable form.

5.13 Given a letter, student will type it in block style withtwo carbon copies with errors corrected on all copiesand in mailable form.

5.14 Given an unarranged letter, student will type it inmodified block style with all errors corrected and inmailable form.

5.15 Given an unarranged letter, student will type it inblock style with all errors corrected and in mailableform.

-40-

Section 5.16 Given ;otters vcry:ni.-; lengths, student will demon -se: are n s abiliry to idroperly set up and arrange thecontent accurately on 'ale pose,.

5.17 Given a two-page letter, student will type it in astyle of his choice, with proper arrangement of thefirst and second page.

5.13 Given a letter to type, student will demonstrate hisability to type notctions such as "Enclosures" or "Car-bon Copy" with correct placement.

5.19 Given a typewritten letter with twenty intentionalerrors typed into it, student will proofread and retypethe letter with ail errors corrected.

5.20 Given any material, student will type it, proofread itand correct errors with 100 percent accuracy.

5.2i Given any material to type, student will demonstratehis ability to divide words correctly at the end of aline.

Unit 6.00 Envelopes

A. Legal SizeB. Business SizeC. Special NotationsD. Feeding Envelopes

Section 6.10 Given a legal size envelope and mailing instructions,student will type address, return address and anybpec Ta I notations, in mailable form.

6.11 Given a business size envelope and mailing instruc-tions, student will type address, return address andany special notations in mailable form.

6.12 Given a legal size envelope and 8-1/2 x I I" paper,student will fold the paper and insert it into theenvelope neatly and in mailable form.

6.13 Given a business size envelope and 8-1/2 x I I" paper,student wii i fold the paper and insert it into theenvelope neatly and in mailable form.

Unit 7.00 Forms

A. Interoffice MemosB. InvoicesC. TelegramsD. PostcardsE. Typing on Ruled Lines

Section 7.10 in:orraciidn, student will type anrriurnordnaurn usiny correct materials ond

forma:.

7.1; Givc.-:ri specii-ic %v.:al-illation, student will type an.

invoice u;....13 correct rridtondis and format.

7.12 Giver; specific info:mation, student will type a9i-cm using correct materials and format.

7.13 Giv;.-.r. specific info:mation, student will type material

on d -postccaci with CICC.00';'0. placement.

7.14 Given a postcard or sheet of paper with lines, studentwill 44...monstrate his ability to type on ruled lines with

accuracy.

7.15 Given any sheet of uhlineci paper, student will demon-strate his ability to craw straight vertical and horizon-tal lines with the aid of the typewriter.

Unit Z.3.CO Reports

A. Rough DraftsB. Proofreader's MarksC. One-Page ReportsD. Enumeration Forms

Outl InesF. Formal ReportsG. ManuscriptsH. Footnotes

Section 8.10 Given a report in rough draft form, student will inter-pret all proofreader's marks and type report in presen-table form.

8.11 Given an unarranged outline, student will type it inacceptable outline format, with accurate placement.

8.12 Given an manuscript in rough draft form, student will

interpret all proofreader's marks and type the manu-script in presentable form.

Unit 9.00 Miscellaneous

A. Carbon PacksB. ErcsuresC. Realigning CopyD. Inserting and Spreading Letters

Section 9.13 Given typewrites.; material, student will demonstratehis ability to insert paper, erase a word or words, and

replace them accurately with other words of equal or eunequal length.

COQ

-42-

U;-:t .3.03

A. A:phateeticGeo-i-Gph;c

C. NUMViC

Section 10.10 Given a list of names, companies, or governmentalagencies pertinent to the basic rules of alphabeticfiling, student will index, list and file them alpha-betically with 90 percent accuracy.

10.11 Given a list of geographic locations pertinent to thebasic rules of geographic filing, student will index,list and file them in alphabetical order with 90 percentaccuracy.

10.12 Given any list of numbers, student will file them innumerical order with 90 percent accuracy.

Unit 11.03 Typing a Mcster

A. Correcting ErrorsB. Duplication

Instruction on ProcessInstruction on tviachine Set-Up and Care

Unit 12.00 Stencils

A. TypedB. Cut by MachineC. Mimeograph Machine

Instruction on ProcessInstruction on Machine Set-Up and Care

Unit 13.00 Business Machines

A. ThermofaxB. CollatorC. Folding MachineD. Paper CutterE. Electric StaplerF. Binding MachineG. Adding Machine

Section 13.10 Given any group of numbers and a ten-key addingmachine, student will list these numbers with 100 per-cent accuracy.

13.11 Given any 1:st of numbers and a ten-key addingmachine, student will add these numbers with 100 per-cent accuracy.

13.12 Given specific material to type and a spirit master,student will type a master with all errors correctedand ready for duplication.

Seci-ian G:v..... will make a specifiednum.ser of cacep..cz.0 cc,,...ies on the spirit duplicator.

70 type ar,6 a stencil, s;udentwi.i Hype c stencil Witn cl: ucrors corrected ono readyto oe copied on a mimeograph machine.

13.15 Given a typed srencil, bi-ocient will make a specifiednurno,:r or acce.ptc'ole copies on the mimeographracchine.

Unit :4.00 Technica,:zius

A. 'Telephone Techniqueso. A:tiruzleC. Dress Codes

Unit 15.00 Applying for a Job

A. Letter of Application6. Filling Out on ApplicationC. Resumes

2.1.4 Distriburive E,ducotion Unit

Students entering the Distributive Cducotion program will -.acquire

skills os supermarket cashier-checkers and hotel/motel front desk clerks.

Work practice in cahiering, bagging, customer relations, pricing, price

c.-.cnging and weighing produce constitute the training course for the super-

market cashier. Facilities for stocking and arranging displays in a variety

of retail occupations are contained in this unit.

in the front desk hotel/motel management section, students can

learn how to sort mail, handle telephone calls, make reservations, compute

bills, register and check out guests, and other tasks related to this service

occupation.

Upon completion of initial screening of students, program begins

using L.A.P.'s (Learning Activity Packages). These packages are used

throughout the entire program and are individualized to meet the needs of

each student. Each competency is coded to a L.A.P. in order that the

DISTRIBUTIVE EDUCATION JNSTRUCTIOAL

Strategies for Competency Development

State

r.

Objectivec

Pre-test

no- -pass

111.

...P

Develop and

Sequence

Instruc-

tional Plan J

1.

3.

4.A.

5.

11.1

0411

..=

:develop

nstruc-

ional

trategies

Post --test

7.

i="a

riar

0.11

4r0-

...i..

..

Pass

No

Pass

Pass

Identify Un-Common

Competencies

8.A

.

1.A

.

DISTRIBUTiVE E1}UCATY0I1 IUSTOJOTIOUL SYSThil

1-

ArLicultItion Piers:,

Achieved Competencies

Placement in Satisfactory Jol

Needed for Presvnt

Career Objective

4- Entry Level, Career Develoi.:.c1

Specialist Top Etanaumcilt

..tle

Tar

S

Additional Competencies

Needed for Present Career

Objective

Employment

InFirm

Training Plan

owne

m.e

. --,

...m

.sum

..0.,

1111

111.

..

Adult Courses

Post Secondary Vocation :1

or Assoc. Degree ProgrEA)

ore.

aSS

-.

411.

1,00

12.6

41...

F.1.

0.11

1111

0....

r

t,

Advanced (College) Education

411.

"Wan

'

cdn Gr.: need ior direction -.tom the Teacher/-

Coordinator .s kept to a minimum. Each L.A.?. has a pre-test. If the client

p:Citi:S:1 ::, he. does nor hove to go through the learning activity

and the competency is validated.

If he does not pass the pre-test, then he must go through the learn-

ing activity. in this case, it is after he completes the learning activity that

the client takes a pot-test to determine whether the learning activity has

produced enough information for the client to pass the post-test, and thus

have his competency validated.

If at this point the client still cannot pass the post-test, he must

then repeat the learning activity until he can gain enough information to

pass the final post-test and have that competency validated. This procedure

is followed throughout the operation of the course until the client has accom-

plished enough competencies to qualify him or her for a job entry level skill.

Aside from the learning activity package program, job placement is

an intacate part of the Distributive liducation program. Field trips are

taken and local employers are invited to visit the unit and present descrip-

tions of potential jobs that may be available to the students. This type of

visible interest by area employers motivates clients and helps to insure them

that what they are learning can really be put to use.

After training, a client con have job entry-level knowledge in

one or all of the following areas:

Section 1 Department Store

.1 Salesperson

.2 Professional Salesperson

.3 Buyer

.4 Stockperson

.5 Department Manager

.6 Receiving Clerk

.7 Assistant Receiving Manager

1:eccavirq; Manager.9 Assistant Ewer. 10 Credit Interviewer.11 Assistant Credit M4,-.ndGer

Manager.13 Display helper. 14 Assistant Display Manager. 15 Display Manager.16 Advertising Manager

Section 2 Food Srore

2.1 Checker2.2 Head Grocery Clerk2.3 Grocery Clerk2.4 Assistant Manager2.5 Store Manager2.6 Head Cashier

Section 3 Hotel/Motel

3.1 Room Clerk3.2 Reservation Manager3.3 Purchasing Agent3.4 Assistant Manager3.5 Manager3.6 Night Auditor3.7 Bel lman3.8 Bell Captain3.9 Service Superintendent3.10 Chef3.11 Catering Manager3.12 Executive Housekeeper3.13 Sales Manager3.14 Building Superintendent3.15 Recreation Director

Section 4

4.14.24.34.44.54.64.7

Section 5

Restaurant

CashierAssistant ManagerManagerBusboyWaiter (Waitress)Head WaiterHostess

Service Station

5.1 Attendant5.2 Assistant Station Manager5.3 Station Manager (Dealer)

.7itu.wetterixt. reMISSING FROM THE DOCUMENT THAT WAS


t.Prety.3 : .5V Atte 67

S sCiQr. 6 Vaiery Store

6.i Salesperson6.2 Commissioned Salesperson6.3 Ch...:akout Cashier6.4 Buyer6.5 Marker6.6 Stockroom Supervisor6.7 Section Manager6.8 Assistant Store Manager6.9 Store Manager6.10 Service Desk6.1 I Office Clerk6.12 Head Cashier/Bookkeeper6.13 Personnel Manager

Section 7 Wnolesaling

7.1 Salesman7.2 Route Salesman and/or Vending Machine Specialist7.3 Sales Manager7.4 Buyer7.5 Head Buyer7.6 Merchandiser7.7 Order Selector7.8 Receiving/Shipping Supervisor7.9 Warehouse Manager

it would be impossible to list the 448 L.A.P.s or the 983 compe-

tencies available to every client in this section as they represent an exten-

sive volume in themselves. However, following is an example of one L.A.P.

Program, showing pre-/post-test procedures, to give the reader a fuller under-

standing of what the L.A.P. is and how it accomplishes a learning process.

2.1.5 Reading Diagnosis and Vocational Evaluation

This mobile occupational laboratory is designed to assess basic

reading skills through diagnosis and vocational evaluation to students with

special needs. it contains ten learning carrels equipped with audio-visual

aids, tools and supplies to provide hands-on instruction in occupational

areas including: basic tools, bench assembly, drafting, electrical wiring,

plumbing and pipe fitting, woodworking and carpentry, refrigeration, heat-

ing and air conditioning, welding and soldering, clerk (sales and office),

and needle trades. *

* Text continues on Page 70

-52-.

" *.%

C:: t h) `

7 . "I . CI t':`

Of

Of now r.dvanOci-::ont..;

:,oti,de tem. ; No g

trr.d.-2 an:: a.:sociatior mocti:4s to lik;

o: in ilquitr..mnP sun!lios.

teal %/a.. 1. %.

,.., "1"

and. CILectives;

-,.4%g e number

.;;.Centhash4d the o7port....nity. 60 ViL:t with the r' el ma,:ager.; an;:

T...ublications available your studnt in to pre sire and give a 10 minute

.1n :mportant it for these managers to k ep up to date on the

eq.....:.ent and s;:-.plio.1 for use by hotels, or mo els

ri.;_ncas ;or thLs would ..L {Ted. to be the mc it currant and up to

you can f.;nd. Four or five of the most comnon general hotel/i4otc4

luzzesteil thaz. you contact yotr local hotel,Lotol

-o you ;.-.ii.;ht borrow copies of these puo.:.icationz az well as others you, 11

Suudont Handout #44 also have publicaticns that are is.;uka to keep

u;) z.t) tee.

. N. a,ar V 1.

"--- *s:12"` "r'i- Adale40-2,

-' - - -, -) t)It.

.:oinee; owa

41111.1111 ../11/1

a e-

N,;,:oo Se -vice :adu.stry Communichtions ILc.o 347 Madion ;ore.

N. ..

Indus trial ?ublishinz Company, 6114 Superior Avenue West;

3n . 1;24113

;'ublishing Company, 614 Superior Avenue tr.'e:to

Jdnio. :.4113

Zournalo Tourist )urt Journal. Inc., Temples rexas 76502

;or speak,:r6 and field trips.

related to the topics nont:ored in the Optional Learning ActivItioa o.

aao:. oompetency.

EARNIN,:: ACTIV?""f

te.t.. or other evaluation.

2. r.::vities and handol tc;

Consult instructor w yen completed.

wz.rning act cities .f you wit to learn m;dre or if you have

with pot.tes

a: .)t.r.o.r cvalu. Consul. instructor wren completed

See Audmb.-:r

,2 to °:011-cro -

vimmrskrorroormo

At.tailhed1BEST COPY AVAILABLE

L.:... ; ,,. . . ..on.

t

. 7.. 1 db.....1. me

.):).1.3

Cths. nevaseeenee ;:r.z.; the-..bv :201;:poLency eo u490

:tana;:ement n:ould keeo infozed of new a6vance:Lents ana

NM. AG= AM... An, e A=MfflO

and .upolies ior use oy notels.

/',,eCt.ve4;

.er ea-'a4 ent hes hz.d the eppor..unity r.o visit with tle hotel/Motel mana7,ers 4nd

;.r :1 publIceitions lvellaole your etuaent 1.; t prepare and zive a 10 minute

nn how m7,ertant it is for these managers to keep up to date on the

z.-..eaeee :a eeaipmer.t and supplies for use by hotele Jr motels.

06 1;eeed wita the :olIowin4 group;, small gm ip and indivicual acLivities.

7y to complete all listed activities whenever p. sable.

.

.W ;06%*.C;C4. will have a motel/hotel minager aomo to y clAss ro-m and dlecuse with

ha keeps e:4 to date with the new advances 1 the hotel/Motel buaines-.

Y... e:. 1e of his trade publications for you to revi4 J. If he is a me....:2aer of a chain

4....:.es how his chain heipa him and what benefits he .receives from hie chain.

eee.::fze ae feels he gets from attendin4 association and chain meetings. He wIll dese:ibe

o: tee r.t:a oquii.ments, eupplies, techniques,that he is now using that he diseovere.

e: tneee eoercee.

Gm 0n.y Lrade publications from your

hotelir.otel managers so that you may have a is

v-..r.:.aty to look at. You are to read an article in one of these pub:Icel.:A,: anti

and pre::ont to your °lase an oral report. You are to review articles that seem

ei.-.eez..; new equipment, supplies, tec:.aiques, etc. that will show what is new. Theee

uno.41d aemonstrate to you that there. is much that is new and that x4e variete

is aev,:r enaing.

oe :-..videa into groups of two or -.brae students and you are to read handouts

ana 2 . 'fou should then aiscuss these handouts as they relate to your nakt

two projects.

2. _ne..14 read handout and discuss what you belicve each quesion on this handaut

is QZ4Z47% This is to insure you know an understand what you are aWAing.

LO nandout 3 which lists the intervie questions, each of your groups w;.:1

eeIeet ti.' a7 or th77453tel/motel managers to interviw to ask them the questions lis.eed

th:.a handout. You will then turn in *a summary of the-kr findings to you for ev1.:ation.

:pttonal Learnind Activities :or this L.A.P. have merit for both small group

enJ, werk. %rive to work them in even if they are not requirca by the

students performance on other learning activities,

BESI COPYWOW.

.1

*NM

..

. . . C la

*NNW md

.13f.5CtIPY NVAASti.

. . . .. -.... e l tip. %.1 ,t to V ilia,*an*. a- M

........*

=1 ..wilifli:.1;041:i4! :1C,Y

41W:V-;.Y;;6

: rind. eiv; V c' v--

bOrare 11 :;tc:d

1. ana

:.eferenaas for studyx t'w stue.eht must look to tho currc,at issuaa

-ewea fro:1, ..;.airs. You: o: "; car.!low. You will find ot:Iiiirs as you visit your hotol/motel

several of thc.se Mai;ou.i1 ea.- ' 4.1,yZ ; Na..,:a

oz. com.)lated the si;.11 grot:) activitie.; you are now to complete them, exe,:pt

autivities Vf y:Jur:e.f.

4.;:.70 t& le..11;:tin 'ooir(1 for

hot:::/mo!e managtrsbenafits he wouI:1;,-

ihtervic;:, a hotolixofi.1 :i.anaz:r and firi out how he can use sal..1smen o:

supplies as a ore of in'Ormation. You-are then to prepare a summary

t-: or orally on wriat you find out.

-our class.N.-;:: that .4- ll show the gc.aeral

up to date with the new auvances in the hotel/

from caal of these metnods.

.1

e....111101 am* -

aro to intorvied scmecle at a hotel, aotal, other than the managt;ra a

a.;:: this person of the new supplies and equipment or techniques they have foil-,0

use ow;' the past few years. This pt.. J0 should be one who has bee: with i.a

fo: ueveral years so they can give you a good picture of the 4-,provements. Yk:u ark:

p.,,are a summary, either in writing or oral.

4. arc to intarviaw a hatelbltal. manage.? and aak how the hotel/motel bl.hT: ;:eq;;;

war the years. Trace the grolt of motels as the number of cars has increased.

:no vance cquIpment, 'ecaniql:es over the years. You are to proaro a

r...;.or.. :or your evaluationthis report r.3 ; be either oral or in writing.

./ v,;:vif.entYou .are LO prepare 4 report on how a salesmca provides a ver! ..6portant

.oy note-I/motel manaz..xs in ais area the new equipments supi:.:Lc, or

hr: is trying to provide his hotel/motel managers and also wreet new ideas he has

hotel/moL.els in his area. You are to prepare a s mmary )f thiL :a ,or: :or yidt.:r

eva...uation, either urally or in writing.

':011 are rva./ LC. to the p)st test. Lee your instructor.

4kAb%O.iO4;:hould of now .4-:voncements and the

of t:;cr.:4,:77.,-,nt and sun, .1f. use by hot....r.s. :.:ompetency Number *498

GETTING REA:Y FOR :!oua INTERVIES

Ve4; ;,hort'uy you will be interviewirg a mnber of hotel/motel managers. Each of them has a

ai::ureat o: his business than anyone else. You will find that these businessmen do the

hia;; in severe'.i. w:..,ya 4.4d all ;eam to be successful in business. You will be intrigued

tt, ea..th .;erson adapts his :leas, his needs, his business to achieve a successful

the other hands, S07 3 may not be successful, Where i. the difference?

from t4e vary' aginning, the reason for the int-rviews is that no text

oua ye all voriatio 4 that exist in businees when it coma to operating a hotel/

and iieu:liag eurrent with the advances in the industry.

You find that the most fascinating game of all is played by thee hotel/motel manager as he

1.:4 to 4et aaoad of his competiti.on by trying to operate his hotel/motel in a pleasont manner

as that his customers or guests will want to return time and time again.

17.3=i;4= come in all sizes :14,1 el:epee. This is true also about their ideas on operating

ahei: hotelb.otel. Be alert to thl varieties of methc's and techniques used by the men and

woman you visit with.

SOO da, 010001. +

a e.

Is V a. i

',- k.d.

. ,

Aillk*N _.-Ar IAL4,;...)u.4Mk. eej

eu ANY 01 %UR 1NTE4VIE4S." 1 i k '1/41 ON

( T... a aAIIIIMMOM1101.1111IND

-re eusy They are more thaa happy in raost cases to help younz

interested iA their busieee. Yoa;.=.t make appeintment first o: all. It i.

ao make a telephone call just before your appointment because unexpected

ceme uR ;hot the husineseman has nn control over, If the

aay, you ean always came back some other time. Your time is valuable,

eusiness:aa Im+ not want to ba interrupted when the/ are busy. This is their

1-vliheo and you're there askinz for sons free information.)

ba r,olito; courteous and be sure to thank the businesraan for his help. You will

it yeu will firs; explain whe you are, waere you are from, and what you are

!e r, very few bueinessman will refuse to help you. You must, however, be prompt,

...rel..;:ht to the purpose of your mae;ina, get your enswers, and get out. Be sincere,

the 4e: in t:e ey.:: show interest in his views, and donot argue with him if his

e?..nion e:.2:eree .1ra4 yours. Banat waste time, unless it appears the businessman wants

:er an extended period of time.

--nj o: yoa, this will be your first contact with some of these businessmen, Your

on thaa can sematimes le.d to a job. Dress-, so you present as neat appeeranee

,jeu will need the experienct of approaching a parson that you do not know.

-jou in Li.tributive 2duca.ion to be successful you must learn to reeex. new

and easily. For scat) of you this will be extreme4 difficult, but this

ac..,; practiee for you.

;::: J..'4. for your interviews. Have a pencil rePly for action, halm a pad or notebook

it takes to be ready to write when the man gives you his information. An

-:ould he to tepe the interview which would furnish a complete record of

.aid.

i.- a while you may ask a question that the businessmen feels is none of your business--,

ri;tee--;,-est ;;) or. to the next questions.

ZXT:1A QULSTIONS COMB TO MIND, BE SURE TO INCLUDE THEN IN YOUR IICERVIrt QUnSTIOXS.

Sar1

:cc? G: adv&-hcements and the

of arr sunnlies fa? Ilse by hotels. ,MM

&.

Competency Number i4198

INTi:RVIEW QUZSTIONS FOR clax?sTiny NUMBER *498

NOTE: thizi is the only copy for this pao in the L.A.?" if you 1:se it for any purpose

that could prohibit its use again* copy this page to retain in the and :let

the ...41.444t use the copy.

You will write on ano:.har sheet o paper the answers to the following question 4.

Interviewee

1&&11 * 11& /10. 4004 & *AOe'S-4. &

Jr

Date

1 ".a.t trac:e p..blications do you receive?

help:U1 do you find these publications?

). zersociatioz. meetings do you attend

4. co you gat out of those association meetings?

5. method of keeping up to date with the new advances do you find most helpful?

AS 2;;TiZA (.4 EST:OXS COXL TO MIND, BE SURE TO INCLUDE :HEX IN YOU t INTERVIEW QUESTIONS.

60. V Mr SO; . r e c,

or :,:1;i7):r.ent-, ar,1 rvInes 'or uso Competency No

1/47jD: TO Y.3r.'EL L4INS

;.11 o: these cis provide managa:4ent t-air.:: g, inspections, training prograas, free

consultatioa aad advertising, volume purchasing, and credit card agreements.

e'or more fa.forma4on, it is ouggested that ...he student contact those chains he is interested in

to sea what inform%tion they would provide the student.

Baabow Ians, 29 South Belier.te Blvd, Memphis, Tenn. 38104

Inns o: Ame rica, Inc., 4753 Buford Highway, Atlanta, Georgia 30341

Bowntowner Corporation, 120 East Flamingo Rd. Las Vegas, Nev. 89109

:ono-Travol Motor Hotel Corporation, 3 Xogar Executive Canter, Suite 124, Norfolk, Virginia 2350

K.Ito: Ina., 93e0 Wilshire Blvd. Beverly Hills, Calif. 90210

H)liday Inns, Iac. 3742 Lamar Ave. Memphis, Tenn.

..ard Johnson's Motor Lodges, 222 Forbes Road, Braintree, Mass. 02184

Ho;:ts Interaationals 4942 Vineland Ave. North Hollywood, California

..flity Inns, 10750 Columbia Pike, Silver Spring, Maryland 20901

.;.ada :an :no. 3838 East Van Buren, Phoenix, Arizona

Red Carpat Inns of America Inc., P.O. Box 2510, Daytora Beach, Florida 30215

Re;;a1 8 :nns, P. O. Box 1268, Mt. Vernon, Ill.

Rod:may Inns of America, 2880 L.B.J. FreewA, Suite 400, Dallas, Texas

Sharaton Inns Inc., 470 Atlantic Ave., Bostca, Mass. 02210

TreveLodge In;ernational, Inc., 250 S. Cuyamaca St., Ta Cajon, Calif. 92022

Treadway inns Corp., 140 Market St., Paterson, New Je sey

Best Eastern Motels almon Walker Inc., 299 Alhambra, .uito 110, Coral Gables, Florida 33134

Best 'western Motels Association, 2910 Sky atrbor Blvd. Phoenix 8034

Friendship Inns International, 245 'West on North Temple St., Salt Lake City,

SI:parlor Motels, Inc., Post Office Drawer S, Hollywood, Florida 33022

rielm a is anothar motel association you might like to write to also:

.,e1 Association of America, 1221 High Street, Jefferson City, Mo. 65101

Also most states have their own hotel/motel associations.

fE

I.

z-!1 :)::1?",(

f,

.,

o.

11.1,y

Cofy...tcnc.7t, of

Otq

lCilk

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of

L.A.!). Title:

Inc atilt-at tit

ri.Argt..,at sll;.,:1-J k.i, infel,..d

O.' n-r wit;.::, .(-11t!:

c(n-7 the E:vil91,iliii of

(cp.71-:. .1:

and supplies fo- us,.; by hotuls.

Co::Ittnci,.f

i,Nolo

er''

gtt.

7..v.scription:

How hotel/Motel management uses

trade ptp2rs and trawl

a,:,.,,,.,5:,:l meetlnr. to

:cc;.,

:...r

:r..,..4,-,f ney adv.3f.:.

in equipment ally bupplies.

COMPETF=IFS AND THEIROBJECTIvES

*498

The attitude that

management should kc-;_lainforwxi of new advanccmnts

and the avAililbilitv of

equipolent and suppliesfor use by hotels.

Supporting Objs ctive

A.

After your student has hadthe opportunity to visitwith the hotel/motel managersand reviee the trade

available, your student is

to prepare and give a 10 minute

class discus:1.°n on how

important it is for

to keep up to date on

the: near advances in equipmentand supAdes for uso by

hotels or motels.

BIBLIOGRAPHY:

See Page

publicatien.

thcse manac,..

2

The only logicalreferences for this L.A.P.

wnuld hive to be the L.,st

current and up to date

references you can find.

10

Ck or five of the most ccomongeneral hotel/motel publications are

listed hero.

It is suggested that you

cont ,t your lecz.D

hotel/Motel managers so you might borrowcopies of these publications as

well as others you'll find.

All of the ch:Jii.F;

listed on Student Handout

#4 also have publicaticnr that nre

issued to keep their rembers up

to date.

American Host, Box3627, Urbandale Branch, Des Moines,

'ova

50322

KS #147

Food and Equipment Producthews, Service Industry

Communications Inc., 31i7 MadisonAve., NeueYork N. Y., KS

#148

Hospitality, Lodging Edition,

Industrial Publishing Company,

614 Superior Avenue West,

Cleveland, Ohio.

44113, KS ilnAt5

EasElLalltz, Restaurant Edition,

Industrial Publishing Company,ah Superior Avenue West,

Cleveland, Ohio.

40135 KS 4'

Yotel/Motor Inn Journal, Tourist Court Journal

Co., Inc., Temple, Texas

76502

KS 1451

SPECIAL RESOITCES:

Arrange for guest sp(akers and

field tries.

Oagazine articles relateo

to:me vopxcs mentiomd

it the Optional Learning

Activities of each conpatency.

64"c

opp

4449

4

'fan ettitt:A.,

Ipplicr;

o4. 1.1f,"! Le

hot0::,

lApA(AA(s

Ob5cctix,-.;

vapetency

ch98

apporting Objectives

Aft.cr your students have had

the opportunity to visitwith

the hotel /hotel managers

and

re.,iew the trade publicationb

available, your student is to

prepare and give a

10-minute

class discussion on hoer

important it is for these

managers to keep up

to date

on the new advances

in

equipment and supplies for

use by hotels,

motels.

--11

11e.

't.

't;

(r

t;:.

.

Svg;q:Ltcd Coc,;.p tr-1

v.Ld licsouicctl (detilut othn..Li E:s

df,I)(d) .

(Administer pretest) (Sec

EllOcsvres)

NOTE:

The intervievs anl pc:rsonalcohtacts with

the r*.magors te considered

tha

activities to be performed, either as

individuals, small groups, or

large

groups, you are to work

these personal

contacts into the students

activities

if nothing else, have themdo these

activities for their optionalactivities.

NOTE:

Try to complete all listed

activities

whenever possible.

"Xf

Fc-e.tAs Ppgc

_7.

Pre-Test Kcys Fzzo

If the student achieve:, t'

behavioral objectives u, it

pre-test, he Ce.ips

compotency.

To keep this

cc

copy

mco that

used as a work copy.

LEI,Ulee

,.e.P. Tit.

The attitu& that maneeent ehoeld

info

mallics_for tlee by hotels._

1:ompeteneiee ant Objectives

)ompetency

*498

3upporting Objectives

See page

2

Segeveted Group and leiiv;Oue2 Letiv3tce

and Resource:; (design °there ee deeiree)

CuAte.leeey Leib

ele":3

Large Group

1.

You are to have a mtel/hotc3 1,an -eer come to

your claae room and discuos vith your class how

he keeps up to date with the new advaneec in the

hotel/motel business.

Have him bring sowe of

his trade publications to let the class review.

If he is a meniber of a chain, have him discuss

how his chain helps him end what temerits does

he receive from his chain.

What benefits does

he feel he sets from attending association and

and chain meetings.

Have him describe some of

the new equipment, supplies, techniques, thet

ho is nou using that he discovered fro4 some

of these sources.

2.

Obtain many trade publications froe your hotel/

motel managers so that jeee Class ma;; have e

large number and variety to loo! at. You are to

have each of your students read an article in

one of these publications and then prepare and

present to your class an oral report.

Students

are to review articles that seem to diseass nett

equipment, supplies, techniques, etc. that will

show what is new. These oral reports will

demonstrate to your students that there is much

that is new and iR,at the variety is never ending.

Small Grou

ou a

reto divide,

your

students into groups of

two or three students and have them read hand

outs

1and

2Your students should

theriaII7Uss these handouts as they relate to

their net two following projects

.--/:.

e.1.e a t5 ye :greet i cee

.,I;

It it: felt that the act'.-.1

contact with a hotel/mo:3

villager is of prime inper.!'

here as a classroom prcecel

without those professionall,.

is somewhat limiting.

Ti

ris

attity0:.! thA Ic.uct-,c,ortt s^on10

cn

ef

Ipplies for ute

hott..1(;,.

C

ompetpncics alid Ohjeotiwl.

Sugrested Oreup

3),(!ividu0

and 1025011VCC5 (delgn et.h;:ro

......

.

Competency

498

upporting ()Waives

ee Page

2

.111

WIM

MY

,

.`.

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.4

Small Grolip=continu0

2.

students should read htinec,ut

3find

discuss what they believe each

qu. e:q1oli on

this handout is asking.

This is to insure

the student knowing tit?.understand3ng what

he is asking.

3.

Referring to handout

3 which list: t!..e

interview questions, c ach rjoupwill n(74

select to or threehotel/motel manaurs

to interview to af.A: them thequestions

listed on this handout. Your

students will

then turn in a similar' of the5r

findirt1 to

you for evaluation.

NOTE:

the optional

lelhing activities for this

have morit for both small group

and individual volt.

Strive tc wvrk

them in even if they are notrcquired by

the students performance on other

learning

activities.

Individual

1747Tribere are no permanent references for

study, the student must look to the

curren*

issues of trade publications borrowed

from

your

!,,-.4-01/motro

the

nest common publications arelisted balm.

You will find others as you visit your

hotelAnotol managers.

You are to have

your students read and

review several of

Cesegazjazines.

Artcrican Most

Food and Equipmnt Product NPs

Y.Ptt?//1-.5 6ir Inn Jourtn1

Ash sewal strdcnt!; 14174,

several qucstio!is

to

check understanfling1

oummaries vill indicate; h.

well the intervicwu

1accomplished their pupoc,,

`919

9

Ti

rflict attitude that

rnt.

r.

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1.c.tix1;;t:

and resoul,:u. (D:Fica C611..:i.s Ls

;

ol,Tettncy

498

. ;

IndividualContinued

Eif your students 1-1,,Ne net completed th

small grorp activities, the

aye LW to be

completed, except you will now do the!;c:

ee Page

2,

activities by yourself.

1

t1

: 13.

You are to have your student:: prepare a

1

iI

bulletin Board for your classrcoathat will

I

show the three general methods

that a

1

1hotel/Motel mantgers keeps

to date with

tf

the

noadvances in the Hotel/Mote) trade,

and the Lriefits he would g,t froAetch of

i

these methods,

,i

v u.

you are to have your students interview

1 t

Is the material presented ir

ahotelhaotol manager and find out how

1logical straight forimrd

he can use salesmen of equiment

and

1mtnner.

1.

I

supplies as a source of information.

%.

IYour

stud

ents

are then to prepaie a sutpTiry

1

1

i

i

either in writing or orally on uhr:t

thtv

tfound out.

upporting Objc:ctives

etST

CO

P?44

4484

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%he attitue.e tht.

kripllirs for ult. bv

.111

11.1

.6

Competencies and Objectivw;

.....

war

aaaa

o....

.

Competency

*498

Supporting Objectives

See Page

2

,

111'

)111

(1 1

,-.

1).."

(..

:1(.

4*.

EaJgwitcd Geup

and 11,7?sou)-ecs (devign

tr;

Optiorga

le

RemedialYou are to 11:.:,ve you: studelit.

intervicIr

solve one at a hotel/motels

other than the

managers

such as a maids and task this person

of

the new supplies lad equip-..:gen or techniqvcs they

have found coming into use overthe pest feu

years', .This.person_bhouldba one who has been

with the trade for several years so they cangive

you a good pictureof the improvente. Your

student iv then

preplIre a sumwzrys

either

in uniting or oral.

2.

Enrichment-You arc to bave ye:1r student

interview

a hotel/motel managerand have your student ask

how the hotel/motel business has changed over

the years.

Trace the growth of motels as the

number of cars has increased,

Trace tne advance of

4equip.aents supplies, techniques over

the years.

:Jrt

Have your student prepare a report

for your

1

evaluation--this report may be either

oral or in

writing.

3.

Career DevelopmentYou are to have yourstudent

prepare a report onhow a salcran provides a very

important service by showingthe hotel/motel

managers in his area,

the new equipments supplies,

or techniques he le trying

to provide his hotel/

motel manlgers and\also what new ideas hehas seen

at other hotel/motels. in h4c area.

Have the

student prepare a sumrary of t:-Is report

for your

evaluation, either orally or

in writing.

Foe al) optioud activitir

is the.mritt-rivl pm5critc.:7 3

logical atiniglit. fora'.: r:' I:

- 043,

4

4,44

64

Post-Test, Page

10

Post-Test Key; Page

%Jar.

tfol

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XPost -7eqt,

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!

INST1:2CTIONS:

You viii wv;tc out tlid hand in to yo:x

it:structor th

tc. the fo1le4tin:!,

Write your antivers on atiothe- shcet

of

p_per as

WA.

hr.Toe

I'

IAst three methods 113(*1 by

hotelhwtel mamc;emunt to Lcup infoHe0 of nc:;7

achTLe.7,

a!A

in their trade.

Qllestinn 2.

Why is this constant searching

for new equipment and supplies so

important?

Met Stamtards of all ompetencies

Finished with L.4.1".

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:t. ii.3 ec.,41,4=era .,*tad c.4sess ruuds of the individual

cce ;:ems such a. c:osed circuit TV, movie protector and screen, tope

reco:ders, record players, slice protectors, camera and equipment for making

visual aids. Evaluation procedure can be accomplished on an individual or

group basis and pupils are given vocational evaluation profiles at the end of

the work session along with information concerning how to pursue their

vocational interests.

As there are no particular lists of obtainable competencies in this

mobile unit, the following description of activities that takes place within

the unit will be in narrative form.

Reading Diagnosis Program

Individual, Informal Appraisals as a Basis for Placement

(I) From the Educational Development Laboratories 100 series, aselection of graded paragraphs will be offered to each clientto read to determine independent reading levels (grade place-ment).

(2) Sight Word Test: to evaluate reading level; to provide readingmaterial in which client can succeed (comic book, newspapersports, paperback pulp or work related material) and to estimatestarting point for beginning informal reading inventory throughthe use of EDL instructional media. The Tach-X (tachistoscope)graded word filmstrips are used to evaluate this vocabulary.Ten to fifteen words is an adequate sample (90%-95% wordrecognition indicates ability to move to the next level). Useof this Tach-X machine also allows the evaluator an oppor-

vt runity to informally assess perceptual accuracy and visual

411*k1/4

efficiency among the clients participating.

q7. (3) Administration of the Gale Visual Perceptual Screening Testif need indicates.

Individualized Communications Skills Instruction

After determining the student's reading level, a program or remedia-

tion is given to him by the evaluator. As the student progresses through these

exercises the evaluator can work with him individually to further assess his

needs in better communications. The evaluator is drawing up a diagnosis of

the client's abilities and deficiencies based on the following Reading & Study

Sk:1:s Check;:st:

(I) Word Maarl7r.-

A. Unc:ers.-onding technical terms of the subject

B. UnCerstonding general and specific uses of words

C. prefixes, suffixes and roots

D. Dictionory

(2) Comprehension Skins

A. Recognition and understanding of main ideas

B. Recognition of relevant details

C. Recognition of relations among main ideas

D. Organization of ideas in sequence

E. Reading maps, tables, graphs, job ads, W2 Forms,Job applications, insurance forms, etc.

F. Distinguishing between facts and opinions

G. Drawing inferences

H. Judging and criticizing what is read

(tic, (3) Study Skills

A. Use of index, table of contents and encyclopediagt

_41/4 B. Organizing and summarizing information

444 C. Adjusting reading rate to established purpose

D. Reading with a purpose

E. Knowledge of sources in field

These communications behaviors will be measured by the reading

_valuator using the multi-media communications skills system designed by

Educational Developmental Laboratories called Learning 103. The objective

of the Reading Media Center is to assess client's communication level and

dc:termine whether that level is adequate to enable employment or pursue

further vocational training. Recommendation will be given on each client

as to further needs for competency in literacy, elementary or high school

71

equivalency, basic vocational training, refined job skills and cultural

enrichment.

The following list of media illustrates the means by which pro-

grammed curriculum is given to each student. The evaluator completes

his diagnosis of the client based on performance of each task. Every task

has a workbook of responses so achievement level may be determined. All

materials will be ac' usted to the instructional level of the client assessed

in the informal reading inventory.

OBJECTIVE: To establish the reader's discrimination skills and visual memorynecessary in order for him to acquire an extensive and stablesight vocabulary, and to maintain accuracy in recognition andrecall when he is involved in fluent silent reading.

Tachistoscopic Accuracy Training is provided to assess levels of

visual discrimination and visual memory. In Tach-X training, symbol ele-

ments (lines & curves that compose letters and numbers) and numbers and

letters are flashed on a screen in brief, timed exposures, generally ranging

from .I second to .01 of a second. Immediately after each exposure, the

students name, draw or write what they have seen.

Look and Write Training

OBJECTIVE: To assess gross eye/hand coordination and ability to formacceptable letter and number representations

Systematically assesses the student's awareness of,placement,

direction, and shy for the recognition and reproduction of numerals

and letters depends heavily on a student's sensitivity to these three factors.

The student is made aware of the starting and stopping points of lines and

the manner in which they intersect (placement). He is made conscious of

the attitude of a line on a plane (direction). He must be rille to appreciate

Nthe form created by a line (shape). *.

-72-

: ' *4*

. . C. Z.' ,.1..** . :*C" 71

CL'.:F.C7:V.F.: To assess and In-Iprove the ocular skills required for effectiveand cornforroale performance :r; fluent siient reaciing

Mo-".y treinir;g is provided in order to ossess and develop to a

higner aegrea the oculo-rhotor facility. The activity approximates that of

silent reading and aids in developing good direcrional attack. During

Motility Trol-'-g, the controlled reader preiects three widely separated

elements per line. The rria:arial is projected in a ieft-to-right manner at

rates which range from l5 to 120 lines a minute. As the students follow a

movir.g slot on t're screen at progressively faster rates of speed, they deve-

;op nigh leve;s of tr.otility, or ocular faciliry. Fixating from element to

es.ernen: at high rates of speed causes 1-d.ei..-,inning or poor readers to strengthen

pre-c..on in fixating and coord:naring

Autl-X Word lntroducrion-Story and Wo:d Study Mode

Assessrr.er.t of auto: language experience; listening comprehen-.. sion skills; association of the sounds of English with their

printed l'orrn in order to create a degree of independence inword attack.

The Aud-X is an instructional device which appeals to the auditory

and the visual senses, presenting the graphic representation of a target word

simultaneously with its spoken form. The printed word is thus introduced to

G beginning reader, who already possesses on extensive oral-aural vocabu-

lary, in a manner that permits inductive: association.

Story Noce: presentation of four or five sigh; words (target words)

in the context of a narration and development of comprehension skills through

narrator - guided activities.

Word Study Mode: the presentation of sight words and the introduc-

tion of fundamental skills of phonetic and structural analysis.

exercisus ir. an accompanying Study Guide

c.nd 4"43c:ves immedia're fe...idoack, which not only provides furtner instruc-

tional material, out helps both the reading evaluator and client to evaluate

sk: 1 Is taught.

L.Isten arcs Read/Listen and Write

03JECTNE: To assess skills in following directions, perceiving relationships,and making. Inferences.

In Listen and Read, reading skills as well as listening skills are

diagnosed. Students are introduced and given practice in such reading skills

CAS :71;.:::1 new words in context, understanding sentences, understanding

parcgra?hs, reading :).stween the lines, and reading the newspaper.

0:7...::CTIVE: To OSSZ:SS Sk::IS GS capitalization, punctuation,writing complete sentences, writing letters, and filling outapplications.

in '...'stor. the listening rnedi%,m (cassette) is used as

vehicle for diagnosing writing skills wn:le providing continued practice in

listening.

Study Librar (4n-5t1-.-6th Reading Levels)

OBJEC.TIVE To diagnose the advancing reader's skills of interpretation,evaluation, organization, and reference.

The use of the Study Skills Library helps students develop the

reading skills and approaches they need in order to read effectively in the

content areas (science, social studies and reference). Lessons programmed

for independent learning provide step-by-step instruction and enables the

student to proceed at his own rate and to work on materials selected for him.

Basic Communications Sores (Mark 7 Ken Cook)

Selecting a Trade builds the student's vocabulary and reading

and writing skiI1s through exposure to basic vocational guidari%;,a informa-

tion for ei,ht trades. in addition to reviewing the fundamental analysis

ifA447

-74-

, t e

St5. ;4;* Oro skr; svir Vse %.41 %.. ow :/A. 61,w 4.hat btieli.01.1 sofa* .4.

fi S.14:47 pC.:C4413:-.7.:.;' V4,7.4 emp:losis 4 pic.oed ,pon

.113 Qr. 44 1..;:a so is s1441:: taw°. a of th4 study one: skin

.rerequisites cnci career lacid,,,rs for the feotureci vocations. A workbook

serves cs a learner's tool for response and s:.-:lf-appraisal. A cornpreher.sive.

review test, comprising the final prozjram of the series, summarizes the

readina skills and job information presented in the series.

Ern2loymant follows the same pattern as Selecting a Trade

and offers material on such topics as: FindinG a Job, Application for Employ-

ment, Job intervi.:;.w, Empioyee Handbook, Employment Forms, Understanding

tree Fair Labor Stonc:aras Act, the ?ay Check, and the Employee 2.4.illetin

Each ci lent works rhrough at ieost one slide program from each series.

Film Viewing and TV Vicleo.:T.pa ?roc.'uction interview

During rhe period of vocational/communication evaluation, weekly

viewings are conducted with topics of varying concern. After the view-

cc.ect, ing, group discussions occur and clients are evaluated informally on their

QJ

Qy

perception of content, visual literacy, abilities to convey impressions ver-

bally, and most significantly, their ability to interact in a group situation.

Role-playing and simulated job interviews are videotaped for play-

back and group reaction. Clients are assessed regarding their perception of

themselves in job-related situations an their abilities to express themselves

concretely and realistically in a lob interview. Videotapes are used often

to capture interaction/work habits in the learning laboratory in order to

promote self-evaluation and improved interpersonal relations.

It should be noted that each client is exposed to as much of the

curriculum as time and individual pace allow. His performance in as many

communications tasks cs possible provides the reading evaluator with the

most comprehensive proficiency profile to feed back to the cooperating agency.

J

7ow (n;:.tot*

Pt4)C123 for the Re-.dins and :LvalnationUnit

At,:

Ith

r, ,.7cading t

1.ZPre-e

tsteadifig

i

(0CatiCa.

I4.

.4-

leilt,

1-10

Vocation

Post

Aware-

That fo

aess

- "---w-

Reading

'

Program

' . '.

...,/

,....

. 1,T

.

i1itb

ati''''

''..'

Play

ing

e.

Ailoadimg

....

.,Group Di: .

nalysis

for Job

R eadines

Tndivid.

Instruc.

Pro cam

(Reading)

w_.

.

BFI

eeif

tp

4/44

F

1....'.011.4.1-Termina11

.11C.i

Intervie I

I. I o

WS

. O

MR

.. .,

Referral

for ad-

ditional

Help

.-.

.. ,..

+w

ar. r

e ss

loz,

...T

10

.str

zm-.

ars

afta

les.

T.a

,

Ref

erra

lto

Job

Entry

ReCerral

to tech.

Vocotira

11:3 .3chl

. .

r-

05A tIA1° 1441.V Pl."

Z . ,.eacng Level, Grade

moo 6.4

. ," .4. r,Je

Jo Language Usage

7. in Tasks

3. 1:--tionz.1 acactions

11. -..:yedness

.11=11=lo,

-2. -nvirorcnt

.3. Oaservations

..;-:;'.17,..:ATTD IN 7::::,ADTN:7; MEDIA CIT,NTER

A. Tcich-X Acc;;racy Training (Word Recognition & Visual Memory)

Zo.

2.

Controlled aeading %otility (Acceleratec. Discrimination Training)

C. ADD -X Story and Word Study (Skill Building)

D. Listen & Read and/or Listen and INrite

E. 2asic Co=icatior.s Series Selecting a Trade and Full-time

Zmployment

C.

1S

2.

Film-Viewing and Videotape Production Interview

Reac...g

D:AGNCSIS:

C_ ace Level o book

..0,;.;-ea of Comprehension

3. Vocalization (whispering, etc.)

4. Finger Pointing

5. ::ead Movements

5. Signs of Tenseness

7. Posture

8. Distractability

9.4 Attitude Toward Reading

CLIZNT EVALUATION RECOMMENDAT/ON:

ZVALUA.'OR:Oft

°NIG..tf%

"'

=vc.:vc.7::::-. Pro Drorn

Vocational Evaluetion Prog.ram

carr.,:irellen4iv,1 occupational profile relative to the student's career

inte......1st, to begin to lay the fouindaiior. for Job Readiness, to establish some

type of Vocational Identity for those who lack direction in areas of this

OCCUpQtioncl endeavor.

OSJECTIVE I: To be attained by the utilization of the Singer/Graflex

Vocational Evaluation System.

The Evaluation Program

The Singz..r/Graflex Voce:ional Evaluation System is a work-

screer.ing device designed to help the individual make a sound

vocational selection by:

(1) Exploring the world of work relative to definiteoccupational areas

(2) Facilitating an assessment of the individual's abilityto do work

(3) Determining general areas of vocational interest andaptitude

(4) Defining additional training needs.

The System creates a simulated work setting with which the

participant can identify and involves him in an exploratory experience

free of the pressures generated by the usual tests on the "pass/fail"

system. In this tension-free atmosphere, the individual completes o

series of work tasks that relate to his potential activities in future

coQ

-79-

employment. His behavior and the work he completes are evaluated

against the standardized norms that have been developed for the System,

identifying the participant's current level of 2nctioning as well as

affording an opportunity to assess his career potential.

The System consists of programs fitted into carrels called

work stations, forming self-contained units. Each of these programs is

complete with:

(I) The tools and supplies necessary to complete a seriesof work tasks

(2) Interest and performance rating forms

(3) An audio-visual protector

(4.) A filmstrip with a coordinated tope that providesstep -by -seep instructions of the various lobs relatedto 44e program's activities.

The programs are cosigned so that the participant, after a brief

orientation by the evaluator, Ts abie to complete a goal-eirected task ?r a

emulated work si!...;7on w7 4 further staff instruction. The evaluator's

Tob is limited to evaluation of work quality, work behavior, and work

habits during the time- worked period. Performance at each work station

demonstrates the participant's ability to use common industrial tools and to

follow verbal directions. in addition, the audio-visual identification o2:'

related lobs serves as a tool 7n teaching occupat7onal inforrr.ction.

Any number of t ^e proTrerr be used in ossAnIng the

vidual's potential. Sae', program provides a sequenf.7. V.ep-by-stun

sc.-ears:11g ,wocess. Vocational Evaluation System is a

self-Instruct:ye scrvaning davIce 6usIgnecl to Increase understanding while

rec..ocing staff and space recuircment aria promoting the effectiveness of

the evaluator and the counselor.

Singer/Graflex recognizes the, need for improvement through

research and validation and periodically implements follow-up studies.

These studies will determine the effectiveness of the system and the need

for further Improvements.

At present, the Singer/Graflex System has an industrial norm

based on a limited population. Results from a randomly selected, nationally

based population of users are being compiled to facilitate the most effective

utilization of the System. After a sizable sample has been taken, norms

based on percentile ranks will be developed for each of the sample areas.

It is felt that the most useful comprehensive method of developing normative

data is to use the broad spectrum of work from unemployment, developing a

norm for each population.

The System can be effectively utilized in many situations within

several disciplines. Examples of usages are found in the:

Academic Area

Junior and Senior High Schools, Technical Training Schools

Correctional Area

Correctional Rehabilitation and training, institutional orcommunity based

-8

Re'r.a:):1:tat:on Areas

Eval.a:lon program:, Traning programs, Sheltered Wc.

programs, Welfare programs, programs for drug

Incluss.-rial Areas

Personnel offices, Employment Service, Manpower TrainingPrograms

OBJECTIVE 2: To prepare students for the world of work. Each student

participates in the Ken Cook Automated Instructional System. This system is

designed to develop Vocational Awareness and Job Readiness. 'While in the

program, the student is taught how to look for a job, how to react during an

interview, how to fill out a job application, and how to communicate to his

potential employer what skills, if any, he brings to the job. Other areas

covered are:

(I) The meaning of F. I. C. A.

(2) The meaning of Social Security and an explanation of anyother deductions that an employee would encounter.

OBJECTIVE 3: Througa a role-playing series, the Vocational

Evaluator and the Reading Diagnostician will facilitate group discus 'sins

:n hope of establishing some type of vocational identity. Also, the program

uses Audio-Visual closed circuit television to help the student in establishing

vocational identity.

In addition to the Singer/Graflex Evaluation System, the

evaluator selects all testing materials to be administered to students in

the program when necessary. The test is of such a nature as to reflect the

141vtA64

bv.

the 4pec.:-::c -rie voluotes the results of these

he ci:scwss.:15 ;,-;,:ts of the test with the student and then enters

the results in the student's file.

Upon complat:on of the pi-agora, each student meets with the

Evaluator and ils.:adlng .74':agnostician and discusses the results of their

vocational evaluation.

Written Evaluation

After completing the 10-15 day evaluation program, a written

evaluation is made available to the agency or institution with which the

student is affiliated. The evaluation will include:

(1) Program content(2) Work 3ehavior(3) Performance(4) Summary and Recommendation

The following rating and evaluating work sheets along with the

pictorial questionnaires are used with the job analysis work carrels. They

are designed to assist the student in identifying with different types of jobs

and work environments, eventually causing a selection for continued study

in a particular area.

Participant

Work

Station

Basic Tools

Bench Assembly

Drafting

Electrical

Wiring

Plumbing &

Pipefitting

Carpentry

A,

Refrigeration,

Heating, &

Air Conditioning

Soldering &

Welding

Office &

Sales Clerk

Needle TrLles

SING'

GRAFLEX

VOCATIONAL EVALUATION SYSTEMS

INTEREST CODINC SHEET

Wolk Astivity. Ratinv, yolm

"A"

ukin

. . .

4/.4

0

2, 3, 4

2, 3, 4

2, 3, 4

3, 4

2, 3, 4

2, 3, 4

2, 3, 4

3, 4

3, 4

3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

Yes

Evz:luation Pelled

Froia

To

Picture Interest Screenill&

No

4r,r

4R.s

..7

.06.

16,1

......

72TOTAL

=0

-

XI

I!

SINGg:1.2./C.2--;X

NA:47,T;AiN;i1.

3AS:0 TOO:3 (1)

S.S. No.

Date(s):

A. Would you like to have a job like the people you just saw in the pictures?

(Mark an "X!' in the box that bast tells how you feel.)

Na o.x. D Yes

TINE ERRORS

Ti me Started MeasurementFinished Product.Time FinishedUse of Tools

Total Errors

RATING

Total Lime

Tizae

Errors

Now that you have finished the work tasks, would you like to do this kind

of work for a living? (Mark an "X" in the box that best tells how you feel.)

Dxo ?O.K. Yes

Poor1

articinant

Satisfactory3

Excellent5

EVALUATOR'S USE ONLY

Checkpoints:,

1. Start Timing:

2.

3.

4.

5. Finish Timing:

Ring Size:

IMMIIIWOMPIMMIII

6YST.;d4a

T o.irm P

Form

-^ ; V 1'15%

S.S. No.:

Date(s) :

you like to have a job like tha peol'Ile you just saw in the pictures?

aa "X" in the box that best tells how you feel.)

\o ? O.K. Yes

-..-zr......ERRORS RATING

...i Assealbly: Assembly:I .

Zi

1',=. , s_. -.ad.--- ..,.....

.--- ......,".... Assem'oly Time1

:oral :21.41e . Errors Errors

Disai,Lembly:

t

iTiae Yiaish..p.1 1 Disassembly Time

To ;a1 Time 1

Errors Errors

.2ima Started

Disassx;bly:

B. Now that you have finished the work tasks, would you like to do this kind

of work or a living? (gark an "X" in the box that best tells how you feel.)

0 2 D o.x. D Yes

2articiantEvaluator

?oor Satisfactory

2 3 4 5

W.LUATOR'S USE ONLY:

Cheakpoints:

1.

2. Start Timing - Assembly

3. Finish. Timing - Assembly

Start Timing - Disassembly

4. Finish Timing - Disassembly

-86-

Names.:

V.-0CA:%:,.AL ZVALU=ICN SYS:L

Ilz.tnz Form

DRAFTING (3)

S.S. No.:

Date(s):

A. Woul4 you like to have a job like the people you _lust saw in the pictures?

(Mark an "X" in the box that best tells how you feel.)

El No ?O.K. DYes

TIMEiDr.tiag Problem #1I Ti ma Started

Time Finished

, Total Tiae

braftiaa Problem #21Time StartedTime Finished

Total Time

ERRORS RATING

Dra:Ztiaa Proo...em #1

LineErasureMeasurementOther

Total Errors

Drafting Problem #2

LineErasureMeasurementDimensioningLetteringOther

Total Errors

Drart:alaProblem #1

TimeErrors

DraftiaaProblem #2

Time

IErrors


of work for a living? Clark an "X' in the box that best tells how you feel.)

L-1r-1 No E3 ? O.K.

Poor Satisfactory2 3

[..] Yes

Excellent!4 51

ParticiPantEvaluator

EVALUATOR'S USE ONLY:

Checkpoints:

1.

2.

3. Start Timing - Drawing 1.

4.

5.

o.

Checkpoints:,

7. Finish. Timing - Drawing 1.

8. Start Timing - Drawing 2.

9.

10.

11. Finish Timing - Drawing 2.

12.

Name:

INGER/GXAFLEXLVALUATION SYSTZMS

WORK ACTIVITY

WIRING (4)

S.S. No.:

Date(s):

A. Would you like to have a job like the people you just saw in the pictures:

(':.s rk an "X' in the box that best tells how you feel.)

r-1 No6..4

TIMEIni4s1 Wiring TaskTime StartedTime Yinished

Total Time

O.K. . El Yes

RATING

Wiring TaskTimeErrors

ERRORSInitial Wiring Task 'InitialConstructionSolderinaTapingTotal Time

Full Wiring Evaluation,Time StartedTime Finished

Total Time

Full Wiring Evaluation Full Wiring

Winding Evaluation

SolderingTapingCutting_____,Total Errors

TimeErrors


of work for a living? (:.ark an "X" in the box that best tells how you feel.)

ONO ? O.K. Yes

ParticiRantEvaluator

Poor

IIIMINOMIMMI1.1101.1.

Satisfactory3

Excellent4 5


Checkpoint:,

1. Start Timing.

2.

3.

4.

5.

6.

Checkpoint:,

7.

8.

9.

10.

11. Finish Timing.

12.

-88-

Ratin. S.S. No.:.MM==MIWMI1NM../MO

PLUXSING PIPEFITTING (5) Date(s):

A. Would you like to have a job like the people you just saw in the pictures?(.:Lark en "X' in the box chat best tells how you feal.)

`.- ? O.K. Yes

ERROAS rukTING

threading: Threading: Threading:1

Timv: Started I i 1!easuremant Time

Tina anished Reaming St Piling_. ErrorsTotal Time Threading

.,sembly:

Time Started

Assembly: Assembly:Assembly Errors Time

Errors

Total Time

IDisassTime Started

1Time Finished 1

Total Time

Disassembly:DisassemblyErrors

Disassembly:DIL:ssemblyTineErrors


of work for a living? (Mark an "X" in the box that best tells how you feel.)

No ?o.K. Yes

Par:Leila:lit

1 Evaluator

Poor Satisfactory Excellent

1 2 3 4 5

1

i ---I-

..mgaiwomml...1111110.0=1111. ammloml.. !lbEVALUATOR'S USE ONLY:

Checkpoints: SblaPpints:

1. Start Timing - Threading. 7.

2. 8.

3. 9. Start Timing Assembly.

4. 10. Finis& Timing - Assembly.

5. 11. Start Timing - Disassembly.

6. Finish. Timing - Threading. 11. Finish. Timing - Disassembly.

-89-

Wa..wN \ _v 11 ic.0 44: Ii;

Form

CARPENTRY a

YO

S.S. No.:

t s)

A. "iould you lika to have a jci.) like the ..leopla you just saw La the pictures?

aa ".NT is the box chat hest tells how you feel.)

? Do.K. Yes

TI)12 1 ERRORS RATING

imin Started 1 Xa4isuremeat cCutting Time

-e iaished:

Total Time

AssemblyErrors.::Wishing7nishing

Total Errors

Now that you have finished the work tasks, would you like to do this kind

of work for a living? (:hark an "X' is the box that best tells how you feel.)

j Igo ? O.K. 0 Yes

Poor1

Satisfactory3

Excellent

EVALUATOR'S `:SE ONLY:

Checkpoints:

1. Start Timing.

2.

3.

4.

5.

Checkpoints:

6.

7.

8. Finish Timing.

Start Timing.

9. Finish Timing.

-90- 7.7'1117S-6

II ,.t.404,11irod

-Nei ...tr.. I' *SI

e

oir

S.S. No.:

. :: i#,A

v:oo1r you lika to hava a .;c.1 ,; pa la you ji.t saw in tha

(Xark an "X" is tha box that besc tills how you feel.)

? D 0.1c.

TTV17

y,;..v,

ERRORSr-

AATLIN.4, !

-1,1s4er441y: -1

Neasu...mmentStartad"'""

AWA4A 4AWATA

1

!.64.1:W)Y.A.:Pew J A

Ti-u Started !1

....mz. rinIsae..;

1

: Total Time

toiAAAAdA

Flaring Errota

Assam:AyTotal Errors

Di,,a..embly: Disao0azbly

Dioasbambly1 Errors Errors

3. Now that you have finishad the work casks, would you like to do this

of work for a living? (:lark an "X" in the box that best tells how you feel.)

No

Participant!Evaluator

?[2] O.K. E3 Yes

Poor1

Satisfactory2 3 4

1

Excellent'5,

I

EVALUATOR'S USE 1-LNLY:

Checkpoints:

1. Start Timing

Checkpoints:,

6. Finish Timing

2. 7.

a. 3

4. 9.

5 91 XEG0178 -7

:60A%A$1...ftt"r.o.4.1.A' I.1.0.4

....,vVNp,

dW~NOW..

rII1Iml.Idl..MIM1M1110eWMRMRNM.M..PM=MNPIPS.S. No.:

ate(s): PRAM./

A. Would you like to have a job like -tele 14.tople you just saw is the pictures?

( :Lark as "X" in tae hox that 'oast tells how you feel.)

xoamoral

Yes

Tta ERRORS =INC+...101Sr.c.r.4. 1,..e..areAtent

Cutting I Time

b,.t.7.1SwawIng Errors

[

Total Time SolderiazFiaishin,

Total Errors.....,_-

Now that you have finished the work tasks, would you like Lo do this kind

of work for a living? (::ark an "X" in the ;.ox that best tells how you feel.)

So ? O.K. Yes

Poor Satisfactory Ekcellanz)

1 2 3 4

Partici at.

EvLlutor


Checkloints:

1. Start Timing.

2.

3.

4.

5. Finish Timing.

sixcziaGRAFLExZVALUATLO SYSTZXS

WORK ACTIVITY

atiaty or

SA1.ES CLE:\K CS)

A. Wcu.W. you like to have a jobC4ark an "X" in the box that

L. No - ?

S.S. No.:

Date(s):wIM1.11101111.1.11=111==.=1111111.111.1=Mi

like the people you just saw in the pictures?

best tells how- you feel.)

o.K. Yes

Time StartedTime 21aished

ERRORS RATING

1 Filiag: Filing:

alphabeticalNumerical

Total Time$

Total Errors Errors

6«.1.4:4; 1 Sales: Sales:

Startecl according

Time Finished 1Computing Time

Total Time Y..achaaioal Zrzors- 1

Total Errors

B. Now that you have finished the work

work or a living? (::ark an "X"

71.

iar ticllant1 :Evaluator

Poor1

tasks, would you like to do this kindin the box that best tells how you feel.)

0 o.K. Yes

Satisfactory2 3

Excellent4 5

-,+-

~VALUATOR'S US : ONLY:

Checkpoints:

1.. Start Timing - Filing.

2. Finish Timing - Filing.

3. Star: Timing - Sales.

4. Finish Timing - Sales.

-93-

X=0178-9

SIN:2-446.2..LXWCATIX.,;AL ZVAL=I0.: SYS=S

3 RK ACTIVITY

Rating Form

S.S. No.:

Date Co):

A. Wo61.: you like to have a job like the people you just saw in the pictures?

Mark an "X" in the box chat best tells how you feel.)

/so

Sawiag oa Cloth:Time Started._

2z Finished

Q.K. El Yes

Total Time

ERRORSP.Iper Sewing:Total Errors

Cloth Sewing:1:easurement

CuttingThreadingSewingTotal Errors

RATING

Paper Sewing:Errors

Cloth Sewing:

Errors HNow that you have finished the work tasks, would you like to do this kind

of work for a living? (gark an "X' in the box that best tells how you feel.)

ED No

Partici antEvaluator

?

Poor1 2

I

O.K. Yes

Satisfactory3

Excelle-al4 5

.=1,~~1M

EVALUATOR'S LSE ONLY:

Checkpoints:,

1.

2.

3.

4.

Checkpoints:

5. Start Timing.

6.

7.

8. Finish Timing.

-94- X.FLG178..1C.

OwNY'eel."1

17CmURE '"V"n.'75" v;s171-:C '7:Y_ _ J. I. a

Date

0:11..fitorfs Namo

r,.;.otions to these 'o .dotes will

work you wol..14 like to dz..

46.14 ta box by t:13

to do the kin4 Ce work

dri3 Y16104.

:alp you fiad out wbi:t

stuzly each picture, r..7.rk

how yvi. woua

::.air. show: .1.: 'the picture.

a czoice Lor every -.1.ctura.

NO 0....... IOW

:-.asezblyNo

11= . - =0.11111 1

21zasa

Arc Weld, .lg Sawing t. belt

(S) Yes ? No (10) Yes .0

El El E=3 6.. L.]

No!"--1

Blailding wooden

(5) Yes Nor-n

1 G

Oboe -60(1)

hand toolsNo

;

. m

%LSItOtt 011015.

8

Grinding a weld Cashic.(8) Yes No (9) Yes

i1 I

. Mew OM.

Assembling printedFixing a sink circuits

(5) Yes No (4) Yds No

D E D

Asselysuparvisc=

(2) Yes ? Nor.,

1 ..Solderin4 cower .m..,oina

(8) Yes

[7]

.00.01m. WoommuM11

- . ed4Mechanical repaf.r or

Sewing upholstery cont:bole Using a ha terti% 7^. ? No (?) Yes ? No (1) Yes No

PIRM.pr C 12 ;LpMm

%ImInm

a a, .1/1/ -

Cl r% sftl'n,7 paint Laying a wood flow"9) Yes No (6) Yes No

111111 r-1

r.,

.

. . . . , ?

Checking con.Dresr;e,rcontrols(5) Yes No

r-7 pP

. alb

Testing electriccondensers /1-'n4actor assenbly Spot 'eclat":

-(t) vns No (2) Yes ro m Ycls 'N*

..

vim Jr,+.......Lara--:, - 0.44`3 I. NA:11%64;4dr

Iv1 Yc:samo.,

1

11

VV. ma. e.o.m. - =....

Sewing in a Checking hydraulicc.i.assroom lines

(10) Yes Y No (7) Yes No

f---H Lj

- . . . .

lemb11 .1111111 . 0 am

Cutting wood 2or

Uziag a race saw Sorting office mail a fraraewor%

() No (9) Yes ? . No (6) Yes No

L; Li El 0 r-1 CD

--

V

astalliag a waterm..esu.Ing the circuitry

1.":41w4 of a ti..-...6VIS:.011Using a hanc: drill

%Zia No (4) as No (1) Yes

OS BMW

4.zafts...an.

!majIrmo

.....Assamhling condensors Learning to sew

No (2) Yes ? No

0

. - - - . . An.

(10) Yes No0

....a...

a water Drawing machine Shipping Clerk

-;..11p parts

(7'AP.213 No (3) Yes 3 No (9) Yes ? No7 0 0 0 0 0 0 rl

Cutting a woodid.azt%:rn

(6) Yes p No

ri r7

111

11 . .11 . a110.6.

Replacing a water

(5) Yest 4

? No

7 -29.n

0

Soldering wires

(4) Yes .

Yas

.

1

Assembling valves inan en r_ head

No ;2) Yes X°rn rn

1 I

/re

(:,0) Yes ? No

0.

Piling officematerial

Iire011AMOS44

7 No

fl

Repairing a anon a heating unit

(7) Yes No

* =rm..

Reworking a woodchair

(6) Yes No

n -100f1

;

0Soldering jewelry

;8) Yes No:mt "MEN

Lmi Oslb 1

4. rib11Using a tap tothread a hole

(1) Yes No

1:3

11111MIP..,-..

Reaming a pipe

(5) Yes ? No04441N.

I YDS

1

Drafting supervisorresistors Using 1:and tools checking drawings

No (1) Yes 7 No (3) Yes 7 No, (---.

70 DODLMN1

Ira immmi towslmbLowNJ

MAP

.w. oft -. .4 .Mie... ea. .0 A. .ften,N.

Wcac.i.-.5 angle iron

"-Id v-4c- No.DODSewing Shoes Adjusting a flow

gauge(10) Yes ? No (7) Yes NoDOD 0 7

p.

ad. ad. 10.

- . . ....

I.

11161111

door Using an office

wt h :..c.nd tools calculator Cabinet-makt::

(1) Ycs No (9) Yea 7 No (6) Yes

5.17

eC2

Repairing plumbingon a heating unit(5) Yes No

0

z

,

Riveting on aproduction line

(2) Yes No

El

111111111117.

4t. .4.41.11

-011E;

Tightening hydrauliclines(7) Yes ? No

0

Making wireharnesses

(4) YesMachine Drawing

No (3) Yes No

try 4,,,z,:,i'tegi ;TA.45.7

,

.Ma

qr

Welding a projectorhousing

(8) Yes No

4 *di

4.

Preparing a draftingmachine(3) Yes No

0 CHU

17'

0

Home Sewing(10) Yes ? No

13.

Ink

Clerical receptionist(9) Yes No

0

cA:$'7,..3aretAk.a6;.,' W 4r mil

Laying out awood pattern

(6) Yes No

4

Assembling aprojector(2) Yes

Checkinglines(5) Yes

t

hydraulic

No

Hardware salesmanNo (9) Yes. ? No

p

1..17/dith

trig

Measuring cloth(10) Yes ? No0 0 0

NM.

C

Checkin7 airconditioner switch box(7) Yes No

0 0 4030

Repairingcircuits

(4) Yes

4

light

? No

Drawing a productflow chart(3) Yes No

Changing a partdrawing

(3) Yes ? No0 D

or

Projector assemblywith air screwdriver(2) Yes ? No (6) Yes No

Roofing a house

0 D

Changing a fuse

04) Yes No

El

a

H

ti

Threading a pipe(5) Yes ? No

Drawing machineparts(3) Yes ? No

Directions: When she tre:nee has caz.plered ail the work stations, useThe key b.:low to cc:con:I....he appropricrie rating for eachwork beh..vior item. (Review tne descr:ption of eachchwecteristic in the Evaluator's Manual p. ) This keyshould a:so for the narrative review in the finalevaluation.

Rating Key:

4 3 2

Superior (Degrees of behavior) Unacceptable

General Factors:

1. Arteneance

2. Punctuality

3. Breektimes - leave and return

4. Neatness of dress

5. Appropriateness of dross

6. Persona! Hygiene

7. Attitude toward the lob

8. Relationships. with supervisors

9. Reaction to criticism

10. Response to praise

11. Relationship with co-workers

12. Ability to follow

a. Visual Directions

b. Oral directions

c. Written instructions

11111

Work Factors:

14. Fc::,;;::na or ;;a.i-wo.-;:-.

15. Emotional stability

16. Leval of social & vocational maturity

17. Leaders;.:, potential

18. Training capacity and rota

19. Attention span

20. Attampts to produce a high qualityproduct

21. Craftsmanship

22. Quantity (actual)

23. Quantity (potential)

24. General work speed (level of energy)

25. lmprow:ment of work performancewith repetition

26. Work persistance

27. Frustration tolerance

28. Reaction to work pressure

29. Reaction to job changos

30. Judgment as related to work qualityand quantity

31. Organization of work

32. Physical size, shape, condition

?:y5. CC: 1

c. SN'.-nding

b. Sirtiog

c. Lif:;:ng

34. FunctIoreal work lava;

C. Seciantcry

b. Light

c. Medium

d. Heavy

35. Sensitivity to:

a. Heat

b. Light

c. Dust

d. Change in temperature

e. Paint fumes

f. Exhaust

Comments, Summary and Recommendations:

2.2 Vi W:TH RZcE.:viNG AGENCY

The cooperation of applying agencies and community organizations

seeking Project MC L's services is vital. Their responsibilities include

selecting appropriate clients who can bent from training and to schedule

instructional and training periods for optimal trainee attendance. Also,

since they are most familiar with the community, they must solicit employ -

ment prospects and upon completion of training they must seek job p:ocement

and follow-up on th:4 client's job retantion.

Project MO:XEL does not guarantee a job for every client. It

does assume the responsibility of preparing a student with entry-level skills

for a job which has been identified by the local agency. The client must

understand that he is to compete with others who are also available for such

work.

Complete copies of the "Memorandum of Agreement" and

"Application For Project MODEL Services" follow.

674 Lti _.1. 4 ;71 1. po' « Z....« upt.«... I 00.tV 1..g. 04:44S

..

.;- I

,i11 - D. ; ;* .

1;.:.:4. 0,17; ,it

maiv,o:ANDLAt. OF AGREEMENT

:n orOor to os,u4A, on orderly and stractu:ed delivery of servict-4 on the part ofe -eject MODEL, there should be a clear definition of roles and responsibilitiesor. the part of the Receiving Agency and Pro;ect MODEL. This document is forthat purpose - it can be referred to as a guide by both parties in the event thatp:oblems shouic: arise dLing the planned program.

The intande,c1 c su :t will be a rr.6tual understanding among the Receiving Agency,Division of Occupotionol Educction, and Project MODEL that this is a joint

venture and pi:et program with an equal shoring of resources and responsibilities.

Liaison - Success in any joint venture require; communication. To accomplishthis end Proiect MODE:. would like to have a responsible liaison person appointedby the Receiving Agency. All Information relative to the joint program should beconveyed by this person. in his absence, an altar:ate person must be availableand be in a position to make decisions relative to the needs of the Project MODELinstructor. Project MODEL will also provide the services of a Program Coordina-

to: in ar:dition to the Teacher-Coordinator.

Telec.hone - The expeclitina and the expanse of instal:otion and maintenance of

a 11-7177437ne in the mobile unit will 1:a borne by Project MODEL.

Electrical Power - Experience has indicated that requirements for the installation;r7aTenwone and electrical service be met within two days after delivery on loca-tion. Project MODEL will loan a service cord with receptable to the ReceivingAgency prior to unit delivealong with a suggested schematic for installation.The initiation of and the cost for power hook-up, maintenance and disassemblywill be the responsibility of the Receiving Agency. Power is to remain on con-tinuously during the mobile unit's stay. Removal of the service cord will beperformed by the Receiving Agency upon request of the Teacher-Coordinator.

Location - Where this matter involves security or custody of residents, this willbe left to the discretion of the Receiving Agency. The mobile unit should bepositioned such that the side doors are visible at all times by custodial staff.Accessibility of the unit to residents should also be considered.

Memorandum of Aareencrit -2-

When the populetion being served is physically handicapped, ample space

end terrain should facritcte easitiening of e 30' ramp perpendicu!cr to themobile unit at either door.

Client Selection - To better insure the program's effectiveness and student

success, Project MODEL's staff should be directly involved with clientselection. The Progrcm Coordinator end two Teacher-Coordinators of that

unit will participate 'n the selection process.

Moving and Program Cost - The cost of the Teacher-Coordinators' salaries,moving and program costs will be the responsibility of Project MODEL.

neoorting - The Project Director will provide the appointed liaison person7:";7k77. designate with a report of client performance, attitudes and behavior

at the completion of the program.

Evaluation - The lieison person of the Receiving Agency will feed backs:r:ler In7ormation on student population to the Director of Project MODEL,through an informol critique of the program, staff and communications, incedition to completing a forme! evaluation form.

i'iocement - The Receiving Agency, through its liaison person, will providejob placement for clie.nts where and when appropriate levels of skill areriostere,el by the resident and upon release by the institution.

Security - A joint coeperetive wiii be made by both parties rectivetr,e piysical well-being & ?rejec stefFand darnege protectien ?r,:eet

acuities and eq'ement.

In the event 'hat imn-inent carder 75 evident or predicted, all efforts towithdraw staff and fee:it:es will be expedited immediately.

:n the event that any emergency develops to jeopardize the security of theunit and its contents ei'Ler instruction periods, or if the Te.acher-Coordineteris absent, he should be contacted immediately along with the ProjectDirector.

"tie Director and Instructienct Staff o'.' Pre;ect MODEL ivei come and ancoure-,-,0

a thorough inspection of the mobile un7t upon its arival, stay andFrom the institut:on. This inspection shell be performed with the pra;cra' o7the cseenee leecher-Coerdinator Pregrem Coordinator.

01,

.0. 488 e AO. I,. 0.1...4 . y 1. ur. II

...envh of Stay - Whereas t:le ?resent objectives of Project MODEL are toincrec-e ti:.: efficiency of Ele instructional process with regard to serving avariety of Handicapped and Disadvantaged populations, all efforts andenergies ore directed -.7o this end. The length of stay of any one program atany one iocation will be determined by the amount of exposure and experienceaired the stc:i of Project MODEL. This experience will be used to duter-min:. program parameters with regard to the populations being served, thusmeking the delivery system that ,much more (Affective when it becomes formally

epe. . 60. 1414 a

:en:vet:ve schedule of service for er: ...proararn

Ca wi. i be as follows::eceiving Agency

Arrive: DateOrientat:on C. Screening

instrectionei Program to

Departure Dote

Relations -During the pilot program, Project MODEL. requests that c

:ow visibility profile be maintained. That is, that there are to be no pubicannouncements, invitations to the press or other media made by the ReceivingAgency; however, advertising and promotion of the program within the Receiv-ing Agency is encouraged.

±rrucrional Process - Whereas the Receiving Agency administration is responsible

:.or, and will in no way be interfered with regarding the custody, confinement ortreatment of its residents, the Director of Project MODEL asks the same considera-

tion, relative to the responsibility of instruction of institutional residents. Theultimate decisions regarding the instructional process are the responsibility of theDirector of Project MODEL.

THESE RESPONMILITIES ARE:

4.811111111

accepted as presented -f-Contie Receiving Agency

rejected completely

accepted in part (modificationsindicated within text) Title Date

-I : I-

10OttWOO,

c

10~1 accepted CIS pre:ionted for the Commissioner of

tit. 1

G ca.. t.Ort.e. r.) 4,1 y

accepted in part (r.-.ad;F:cat:onstrta.ccay.d irie Dare

GCC3 otZ;C 4.64 PCV.A;C:At16 Dirac:or, Fr*Gt MODEL

Ai..C.:10

acceptd in part (x.odlficationsindicated within text) Date

accepted as presented

rejected completely

accepted in part (modificationsindicated within text)

Associate Commissioner ofOccupational Education,Mass. Department of Education

ate

110154- . . .

s

1 : . ~ANN..Arr 110. -

Oft teri ROO.

, pi r

*A.cot.' .:,;:tm2e,;,,,,42014..14

".; %fa \ 1..6

II

1 41. V%. 1%

: (617) C92-25:08

J mi

..

./ 110. t to vol i 141:74 I C61; OA II): 6 N.. sQrvicas A..e

.

i ;

..-::C.A74:43C.: bypopuiatiores

I* . A.! p

: ow, ate 011f0 /VV 6%: .:1 .7;1 Vti co:.3 V. . 4. : str.4.a 1 r AO, 0160VV

II

,

.y. Coe 0::*"..*

.. Are

.

:r.c ... .a:S-4C11 Pro

.cf,.;tct. :src,

:47

t. ';'. ..

rt

* C - . ` \,/ 4. ;%11 04 11%Z ;., V %AO NI., 01

C74ji*CliQY .V.ay 9, 1970, Soct:on 7335id

.

::Ianti:c.v.vcd oc:-(Ar..;"hearir.j.

upvec;), vistutLy handieceppod.d.;:tuelied. crippled.

ot:iza he::;th porsOns who byr.msori o: hanalcoPPing condition

1.1 voz..4:;or.:i: or con-And boocr.aalc:nr, cchication pro.*

t7:44.1 d0..117.,11Cti for persons without suchz.nd who for that reason ro

exin: .p,ici41cduc..-stioual\..sw&h...uuwc.).tional or consumer andellucation progranu

Wr.a.-e.as cur re.sourcas aro 7:14) presant time, exclude public school systems

cppiiccrsion :tr.a overwh::---`nz needs of institutionalized populations.

:f your pop:;:at:on exit =l es riee Q.Forarrsargioned prerequisites, please complete

appl:caHon with s?oci.fic arc 7hc.%);:zh oetails and return before May 15, 1973. The applica-

tions viii be ob:ectively scored by compaer and a schedule of awards will be developed for the

f1:4: year of formal opixcrior..

The status of your mquos: :o: svAtiCJS w::: as made to you by August 15, 1973.

Sinzere:y yours,

Ev.;:ett Wa:zechaDiracto:, Prolec MODEL

1, Applying Agency:

Address:

City/Town Zip

2. Datao::: thi4 application: no day yr

3eIadividual submitting this application:

Nzalle and Title:

Mailing Address:

4. Local liaison person:

Nana and Title:

Address:

City Zip

Telaphone Number:

City Zip

Area Code Number

5. Desired Mobile Laboratory (Check One)

a. Vocational Educational Evaluation

b. Business Occupationsc. Small Engine and Automotive Tuneup

d. Merchandising and Marketing

uu02FICSto.. CNLY

1-6

7-11

12-17

18

:M2a:Za4 217Q4j:M:m Z*1%.1

414010Mftio

Zveniazor

a. %yalze

2.".: aay eoaZlictias period oi ti«.4 the racuested uait

eo..6:4 »cot be ...ai1iLed?

'5::.:.aa S2QQ27)

w val%.00110W

1110Q40

19

20-21

22

1";.cil.aeted a.eaber o2 pro,-;re;;. will*. be Le.4e4: t 23-24

25-26ft6Vdift.011

jearel.le.na ..e ZO .44.1 aerved

4. Zi;e4vace,;ed cazber:

Type Soeio-ecoaozic, leaz:ee,e;a, ace.)

b. *Zeadicapped:10,

Type 0:entail, physical, etc.)

c. .a0u.A.,..

Other: nueoer:

Type (i.e., adult, poet-secondary, etc.)

TO= NIDSE2

10. 47 uinority lanzuages are characteristic of the population

to be sdrved, plcase so specify breakdown by number:

a. Spanishb. Portuzeae. :leachI.. OrG. 6.4te.

33

34-37

33

39-42

43-46

47

48-51

52

53-55

go: %.0

a4-"ey aorzu.ztio1 pleaskl

.,,, 45-5:,--"--4:1*.Q zonal po.u..azioa for th:Ls aczivity 60 64

12. :,.11)roxizati; of studeata:

l zrade level o: studemts;

14.

Za th;..a secti.:a piaasa preaaat zanaral overview of the 1

Z.14.:,04 for tia recuast. 21oase supply dataliftd informa-

zion oa the Zollowing; *

4. Z=----'oaal Naads:

for Zmplamaatation:

c. Proposed Steps to ba taken for Employment Placement,

and/or Continued Trai.lina:

d. Local aasoureas which could ha utilized to supplement

this Prozrar. (i.e., funds, ecuipment, teachers,

staf.1).

a. Other Considerations:

*Lttach additional pazeo if Go needed.

65-66

67 -o&

69

70

71

72

73-.74

75-76

2.3 aaLA7:::: Tx: LOCAL P.:DUCAT:01\1AL AGENCY

The !OCQI educational agency (L.E.A.) is a staff function

available to the project solely for financial purposes and budgetary

control. All spending is revic...vcd by the. District School Committee of

the L. E. A., but the encumbering of those funds is the ultimate

responsibility of the Project Director.

In essence, the L.E.A. is a legal accounting agent for the

disbursement of Federal funds against approved line items. For this

service, the L.E.A. receives a remuneration uweed upon by the

Division of Occupot:onal Education, the Project, and themselves.

The L.E.A. for Project MODEL is the Nashoba Valley Technical High

School and the agreement between these agents follows.

-117-

411 I r ufi

."

ilETWZEN

:..V.S;ON CC.C.L;;AT:ONAL EDUCATiONAND

NALI:OLA VALLEY 7..:,Cl-iNICAL iQ 1 SCHOOL DiST&;CT COMM:TTEE

The acceptance of this agreement will result in Nashoba Valley

Technical High School District Committee continuing as the local educe-

t.onal agency for the purpose of expediting financial operations for

i:oject MODEL MMobile Occupotionai Development Education Laboratories)

for Fiscal Year 1974.

The L.E.A. commitment to the operation of Project MODEL will

consist of acting as the legal accounting agent in the ciisbursement of Federal

funds against an approvc:d line item budget in keeping with established L.E.A.

purchasing procedures, State bidding procedures, and subject to District

Committee review. The encumbering of these funds shall be the responsibility

of the Protect Director.

Compensation for the performance of this service, in the amount

of $3,300, can be made to Nashoba Valley Technical High School from the

grant at any time during the grant cycle 'July 1, 1973 June 30, 1974).

DateDr. Everett R. WarzechaProject DirectorMobile Occupational DevelopmentEducational Laboratories

DateDr. Eugene CurranActing Bureau ChiefBureau of Special NeedsDivision of Occupational Education

DateMr. Thomas St. Germain, ChairmanNashoba Valley Technical High School

District Committee

DateMr. Thomas LafionatisSuperintendent-DirectorNashoba Valley Technical High School

IPEN WON mow nen ON *IT

2.4 c . .. Or. iV14::: SSC; Cra..115C:14.2:3

ADMLN.SECRETARY

1

a

ASSOC :ATE COMMISS:ONER OFOCCU?AT;ONAL EDUCATION

W W WWWWWWW

Dr. Charles Buzzeli

PROJECT DIRECTOR

Dr. Everett R. Warzecha

COORDINATORPROJECT

John Donovan

4

apeoml Nashoba Valleyn Technical

High School

I 7.7L.E.A.

I

rfazzasor .Cericci-: and Sm. Engine

Staff

Repair & AutoTune-upSecretarial

Larry Jeffus

Teacher-AideSm. Engine

Repair& Auto

Tunes-up

Angel Torres

Teacher-Coord.Business Ed.

Paula Mellott

Teacher-AideBusiness Ed.

& CorrectionsRoy Silva

of= or oo

DistributiveEducation

Donald Burnham

Teacher-AideDistributiveEducation

Mary O'Beirne

Teacher-Coord.VocationalEvaluation

Leo Osgood

IReadingDiagnostician

William Philipp

Line Function

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1 I iO 404 4an 1%.4.1s Uhl Occuparional.

zeocerson

Dr. Zyt,..ret;

res?on.;:-...ie to Associate Convaissioner

of Cccui:-.etleriel --iducc...lon end crticulate laterc.4::y withDs vision Buruau Chiefs end L.E.A. Superintendent

Director

;..old w n earned 2ccce.eurecte Degree from an accredited

four-yuer college, Me.;rur's Degree in Educetion cad

six yews of ea:elf:ad work experience in an approved vocational area. Have

;:wee years of reaching and/or c.dministration in rile field of vocational-

technical education or special education. included within, the incumbenr

shall document particular experience in occupational education with at least

one of the four following populations: physically handicapped, mentally handi-

capped, correction& institutions, ethnic and/or culturally disadvantaged.

Ability to write and interpret comprehensive reports on educational

programs. Equivalent qualifications may be evaluated by the Board of Education

on the recommendation of the Associate Commissioner for Occupational Education.

(A specific requirement may be waived by the Board if an outstanding candidate

is qualified in all °the:respects.)

The Director of the Mobile Occupational Development Education

Laboratories shall be responsible for all matters pertaining to the Administration

and Supervision of the protect including units and supporting staff.

Thesa dw:ie4 khit no: *kW 'a :mired ro, the following:

(I) Pr..-.pare Planning Document including goals,philosophy and budgct.

(2) Establish and maintain coordination withadministrative school (Local Educational Agency)regarding fiscal matters.

(3) Recruit, select and hire Administrative andInstructional Staff.

(4) Confer and coordinate with various institutionsand agencies throughout the Commonwealth ofMassachusetts to include:

(a)

(b)

Correspondence with Community Agencics,Correctional institutions, and institutionsfor the Mentally and Physically Hanciicappod.

Establishment of a Steering Committee forinteragency communication and future ini-tiation and maintenance of Project AdvisoryCommittee.

(a) Confer with other community agencies andorganizations on matters pertaining to theservices offered by the Project.

(d) Initial visits to institutions.

(e) Coordination of on-site visits by staff ofmobile units.

(5) Supervise and provide assistance to unit instructionalstaff in administrative, logistical and operationalmatters pertaining to the effective functioning of themobile units, and instructional programs, e.g.,

(a) Curriculum development

(b) Program organization

(a) Scheduling

rais:d:-...:sel :oda! and cuiculum advisoryCOM:11.t%:.;$ tO Q4%1' in the continuedimprovement of the program.

(6) uphold specifications and develop bids for unitsand equipment.

(7)

(a) Investizate new and innovative programs forincorporation in Mobile Units.

(b) Contact with the Mobile Structure Industryand other vendors of Educational media.

Supervise scheduling and coordinating movementof all mobile units.

(8) Supervise Consultative visitation to ReceivingAgancy during tenure of mob: le unit.

(9) Coordinate activities with divisions of the Depart-ment of Education and other state agencies in theinterest of continued operation, improvement andevaluation of the Project.

(10) Communicate with intrastate agencies on matterspertaining to on-going mobile educational programs.

(11) Provide in-service training for Instructionalpersonnel.

(12) Prepare annual Budget and Proposals.

(13) Prepare Annual State and/or Federal reports.

(14) Supervise, maintain records and perform accuratefollow-up studies of all students who havo partici-pated in the educational programs of the Project.

(15) Conduct constant review and evaluation ofexisting programs.

(16) Conduct semi-annual evaluation of oil ProjectStaff.

1

(:7; Advisory

(lCa) c.c.:44,nate a representative to attend

ord. on conferences in order keep

abreast of now developments in occupationaleducaticr. for :he 1...andicapped and disacivan?..ascd.

(19) Conduct public information service throughbrochure and mass media when appropriate.

(20) Develop an Operating Procedures and Po:icyhandbook for Staff to be re-evaluated annually.

:t . .6 owl. %.0. II ton \t/ 10 6%0 6141 11.%:,

.o.;:11

ES?CNS;3::.:7Y: f.acriehai gi..idence to :nsituctional Staff crw:.%) defined special popuie:ion:;,. The

` es c.r.: ,-...*,:cted to the established policies,yI I We i lie iher ;WO

QUA:.:;;CATiONS: r.o:6 or ..147v ea:v..1..i; 16/1 the pursuit of a Master's

De::iree in E:iucotion or c:osialy re:oted fie: a; lea., rehabilitation counseing,

specie: educction, etc. .:cave .tree yars of documented experience in

tac.ching or adzini:.trating ?roil:erns of voca:ioa.al eaucotion, specie: education

or rehcbiliration %mita c: least one of the o,J; molor segments of the pc:eau:at:on

repre.senting the 'nanciicapped or clisodvaraged.

DUTIES: The ?.-ograrn Coordinator of MODEL shall report to the

Pro'soc: iliac or cr:d nis duties shc-.11 Include the following:

(1) Recruit and train required manpower to succe.4-fully operate a mobile outreach, vocationallyoriumed program.

(2) identify populations to be served.

(3) 5:frau:eta and develop sites.

(4) Establish and maintain a meaningful, ongoingStaff evaluu:ion process.

(5) Conduct ia-savice training seminars.

(6) Maintain an effective and simple communicationsystem, both lateraa and vertical.

(7) As requested by Project Supervisors, advise andassist the supportive Staff in the accomplishment

of their respective functions.

aie.ncies, he m4st inva-p.-et sco,3 and c..sss with prayer devu.:op-rnent and/or placement.

(9) St:relulate and encourage continued support for?reject MCD.11 with the community.

(10) Accept "information sharing" engagement withall levels of the community.

0.1 -

IESPONS.511.i7Y:

QUAL!FICA:iONS:

.I14 too WI

%Ai 0144 .0 s

3:Q.a.C.cad proceal. cos corr.pkx

a4ez cortsderaSloa;aision ana knowle4ge of wrie fur.cnorts of. C.'S QV::: C.

of 4.4m;,:oy,.;.1 p.; forming lots complex4i iiw work; p...afor.7.c.Gireator; porforms work as required.

Works si,:perv:sion of the Pro;ect D:recaorwho c:6t:4s :;:vic.ws work for cotifomoncew:er. re.cu:rce

VO4OLIS :ielni

oil.) or two clerical employees in the performance ofrout:n.4 clerical wo:k of moderate complexity.

Consicieraole knowledge of business English,spelling and arithmetic.

(2) Considerc.O:e knowledge of office practices and

procedures.

(3)

(4)

(5)

Some knowledge of the principles of office manage-ment and the ability to apply this knowledge tosupervision problems.

Working knowledge of the operation and applicationof various office appliances.

Working knowledge of department rules, regulations,procedures, and functions and ability to apply Thisknowledge o work problems.

(6) Ability to keep complex records and to prepareperiod:cal reports from such records.

Ability to develop, lay out, and install clericalprocedures and operations from general instructIons.

(7)

..'\\V/ V a C rypirQ t o AS

;9) May r.quire a working knowledge of bookkeeping(or some kr...)w:;:di,e o. swatibtics).

CO) koi:ity to establish and maintain harmoniousworking relationships with other employees andthe public.

(11) Experience in progressively responsible generalclerical work.

As Administrative Secretary she works under the supervision of the

?role= Director and her 4,...tias shall Include the following:

(1) Types correspondence, memoranda, reports,requisitions, purchase orders, and other materialfrom rough draft, straight copy, dictating equipment,

or data personally developed according to standardprocedures.

(2) Composes replies to correspondence that can beanswered by application of established policiesor by reference to file material, regulations, orprevious instructions of supervisor.

(3) Performs related duties such as receiving officevisitorsand scheduling appointments; answering7.orrespondence and personal inquiries relative tothe Project, and recommending applicants foremployment in various entry positions. .

(4) Maintains Petty Cash, Bookkeeping dual entrysystem, Budget reporting and Warrant preparation.

Searches files for specific information when subjectmatter and sources are clearly indicated; pulls fromfiles such material as correspondence requisitions.Organizes and sets up filing system at the outset ofthe Project.

(5)

" a 1 1 .... ..... 2..%knee./ Ito A .70 0 6.41....;IS t CA.141 ...A.0 ; 1; I I 1011 I a Igo I Ao Ai, I /ii: I 410 I 11 V/4

, I .!. . .1 I / 1 .

; au...ri rs, sa. ,ayr..14%..a.. -.r4"se4e:::4:4, Cs es, Os ie Ce:ss'; Sise:see

4L iCiS

::,oc,k4 of account cna preps esrelated reporrs.

f e.loft

:NcumazeNT: ahonda L. Perkins

RES?ONS1311.13Y: Works under the supervision of the AdministrativeSecretary who assigns duties and reviews work.

. QUAL:::CAT1ONS:Cl) Knowledge a business English and spelling.

(2) KnowleciLe of office practices and procedures.

(3) Knowledge of various office machines.

(4) Knowledge of o :phabetic and chronological filing.

(5) Knowlad..-,a of duties related to onswerphones andthe telephone.

(6) Knowledge of the Data Processing keypunchmachine.

(7) Will require typing skills.

As Receptionist/Typist she works under the supervision of the

Administrative Secretary and her ciuties shall include the following:

(I) Types correspondence, memoranda, reports,requisitions, purchase orders and other materialfrom rough draft, straight copy, and dictatingequipment.

(2) Performs related duties such as receiving officevisitors and scheduling appointments for theProgram Coordinator.

(3) Maintains a teacher's log book on a daily basis.

(4) Submits a daily morning report on the activitiesof the Teacher/Coordinators and Teacher/Aidesto the Director.

(5) Opens, stamps and sorts mail and other officemateciai; distributes mail, bulletins and officesupplies.

ea I i',44,4) 6%.10 ;11 %;0%;4. Im 4611 TO: 1.114

1;0 :i/CONia 11$: OIL oniitc,cs; C1A41.Q5

%....;;306;475 C11.3%0KS

(7) Does koy-punchInG for the needs of the holi:cr.

_'' . S..'V eyhaIi 11161 6 j101140. Oall"..WYVUOIli lb* *IAA 141

1NC,UMBZNTS: ..;;Iff1/44$, Larry F.;?au:c M.; Osgood, Leo

RZS?ONISi3iLITY: The Meeila Unit Teacher-Coordinator is respon4ro;e

to thy: ?.eject rd':recl-o: for the totoi op:ad.:on of the assigrwd alit 70

c.:! num-tters wh:ch :nst:uct:ono:, 0:47:C.C;: and odmin6trat:v3 in

nature. A Teacher-Coordinator wil: recuired to t:avel io and carry on

instruct:on within the unit at various locations throughout the Commanweal:th

of Massachusetts. ?arioz.'s of on-site instruction will vary from two to twelve

weeks ire lansth one wi:1 be concentrated within the segments of the popu:o-

t:on which reflect handiccpped and disadvantaged and minority stoups. it

will be the responsibility of the Mobile Unit Teacher-Coordinator to work

...;:operatively with representatives of these institutions and agencies.

QUAL:MATIONS: The uniqueness of the population being served

reflects the multiple specia:ization requiA.,.d of the instructor. The ability

to relate and understand the selective groups that these programs have been

designed to serve is paramount. The Mobile Unit Teacher-Coordinator must

also have insight into the symptoms that are indicative of underlying problems,

be able to cope with such problems, and should demonstrate his competency

by CaGt7011 rather than authority.

The attitude of the instructor is also a critical qualification. There

must be a willingness to perform tasks related to the maintenance and the care

of the unit as well as handle the responsibilities of teaching. Also

c:arnen4troteil: ku..? ::-. prcdper:y MG:tt0:11%:0 G.14

Ch:C.M71:: is Of prime in-.?o:...7.nce.

In aciclition to the cbove cJc:iiicotions, it is desirable that the

Teacher-Coordinator dernonwete compete nay and certification In one of

the 4.4.Niected occupotionel 7:13 44.2tra time, reflect experience

tro'-1 g with si,acial needs populo:ions. It :b also vary desirable hat

thu Teecher-Coordinc.tor reflect a minority culture anelor have bilingual

competency in

The Mobi:e Jr it Teecher-Coeriiinaror ;s also responsible for

furthering poncias, phliesopnies an o;):activas for the improvement and

further c:evelopment of the project. The duties of a Mobile Unit Teacher-

Coordinator shall include, but not lza limited to, the following:

(1) Prepare and organize all the learning activitiesto take place in the unit at various sites withinthe Commonwealth of Massachusetts.

(2) Plan and organize all instruction based onperformance objectives.

(3) Hire local Teacher Aides and utilize localresources at the on-site locations.

(4) Assign duties to and evaluate performance ofTeaching Aides.

(5) Establish local Advisory Committees for thepurpose of Integrating this project with theindustrial sector of the communities involvedin a cooperative venture.

(6) Evaluate and record student performances.

7) :eceiving; agenci,:s. enae-cracc; p:lor crr:vc.,

of ;:-.e uniz c 711:1 location

lni;:ete and i4V;i4W public relations per-:oining to t'ne specific program in the unitat the on-site location.

(9) cnd forward r.:ports required andrequest expenditures as set forth in theapproved budget.

(10) initiate preparation of annual budget.

(I1) Maintain and/or make provisions for repairof all equipment and audio-visual aids usedin the program.

(12) Perform minor repairs to interior andQxterior of the unit.

(1,")) Locete repo:cc:1a: in their immediore localarea of the on-site location for the mainten-ance of major malfunctions of equipment usedin teaching the program.

(14) Keep daily logs on student attendance andpersonal travel.

moW

o 6 NATO:

HandicappeC

A. ?hys:cally hon4lcappecl

I .<now termino:ogy2. Know 1:m:to:ions3. Know physical copocities4. Know care and ma:ntenonce of special devices

(i.e., leg bag, wheel choir, braces, etc.)5. Knowledge of ADL

B. igind

KnowIedse of spacial devices2. Know how to oreanga lob stations3. Knowledge of ADL

C. Deaf

1. Know sign language2. Know manual alphabet3. Knowledge of ADL

D. Z.motiono:Iy handicapped

I. Knowledge of terminology2. Knowledge of learning disorders3. Know:edge of limitations

E. Learning handicapped

I. Special techniques needed for instruction2. Emotional support needed

Disadvantaged

A. Ex-Offenders

I. Knowledge of prison conditions

rrti..Iilin:r.wati security

c. Farm or Forest), Comp

c. Co,:nry/City ;oil

2. Knowledge of parole lows and restrictions3. Knowledge of work release laws and restrictions4. Knowledge of the law:: regarding employment cnd bonding5. Knowledge of driver licenses restrictions and application

procedures6. Know terminology regarding offense (i.e., B&E, DW:, etc.)7. Knowledge of prison language (i.e., screw, sickey, etc.)S. Xnowledge of work restrictions for teacher inside

a. A/lox:mum secalty prisonb. Minimum security prisonc. Farm or Forestry Campd. Co.;nty/City you

3. Spanis'n Speaking

1. Knowledge of the language or fluency in speaking it2. Familiarity with cultural background of Spanish speakers3. Experience in teaching English as a foreign language4. Working /living experience in another culture5. Sensitivity to and knowledge of the dynamics of cross-

cultural communicationsa. Differences in body gesturesb. Techniques through which different nationalities

handle positive and negative transferencec. Situational variables affecting foreign clients'

career chokes

C. Economically /Socially Deprived

I. Knowledge of community2. Knowledge of other agencies available for help3. Knowledge of cultural background

HI A V Experience

A . Video Equipment

I. Set up and operate VTR, monitor and camera2. Maintain and service equipment3. Make repairs to tapes

\SS°.4. Edit and audio dubsAilkIt*NA-

94'

. ,. movie

2. Over recd3. Slide. prolector

Dwkano proiecm:Cox Co. prolactor

C . W 4

;. OperaTe instamatic copy camera2. Polorold color/3a4W3. 3parate camera with variabie F stop speed, lenses

and focus(row uses and make cpproptiate se:actions

5. Movie camera operation

D. Copy Machine

I. Dito2. M:.-.aoaraph3. Multilith4. Dry copier

IV Educational Experience

A. SS or BA Industrial Education

B. MS or MA Industrial Education

C. Minimum course work for a vocational certificate in Mass.

D. Special Education

be -I 1.01s

.\41::.:y C.; Toy; Ar.z.:21

?T.:41pp, Wi:1ora - Diagnostician

111::;:iNe jit TaAcher/Aide is responsible to the

Ti.,:ccil,o-Coordina:or.and will ebsist G fkenctions and activities neces-

scry to Insure the complete GCC. orderly instruction of the specific target

populations being ;;erv.:=4.

The Teachi-vr/Alde. wil; in the absence of, or in assistance to

the ;.:Ocher-Coarc.inator, insrwct bo responsible for safety;

cc..4nse;eng; c-val.g.;:or of performance; cover writ in the event sick-..

ness, accident, e:ements a bad waother; maintain liaison communication

with receiving agencies; anc: finally, exp.,;dite logistical, administrative,

Gi ir...tructiona: chatters as seen necessary wy the Teacher-Coordinator or

;he ?ro:ect Director.

QUALIFICATIONS: Must possess supportive abilities to assist or comple-

ment the Teacher-Coordinator and the overall goals and objectives of the.

proiect. He/she must be sble to identify with the client population being

served and effectively communicate ideas and objectives to them. The

Teacher/Aide is encouraged to continually update his own educational

background in or6ar to keep abreast of the latest teaching techniques and

instructional programs.

DUTIZS: Assist or perform all functions as described in the Teacher-

Coordinator job description.ti

& Aide. Unit

A4to

A. Prev:ocis axpar:ence. in teaching

iondicoppeda. ?nysicalb. 31inc:c. Deafd. Emotionally handicappeda. Looming handicap

2. .7.1sodvontogeda. Ex-Offendarsb. Spanish speaking

. Economical:y/Sociol:y deprived

B. Trade !Exper:once

I. Auto Tune-upa. Eight yearsD. Technical training classes

Collegeii. Industrial

2. Auto Mechanicsa. Major overhaulsb. Auto paint and bodyc. Light mechanical work

II Small Engine Repair

A. Previous experience in teaching

I. Handicappeda. Physicalb. Blindc. Deafd. Emotionally handicappede. Learning handicap

2. Disadvantageda. Ex-Offendersb. Spanish speakingc. Economically/Socially deprived

-139-

CO rac.4 .;Aperence

smai: EnG:ne RepGira. Eight years .

o. Technical training classesi. Collegeii. Industrial

2. Original Equipment Manufacturera. Lawn mowers

Standardii. Self-propellediii. Ridingiv. Motorcycle

2.5.2 Recommended Experience for Teacher/Coordinator & Aideof the Business Education Unit

Educational Experience

A. 3S or SA Industrial Education

3. MS or MA Industrial Education

C. Minimum course work for a vocational certificate inMassachusetts

D. Special Education

11 Typing


I. Handicappeda. Physicalb. Blindc. Deafd. Emotionally handicappede. Learning handicap


00'

Id 44..:0:1;4 Zivii4tiieeCt3

i. Typinga. Two years practical experienceb. Keyboard skillc. Production

2. Vocational Traininga. Collegeb. Corporate-in-house

Office Machines


I. Handicappeda. Physicalb. Blindc. Deaf4. Emotionally handicappede. Learning handicap


B. Business Experience

I. Small Office Machinesa. Spirit Duplicatorb. Mimeosc. Stencil cutsd. Thermo-faxe . Collatorf. Binderg. Paper folder

i. Three years practical experienceii. Terminology

2. Vocational traininga. Collegeb. Corporate-in-house

I,.

; .7. 7. ar/..oeru;nator &, A

A. ?A01.0js experience in teaching

I. iandicappedG: y6.

S. 1:indc. Deafd. Emotionally handicappede. Learning handicap

2. Discavantageda. Ex-offenders6. Spanish speakingc. Econo;nically/Socially deprived

B. Trade Experience

1. Distributive occupationsa. Six yearsb. Distributive education classes

i. Co:legeii. Industrial

C. Experience working in or with the followirT,::

Department Stine,Department Store,Deportment Store,Department Store,Department Store,Department Store,Department Store,Department Store,Department Store,Department Store,Department Store,Department Store,Department Store,Department Store,Department Store,Department Store,

SalespersonProfessional SalespersonBuyerStockpersonDepartment ManagerReceiving ClerkAssistant Receiving ManagerReceiving ManagerAssistant BuyerCredit interviewerAssistant Credit ManagerCredit ManagerDisplay HelperAssistant Display ManagerDisplay Manager

\OS'Advertising Manager

.10014

Gruccary ClerkC;4;

GGG :4:0A.31 A.4,,,i...:Qa1; ManagerStore, Store ,V.anagerStore, Head Cashie.r

:Zoom CIa:kReservation Manager?L.:chasing AgentAssistant ManagerManagerNight AuditorSelirnan

Capm:nService Superintendent

catering ManagerExecutive HousekeeperSates ManagerBuilding Superintendent

Hasa: /Motel, Recreation DirectorRestaurant, CashierRestaurant, Assis;ent ManagerRestaurant, ManagerRestaurant, BusboyRestaurant, Waiter (Waitress)Restaurant, Head WaiterRestaurant, HostessService Station, AttendantService Station, Assistant Station ManagerService Station, Station Manager (Dealer)Variety Store, SalespersonVariety Store, Commissioned SalespersonVariety Store, Checkout CashierVariety Store, BuyerVariety Store, MarkerVariety Store, Stockroom SupervisorVariety Store, Section ManagerVariety Store, Assistant Store ManagerVariety Store, Store ManagerVariety Store, Service DeskVariety Store, Office ClerkVariety Store, Head Cashier/BookkeeperVariety Store, Personnel Manager

FeedFoot:ho:e:Avtote:,:tote! /Motel,

Hotel/Motel,rice:ail/Mote!,i-'iotei/Mote!,

:iote:/Mote: ,..o:ei/More;,

'Hate's/More:,hotei/Motel,

D.

l^e0 .41:4 I ir

\ /ha: esc. i

Whoiesa I ing ,Wholesaling,Wholesai ins,Wholesaling,Wholesai ins,Whole= l ing,

Placement

J4,rrH1wliSa:osr.c.n one/or

Venaing Atl:chine SpecialistSQ:CS MConciger

Buyerliead BuyerMerchandiserOrder SelectorReceiving/Shipping SupervisorWarehouse Manager

I. Experiencea. Familiar W:7:1 :2°04:-.6=.tant Director's duties

b. Locating job opportunitiesc. Assisting in interviewd. Employer's Advisory Committees

2.5.4 Recommended Ex:::,rience for the Reading Diagnostician,

Previous experience in teaching

A. Handicapped

I. Physical2. Blind3. Deaf4. Emotionally handicapped5. Learning handicap

B . Disadvantaged

I. Exoffenders2. Spanish speaking3. Economically/Socially deprived

II Evaluator's Educational Background

A. Course work or B.A. Degree

I. Education or Special Education2. Reading Education3. Communications

-144-

:n.N..cpersonaiCross-cu:tural

C. irioty and Mu7noc.s

B. Famir.ori',7 with resting oncl aiagnosis procedures inreading

C. Knowledge of the EDL IQO Multi-Media CommunicationsSkills Systern

2.5.5 Recommended Experience for the Vocational Assessmantr.....ocher

Previous experience in teaching

A. I-land:capped

I. Physical1. Blind*. Deco:

4. Emotionally hanOicop.ped5. handicap

B. Disadventaged

I. Ex-offenders2. Spanish speaking3. Economically/Socially deprived

lS Evaluator's Eclucationc.I and Work Experience Background

A. Course work or Bachelors Degree including minimum of18 hours of college-level courses in the area of psychologicaltests and measurements.

1. Minimum of 2 years in a technical -industrial businessor trade position documented.

2. One year's teaching experience in a guidunce orcounseling related position; demonstrated knowledge ofguidance resources.a. Dictionary of Occupational Titlesb. Computerized guidance pruyramsc. Knowledge of theories in occupational or

vocational guidanced. Knowledge, use and interpretation of paper and

pencil testing devices such as .Kuder, Strong, Otis, etc.

-145-siSt tort MOW.

verbally with4eceiving Agencies' protect directors cad maintainr,:cords of cc.ch participation within theirown vnir offices.

4. Knowledge a the. use and content of the SinGer/GralexSystem and ability to:a. Mointain and keep it appropriately supplied with

materialsb. Report and interpret the results of student assessmentc. Condense reportsd. Work with the Reading Diagnostician on a clear and

concise combined report to be appended to eachs7udent's Certificate of Participation. These reportsshould be written such that the Receiving Av.:nay willfully unCerstanci the impact when presented with theircopy of the stuc.:ent's assessment.

5. Ma.-nbership in a professional State or National GuidanceAssociation.

2.6

2.45; :ore WCACZ30:10, .)ro;ecr Director

Dr, WQ.-zec.aa rec.:414:d .:4.7.ch,-,:lor of Science degree from

Centrai Co nnaticut Stote Co::ege specializing in Industrial Arts. he

rece:va6 his 1V.Istials oral Doctorote's of Education degrees from Rutgers

speu:aiik-.:r. Vocotionai-Technical education.

Xis exter.;:ve professiona: off'iliotions include the New Jersey

Governor's Corarni$4:0:1 on Vocational Education in Correctional institutions;

Director, 0.14 COn (Cooperative Occu-

pational ?re-Teac'-'-G F.xperiances); Tosk Force Coordinator to the stare of

New Jersey, Advisory council or. Voce ions: Education; Vocational Curri-

culum Coordinato for :-he .;arnesbura Stcte Horne for the Boys; and hos been

a summer session teacher for the undergraduate course in Vocational Edu-

action at Rutgers University.

Dr. %macho hos had c.,.xte.nsive exposure evaluating the

vicbility of vocational education programs in correctional institutions, super-

vision and training of vocational-technical teachers, designing programs of

vocational education for youth in correctional institutions, and teaching

undergraduate courses in vocational education for pre-service and in-service

vocational teachers and administrators.

Complementing his special education awareness, Dr. Worzecha

has experience with many audio-visual techniques including film production

and editing, development of animated transparencies for over-head projectors,

and evaluation of instructional media and development of new types of audio-

visual equipment.

Among the many publications t.. his credit are: "Development

of a Program of Vocational and Industrial Education for Youth in Correctional

-147-

h:s "An Asstitstitmint a LAI:T.:rig

,-CM; '; G 4 r41 WOG: iOt;;C;. V4rVh; CA;# Ar Guici and Non-Animatod

CV4:44.0:0. &ie.' Ire*. W. V%. hil

777

2.6.2 V :. John Donovan, ?ro;;rc..47. Coord:nctor

Mr. Donovan received his Master's degree from the graduate

program of Antioch Coilege, Harrisville, New Hampshire in Educational

Administration of Special Needs.

He has had extensive experience as a Special Program

Coordinator for the Crotched Mountain Rehabilitation Center in Greenfield,

New Hampshire. He specialized in Sheltered Training Experiences for

handicapped young adults. Through carefully planned steps he brought his

clients to vocational independence eventually with j ob placement and

community involvement.

This record of successful rehabilitation caused the program he

was directing to ba selected as the outstanding program serving the hcndi-

capped in 1972 by the Region 1 Office of Health, Education, and Welfare

for the state of New Hampshire.

Background experiences include: work with a community

action program in Newark, New Jersey towards drug abuse and prostitution;

successful recreation and work exposure program for the Great Bey School

and Training Center in Newington, New Hampshire; organization and

development of on-site work stations for vocational evaluation in industry

for the Occupational Center of Orange county, Orange, New Jersey;

development of a self-protection program for the Jewish Community Center

in Lawrence, Massachusetts; and organization and development of the

Physical Fitness Program at Salem, New Hampshire. John has also been

instrumental in the pilot demonstration of Project TRY, a state-wide pro-

gram in New Hampshire that demonstrated the medium of creative dramatics

in dealing with the mentally handicapped.

'. INd e ? . , ...,..

Mr. Osgood grec:eeted from Nerrheoste:n Univ4.,.rsity wirh

of Science eewee Menage tent end is a candidate for

Mester's degree in Communits/ Cour.selir.g at the same institution. :le has

he.:: extensive experience serving minorities in the Roxbury and Dorchester

CatC.C.S and has acted as a liaison between those groups and prospective

employers.

His extensive experience includes work with: the Roxbury

toys' Club as a college counselor, the Health-Vocational Training Pro-

g;cn at the Dimnock Community Health Center in Boston as an Educational

Counseior, Dir..,ctor of Recreation cnd P:ograms for the Lena ?ark Community

Service Center in Boston, and an Industrial Relations Adviser for Action for

Community Development in Boston. Ha has also served as an area youth

worker for the Boston Youth Activity Commission.

Mr. Osgood brings with him a complete understanding of the

minorities and their socio-economic proolems and will be an invaluable

asset for Project MODEL in understanding the needs, life-styles, and

aspirations of the black community in Boston.

2.6.4 Mr. Donald Burnham, Teacher-Coordinator; DistributiveEducation Unit

Mr. Burnham graduated with honors from Bryant and Stratton

Junior College of Business specialixing in Marketing. He completed his

Bachelor of Science degree In Business Administration from New Hampshire

College in Manchester, New Hampshire with a major in Business Manage-

ment and a minor in Psychology.

H's professional experiences include that of a teacher in the

Salem, Massachusetts school system, owner of his own commercial food

-150- stosiCott

0001.

4:a e, ::Vu; 'FOC irest Narionel Cash

::ugi4tur Corperaien, fe..r.i...ure salesman, end stock clerk or a supermarket.

he is o.be v mur.-,eer ai .-_-ducorson Clubs of America.

fef:4%aVeSol:QiI: 1%:cach:r.z, obili:y &tong with nis wide scope

a; exper.enae crd :.,:.:::odes .n rne retailing and merchandising field, enc.bles

him to provide inturesrir.g learning experiences in the Distributive educa-

tion unit, making him a valuable additior. to the Project MODEL team.

2.6.5 Mr. William Philipp, Jr., Reading D7t:13rlostician, Evaluation

has G BCG.:13:0:4S degree from Loyola College in

Maylana QAG he os attendea the Schools for International

7ra'-'-g .3ratzle:aoro, Verrnor.t GalC: Syrocuse University. lie has two

4\144t4:::IS degrees, one in.Moss Communicot ion and the oak:: in 1n:4.1:notional

Aaministration. At the University of Maine he worked in radio and tele-

vision 'eroodcostir.g. 'tie is bilingual in English and Spanish and spent two

yews ir. the Peace Corps in Ayacucho, ru.

Specializing in Media r.:eveloprn en:, he has prepared film

documentaries for UNESCO and has become proficient in writing, and

editir.g.

Bill has bean responsible for the complete development of

the Cultural and Public Affairs Program from its initial concept to its

execution at the University of Maine, Orono. Past work experience

includes that of a consultant for television writers, and a production

assistant and researcher. His understanding of human nature, his ability

to communicate effectively and explicitly to various populations has

helped to round out the Project MODEL Staff.

-151-

COVst

00,05.

2.6.67.;ne-L3 arc( Sc t!! Engine Repair Unit

Zioch,,:or of Science degree li. lndestriol

the L;niver4ity of Tennessee in Knoxville and has ciso corn-

fc..tty-4even hoJrs towards his Mostec's de area in industrial Education

4: :hut 50:114 1114i:t4riOrt.

Ha has worked for a year and a hail a; the Crotched Mountain

Rehobilitation Centr where his primary concern was attitudes of the hondi-

cappod. Ha &so has demonstrated experience in audio-visuc! techniques

and can communicate od teach sign ionguage to the deaf. His patience

and fortitaie has enabled him to teach multiply handicapped individuals

who were considered previously to be unemployable and unable to function

in a normal society.

Mr. Jeffus has both a private pilot's license and a commercial

driving license. The latter will enable him to transport MODEL's Mobile

Occupational units to locations throughout the state.

2.6.7 Miss Paula Mallet, Teacher-Coordinator,Business Education Unit

Miss Mellett graduated from St. Joseph's College in North

Windham, Maine with a Bache:or of Arts degree in the Social Sciences.

Formerly employed by Automated Instruction, Incorporated,

whose equipment is being used in Project MODEL's Mobile units, she

designed and taught Automated training programs throughout the country

for teachers, supervisors, and para-professionals. She has ;pccialized in

the use of innovative audio-visual methods of teaching touch typing and

key punching.

Paula has had experience with Action for Boston Community

Development, a program for the black and Spanish community which

elOw

-152-

Ea .

;11711C.:11j 4,;;1111.1;:11 111111111;;;;:e.Q11 r. ,,,111; 114,161 11%;*-hods for

Gisaell.011110n

- :

4.14:a.4%ita ot.:. taesk.A. y .104 C;I:0;11:-.7 to relate to a variety of popu-

lotion types enc:er si:re4s si;uatlons, 6:14 possebses the skill of being able to

"s:gn" with tne deaf, a valuable tool necessary to communicate and instruct

C. (leaf pop6:ation.

2.6.3 Mrs. Mary C 0' aeirne Teachor/AldaDistributive Education Unit

Mrs. 0'3eirne graduated from. the University of Massachusetts

wiin a 3achelor of A.-;.; degree in Libarc.1 Arts. She specialized in Philo-

sophy and mathernotics. Sii14 has also been accepted into the Masters pro-

gram in Library Sci..nce at Glasboro State College in New Jersey and has

completed 15 hours.

Mary has had experience in teaching on both the Junior High

and Senior High School levels in the areas of English, Mathematics and

History. She has hac: experience assisting in the management of motel

operations and has worked in many capacities on the supermarket level.

She is proficient in the use of many types of audio-visual equipment as

well as standard office and typewriting machines. This extensive experience

makes her an ideal Teacher/Aide for the Distributive Education Unit.

2.6.9 Mr. Angel Torras, Teacher/Aide, Automotive Unit*

Mr. Torres graduated from Camel*, High School in Puerto :4144.

Rico and has completed two years of education at the Interamerican Uni-

varsity in Puerto Rico.4os-

gbirrAngel is fluent in both English and Spanish. This valuable

asset will assist Project MODEL when it serves the Spanish and Puerto

Rican communities throughout the State. He has hod additional experience

C. G IOC. C4. worker for

e:es:.'.:. .11 %eve r..4, G co.inscior for c aCCiation canter in

.4.... .?.rd ;rode Spanish teacher in Spring.-

.. 1 .1 (VESPRA is the Vo;.:nteers In-Service to Puerto .lico Association)

2.6.10 . Roy Silva, Tecch-r/Alaa, Corrections

Mr. Silva is acting as a liaison between Project MODEL cnd

correctional institutions thrc.ughout he state for all four mobile units. He

has had extensive persona! experience with corrections through his own

incarcerotion for yeors oo :n Norfolk 4.-.nci Carver MC1s.

His i.e.so:4:1 exposure to prison life and attitudes will assist

?r,.-.:oct MODE...1s Staff in ;.;nderstcncling the needs, desires and behavioral

proalerns of incorcerated incliviouals.

Roy ha; served as a teacher at Carver, MCI in the areas of

Mahezatics ono' Spc..11ing, as wall as being a fully qualified oil burner

service and repairman. He is also certified by the Division of Occupational

Education to instruct in the operation and service of oil burners, and is

currently enrolled in on Assoc. of Science program in Vocational Education

at /Middlesex Community College.

Roy has proved to be both flexible and understanding in

meeting the daily changing needs of Project MODEL and has been invalu-

able in discerning the oducationa: needs in correctional institutions and

how to present a viable vocational program to inmates previously unexposed

to educational programs frcal outside of the prison wall. AO'

tiskA2.7 ADMINISTRATIVE POLICY STATEMENTSitO

FlexILDility in Program Scheduling: In light of the travel

burden which one must bear and the non-promising release of constraints

1111111 VII W 66666 6.14 as ia. 01101.0111.1 II Organ/ o; 4\, J aNa;416 ib:mots for

ibb .. 4 b O. 4a

Jr %),, 7C4:"." Vs/V.O.,6* :reCV clients are irnited and

IA. 40^

t.: I glot VI 66666666 1.0Ai.

6.0; I, 4... oz . r.4,ruczional time per week,

;'he fiit op:on wou:d be. three hours in the morning and three hours in

filui of...es-noon, rive: days a week for a :eta! of thirty hours. A break in

aetwear for lunch s..ould Ce built into rhu, :astruct:onal period. (Any

less than rm.--.7y S:1062 no: be counted as a break time.)

Any o:c.:o ovur :wen'.7 r:.:.::...--.s show:d bu adzi4 or to the six hours.

7hg oee : ed beiow:

1

S .1

3 3 3

3

/

;I3 3

!IImimill.....6t; :

101

4 iab

3 i 3I p

P1

4I`

1 3 1 3ii

The next option for the flexibility for scheduling is one which

encompasses a five-day work week with each day being split into four-hour

and two-hour blocks, the four-hour block would be for instruction with the

c;lant population, the two-hour block would be for curriculum development

and placement. Modifications may be made where necessary to extend this

to five and one or variations thereof. Graphic illustration is presented below:

4 4 4

11=111Ar falkINIIIINNIIMIII01110MINIX10111=11

4 4ft Emsommesm ommonromosimm

2 2 2 2 2

-155-

Ane.T.e: c,:.; ion to the vo..ioe...t for....-zar would be four-Coy

week of instruction, the precaCing options or. the fifth day being a date

of p.oc,rner.r. Tne pri.:ceCir.g options rni,st be in instruction. The full

fifth c'.cy C04:G for curriculi.4m development and placement. This option

.s presented gtaphico..iy oe ow:

3

1

------,,

----4- INS'irRUCT.-ON ---- u

A i Placement and/or6 ti 6 1 6 6 / 6----4-curriculum development

Thd fourth ored for from final option would revolve about a

Tour -day work week with instruction being presented in blocks of four hours

per day or a tots: of seven and a half hours per day for four days, totally

thirty .ours of instrucrion time and the fifth doy would be relief time. This

four-day option is presented only when the travel burden exceeds two and

a half hours in one direction to the location and if the pattern is consistent

with the needs of the population. This diagram is presented below:

4 4 4 4

3-1/2 3-1/2 3-1/2 3-1/2

(Half hour lunch

It should be perfectly clear that these are options for flexibility

in program and they are not to be misconstrued as the only options. However,

all program schedules must be approved by the Director in advance of the

schedule set.

-156-

StSItO?Ii

INWatt

es: ee.7..1..?ondunce be-...welun the receiving agencies

cnd ?.-0:ect with xyza.-d sched,.ilinz, scrt.-tenini,., population and

hou;c1 'ee sent to the ?ro;ect Director

or Carr.:r.,.:;:ication purposes.

Sick At the ;:rid of each month of work all employees

receive; one and G quarter days' sick CrOGItt to i*C4C4: 'Fifteen days for

7ne calendar year. A person with loss of pay for any reason in excess of one

c:ay does not receives sick leave credit for that month. Sick leave may be

cccurnulated while on militcry, court, or industrial accident leuves.

Seven of these fifteen days' sick leave with pay may be used

in each fiscal year in case of serious illness of husband, wife, children,

pa.-ent of either spouse, or of a person living in the immediate househo;c: of

the employee.

Notification of absence must be given as early as possible on

rile first day of absence. The Director may, if desirable, require a physi-

cian's certificate to show necessity of absence. If such certificate is not

filed within seven calendar days after it has been requested, one's sick

leave request may be disallowed.

Extended illness or leave due to personal injury while under

employment beyond the fifteen days can draw on accumulated sick leave

until such leave is exhausted. Beyond this, any vacation time coming to

the employee can be converted into sick leave. Sick leave beyond accumu-

lated sick leave time and earned vacation time used will be considered

leave without pay. Taking a leave without pay may affect vacation time.

Vacation Policy:

(1) Vacation time will be scheduled as per the fiscal year(FY), e.g., FY 93 is July 1, 1972 to June 30, 1973.

"-°0.5°

-157-

P VCCAV:On ;iris: wi I be pr orated as to the longevity ofpast employment of the Teacher-Coordinator within theProject during that fiscal year of operation, e.g., ifumployment began October 1, that would constitutenine (9) months' employment in the first fiscal year.This equals three quarters of one month's vacation rime(fifteen - :5 - working days).

One month vacation time for twelve months' servicewill be interspersed within that fiscal year. This is toprotect you: If in the event the Project does not receivefunding for the following fiscal year, vacation time willbe lost if not taken within the current fiscal year. Foryour protection, it is recommended that vacation timebe used prior to the termination of the current fiscal year.

(4) Since vacation seasons usually extend beyond the end ofthe fiscal year, it will be possible in certain cases toextend remaining vacation time inro three months of thenext fiscal year. That is, vacation time for fiscal '73may be taken up to the end of September '73. Vocationtime will normally be taken up to a week at a time inbetween instructional locations. Hopefully, flexibilitycan be maintained for instructional staff and logistics inmoving the units care be arranged to coincide with vaca-tion schedules if enough advanced notice is provided.

(5) Compensatory time, if any, will be used in conjunctionwith vacation time, and must be approved by the ProjectDirector at least three months prior to requested date ofoccurrence.

(3)

(6) Any vocation time not used within the parametes-s of theseguidelines cannot be compensated for monetarily, and willbe lost.

Listed below is a listing of legal holidays and the schedule of

dates when they will be observed.

New Year's DayWashington's BirthdayPatriots' DayMemorial DayIndependence DayLabor DayColumbus DayVeterans' DayThanksgiving DayChristmas Day

MondayMondayMondayMondayWednesdayMondayMondayMondayThursdayTuesday

-158-

January 1February 19April 16May 28July 4September 3October 8October 22November 22December 25

Fornw:a for DetermIning Salaries of Instructional Steff forFiscai Year i974:

Using September 1972 Nas'noba Valley Technical High School(NVTHS) * Scale as a reference and guide, the following formula and pro-cedure is utilized. (7Y73)

(1) Determine step and level of individual = S

(2) Add 1/2 of NVTHS increment (1/2 x 400) for 1/2 yearservice

S + 203

Prorate total to meet service year of Project MODEL (PM)(3)

230PM184 NV- 1.25 factor

S + 200 x 1.25

(4) Add to this, Cost of Living increase factor, 3.5% minimum.This percent is variable within budgetary constraints, 5.5%meximum.

Deve!oped Formula:

(S+ 200) (1.25) (3.5%)(S+ 200) (1.25) (1.035) = Salary of individual for FY'74

MoIntainance Responsibilities of Mobile Education Lab

Scch Teec'ner-Coordinator is responsible for the upkeep and

repair of his unit. order to keep repairs at a minimum, the following

periodic check list should be followed:

Prior to move 111..111

(1) Check air in all tires (see manufacturer's recommendationfor proper pressure -- remember there is a difference forsummer and winter).

(2) Secure all equipment against damage from shifting orfalling.

(3) Check electric trailer brakes white escorting.

(4) Check running and directional lights prior to leaving anescort.

* This salary schedule is derived from the established "Contract Agreement' 1971 -72

ex

(5) Record visible damage to unit prior to move and againat completion of move. Make arrangements for repairafter notifying office.

(6) Make an inventory of stolen or damaged tools and materialas a result of program. Report to the office and requisi-tion repairs or equipment.

Once a month check --

(1) Air filter in heat exchanger.

(2) All fire extinguishers.

(3) Battery condition in alarm system.

Once a week --

(1) Carpet for stains (stains, if allowed to set, become impos-sible to remove).

(2) Battery, water and gas level in special equipment (ifapplicable)

(3) Towels, paper cups, etc.

Deily --

(i) Anti-Vandal lights

(2) Alarm system

(3) Leveling Tacks

(4) Exit fights

All equipment: instructional, managerial, logistical or other-

wise must be in tip-top operating condition at all times. If equipment is

damaged, inoperable or malfunctioning, MODEL's office should be notified

immediately as to the disposition of repairs or the necessity of replacement.

Teacher-Coordinators are responsible for the "care and feeding" of their

assigned unit. There is no excuse for damaged equipment that is unattended.

If equipment is damaged in transit, the office should be noti-

fied Immediately so thet proper procedures can be initiated for insurance

claims.

oft

V::,111c:e ::,:.;porsftb"-7eS

(I) Each escort vehicle should oe equipped with appropriateEash:na 1 ignrs and signs provided.

(2) Carry at all times (in mobile unit) 4 emergency flares, firstaid kit and proper motor vehicle identification.

(3) The. escort vehicle is for other motorists' protection.

(4) Make constant use of rear view mirrors to observe potentialhazards.

(5) Esta'olish a "game plan" with the driver of the towing vehicleand set up a signalling scheme.

(6) A/0.7.4a sure the escort velle.cle and mobile unit are going in the$4.11111.g s'oJte direction; go over the route before starting.

(7) On two lane roods, positio'n escort in front. On four lane(one-way) roads, position escort in rear.

(a) Anricipote the trailer's moves -- watch for directional signals.

(9) On leaving a two lane road to continue on a four lane one-way road, do the fol lowing: enter the entrance ramp beforethe unit, take up a stop position at junction of entrance rampand ono-way road.

(10) At traffic circles use escort car to block incoming right angletraffic.

(11) On long moves make sure there is a full tank of fuel -- remem-ber that the state permit calls for no stops enroute. Make per-sonal visits prior to leaving location.

(12) Don't discharge tow vehicle until a satisfactory location hasbeen set up.

Fire Drill Procedures

Teacher-Coordinators will include a fire drill procedure as

part of pre-screening procedures. Upon arrival at a new location familiari-

zation with both the local Police and Fire Departments phone numbers are

mandatory.

Alarms and anti-vandal sights are to be operative during the

evening hours.

-161-

a, . . v 4

b11 0.7%;46. 4.14.44.4 Vert 4; 4.; 44- :10 'Ai Z4 0 40 .0.4 %.;44,74. G. Ma 1.1 em 0 1 %AZ

svra :r.c.::cce.-:119 C copy of the

cerre.p.one:enc...1 to t'r.e or:ginc.ter. This procedure will help the Project

Z.icec;or .o keep on top of c:: nc.:w that the are

geographically separated. This action is not to be interpmted as "policing",

it is rnerely to insure aocc: communicaton.

Telephone Calls - Documentation

Al: Staff will keep a record of documentation of al: telephone

9calls in ona our of their re:,pective e.lirs, CAS well as telephone cc!!:, :n and

out of the office. Telephone Log Sheets are provided for this purpose.

Chans.,%:. in Trove: Rairn'oersernant

Please be advised that as of July I, 1973, the following will

be in effect: prorated travel allowances previously received will stop. In

order to be reimbursed for travel, appropriate forms must be initiated.

Please keep a current account of mileage, tolls, etc., that

are incurred over and above personal commuting time. Mileage is to be

computed from Chelmsford to location via the shortest route. This should

be submitted by the first (1st) of each month. There will be one check per

month.

Morning Telephone Calls

To insure consistency in daily reporting times, morning phone

calls will be mode as soon as the Teacher-Coordinator arrives at location

or as close to 9:00 a.m. as possible.

Even though the office does not officially open until 9:00 a.m.,

arrangements hove been made to receive early incoming calls.

-162-

7 Ifr

s..:1Crr:rig S%aers

T fo;:owir.9 shows am:amp:Qs of Reporting Charts and Sheets

which hojoct MC.ZL uses ciaing its operatior.al year.

0-

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;Masa: stimate (Budget Revision ( )Actuc1 ( )

DATE

2033 2400Cd7r-far

2700 (E) (0)1

C; .-.c.:,.,ke-:,::-.:- S.. -;::::as a Exp::-.:,,-;:,t!

4:

..,

:v ...Z.7 ,7. 0::::: ?.ant Op.-:C ionIf

r

,, 7.-,:x.::: cr.:: ALacmot:ve Ex,::ensas .

Aciv.-:.17:s1r.g and Printingi ,

Mair.'N4ncnce - Repo:a, Replacements:2 cni Al:erations

T,

11:

3 Ssacta SJoplies and F.xpensas1-.

i'

:4 057c,: arse. Administrative Expenses li

ii I

li

T

!tnnt.5 Ecuwe

. I ..., :10 A.:::-7C.S

I

il Il;i

, ....,:::::-.4.Qr.C.:04$ ..\P.insions, Retirement Allowances

23 Ann.,Jie.es and Benefits.

I

i

(r,-

TOTA1 COST

,.it,

1

.

4f

1

.1,,,

TOTAL FEDERAL FUNDS1i

,

Ht.'---.6.TOTAL STATE FUND S1

t

4,0

I

Budget Estimate (Budget kavision (Actual Cost (

2.

000 Gu0

1000 2300 2400 2700 (E) (0)

C2 SA-i-,..;;ES. OThiiR TOTALt

r.1...----.::

...,:....c....0 sIt

JD:rec.:0es Secretaryra: ::..rn Coorainator-....--._

k.;.ork .yo;.;: - Receptionist

1

1; .-:

11

Lio-...c.ar.z.r ...od.4..-..r.c,..-o: s Total 1

1,P

r:-C Ai..:orr.otive 7--7-C Voca..-iar.c..i Eval;;a:or t;

7-C Dis'....ibutive Eaucation.....--.;Jsincass zlducation

1 I I 1

bub=1.1i Teachar Ccord:nator/Aides Total II

i 1

7-C-A Reading Diagnostician I

---7-7.."-A Dis:ributive Education r

; -C -A Corrections7-C-A Saanish 1

SuO-I 1.3 Salary Beyond Regular Hours Total

1

Sup-!1i; ITarTanc Earalo, aos Total

j

I

4

7 ..44: 4.0

.. ... r

cruiCACIT Navson

Act .at Cost 1/4

4)4 ..0a %.444.. 2400

./CVO

2700 (0)..

Nti 4.- .Z4 /64. 7: 1,4 rsy444 644 .44 4\74 0.444 444 444 04...96 .Y I LA./ 44. 44.40

I

014,: .- ....411.1V22.1.11=4*iftgai422. -.644.444=i=m+ -...r=dr.

c,-.6 Lec:urers .;i. j

1/4.1076 ;,; esyc.-.:c7risr 146.:6

Vb. t r :.

t.6

.

, Al1/4. r C%,/ V' *I vv %ea. P1 1

Stx.. i's

-.-9 0::-.,a ii:ofot.s:c.r.:-..-! zrv:ces 'r . t t'CY.Q. i

cc

r

- . ''`/i 2....:..i.. ...4,.G. .14..a C%.$...r.r..I.. .......rs.CC.411 li /4 4 :a.

1:

44=4444. ,mam. vo

.0 !,

rt;

C;:-.:1; Non-Professional Sub- i

1

lIt

2i9 Services Total

.-

'01.

li

?c:: -tare Clerical and Public i

..I.ti

inror-ation Service ..

P

it4...

ii`-'""K"')':.. 'G St.;??LlES & EXP. TOTAL :.

V .0 4 16.44, 4446 441144 4 _ 4.4 1.4. I _ .4.- . -

.

--_ _VOC..I.Val 1.411i

............C;::ce HouszAeapinc upp ies

---2 Units House:kat:T:1'ns, Srur4olics

.c

'4..*.4 HEAT & OTHER PLANT OPERATION TOTAL..._...

il

,,...

II

I

L. 3:r.c,:

4.

11dg-ErEs717Eirc)Budget Revision( )

Actual Cost )

7030 70091!

1003 2000 2400 2700 (E) (0)1

I FT13 TRAV....:L 3, AUTO EX?ENSES TOTAL f 1

duo- 11I

-...L1 Fa:,:.:;, :-.otel, Meals, eta. Total 11 1

1-::-.:c...--Sraty... crave! (Director) 111-,--.

:,

1F-7 1_.....................,4_,,

i

--...

iIp

$ u i0 ". .1.

1

.: 5 - Pr:vat,.... Auto M:iaaGa Total i!

.

._,-.....-r....S1'nt'i4 1%-r.w..; ,.."_:!Th7=-Of li

..;,-..) i'lace.rnent 1!

7-C ?.3,-...dir.cl, T-C Voc.-Eval. 11 i 1i

03 7-C, 3 T-A, ! PC In-State TravelC...:::, & 0:: for Truck 11

1! ::,..DVERTIS:N G & PRINTING TOTAL Loww.r 1 11

,li

II

:::U 67:"...

553 AcivertisIng Total1

1 i

::(ecruit - Students 1

Recr.::ting Staff - Advertising & 1

Print; n

Sub 1

553 Bluerints, Photostats,etc. Total 1

11

11

Sub-II559 Pr7.-itirs an:: 2.:nding Total II

Prarinteci Forms:::::::::I.Jr0Eva! -.10tion Forms 11

1

ri

ii

.. .ig% gre. 4:4 $74 Vi

1

ACT:.: C.c.Na I.::

.1.1-.:NTEN1NCE.7:?..ACEM=NT. ETC.

AI1IIIIAO

5.

ti A /a., ow.

V ;0 00%.1%,

23C0'0 240::# 2700 k". (

A..-

C,%, COniVe*C7 S;:t fV;CeS 101c

ii.c.;:nri.:ner.ea or rnaer.;;-,s tt

. or :Ye:we:ion

; rucx

AMIMA

. at :1110',1 EXJ11Arli0Z.

...:..PEC:/-0 SJ??L:ES Z. EXPENSES

11

;;

TOTAL

I

,:-,C.-r.. OfF:ca SJ:7/DreS, , I C !

.:.,-:ras.:;C3 c.c..-.sur.c.o.e v :...u.s....;. t

AL

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CSinc/G.-af.) iit

Mot,-).-1;.:,, of instruct Ton `.;2C::: u.^.! ..

Tait Books 525 unit 1 1

,1

-,

Sc..Fer, Eaui.,Irr..-.:nt 5.53/unittt

:4 5r.CE AN:'-."4-.--f,+J7INIST;iAT1V.-: :i

EXPcNS:S TOTAL il s

6S1 Freight, shipping, Sub-su:ziplias il expenses Total

1

Fil:-:1,_ Renrc-.1 d. Posta,sa 550/unit,.. -...14

I itSuo-

5E2 AVaribar.iinip Dues Total 1

An-.arican Vocational Assn. 1

Cori-act:onto Asst. 1

li

o413 5.9ricici Bond ?Mant,4-1"r"-----and Insurance Total li 11

'. surance pockne Ffice, ruck,4 units:

1

-174-

--.ie r. .-rr_ : . . - a .

stOivy 0140.

2. C:Tce..

Suc.:60; aavisionActue. Co: :

b.-.0..

70CCI 7000ICCO 1100 244 2700 (E) (0)

1a.-0 f

;

I I a,'....,

t i

i 1 I.1111. 11..

. i : 1

0.4.,:i

i I/ I

I

1 1 .4 a

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;.,,..,.....-2.---,....,..

.s.....::;...z 4.. :1::.:-::ds F.:00/unTt it, ;I.

li,1il--.....-,...

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ii,,

i i.; : a onor..s it

..,n:t Te fasnonas 4 a' S 5 month 11111lr:1)1

9

69-9 tne: of er...cnr---n----s'--Sub-idmir.:stm'ive Expense Total

1

I

1

I

L.EA Bookkeeperza-% Treasurer & Mtn. Staff ..x .

15 ECC..i!PMENT TOTAL i MIMI1

_

uo729 0:her E ui trent T oral

Auoro Visual cr.:kilo:neat iiiiiiiMiiid=MEE Mil

- .7 71..

rrri.; 0.10C11; %;1;

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7

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11;3 2C,00 24C0 2700 () iC). I

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1i- 1

;

;

I ,1

1

i rrn .41."i

TOTAL 11

-I t ,

i.-" t- N / --r i-,... v oc-zv:.. . , i.....,

11

,

.:, . -,.. -A Workman's Corr.*. ! [............ . -1/4.. Life. 1:1...J:cc:ca. II

.

I

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Studc.nt Cart: -178-

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17: CONCL.N16FORO ST.CtiCaLt..$470.20. MASu. 0%4324

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ANi.W4-R TeuS 4.C.TTit AND itilIZP IT IN4-4 YOUR FILC:a uUT uLP40 A COPY OF YOUR

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NOTC. FOR YOUR INOORNIATION.Ili Ugh./ NOT 40 ilt4..f ti 14 4.; 40

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this Raport. con:ants' QS i.01.0%-15;

Sw:At4Q.7 cccount nurnba:s

C.1Q:7S Co: 41.1.;:V.:4 CraQ activities

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11.0

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A .item:;;; i-W.V.$%:::7 Carta: tea $13:4ChIC: fOt ills Vito;

concern :n C.Q.:VilZy o..re int:truer:weal p:ocess es it mediates- -

trey Ligtili:t1CONOrs cncl teaching of 3d4C.Ci:".C.:10: ski:s and xnow:edgQs 'and .::ekes

:;:vVVii J."0 111,4 WOr:::"0:010:k. 114. C0411:11;:tee member will assist in the

4.ievelopment end maintenar.ce of t4 p:0;ect by providing the vitel Information

for C. keener catranenication ii nib oetwc.ten the pro;act staff, the world-of-work,

arx; the cooperating 4:duce:ono: and civic agencies. He must be wiNing to

regularly scheZeled rneetir.as to lured advice, counsel, and occasional

res04:C...4 to help achieve a p4.4:,3oseful and positive momentum toward

.0. 6 ! : .441:i s lvo.;$.71.:131S GpiOaitule. 'CoCir one-year terms and

W... s..:: V,: W. 7:134: pay Co: expanse reit-he ursement

Ds 2

Determine character traits and specific qualifications necessaryin the ptoject's teaching staff and assist in identifying potentialsources for recruitment.

(2) Identify target populations and assist in the selection process.

(3) Facilitate identification of employment opportunities and recom-mend community contact for placement of "graduates".

(4) Help devise specific strategies for creating working relationshipsbetween the project and all cooperating agencies.

(5) Help in the design of strategies which will result in the promul-gation of the project to community agencies, institutions, localindustries, unions and the genera! public.

STEzaNG Z.'. CMH.TTF.F:

Vincent AsoroSenior Supervisor in Eclur.c.::onMcii4aciwsetts lanc...111:tarion Conlm:44ion

Cur.mir.sloner John 0. BooneDepartment of Coovection

H. auzzei:A.isociare Co." nmis:Ioneri..ivis:on of Occupational Education

Cornr.onw4c.:rn of Mas4achusotts

Mr. John G. Lync.a;Z::..;,,k,nai Civil :4-hts irector, Boston

Executive AssistantMossachustts .".r.v:4:or. of =-nn loyment

Security

Mr. Fred GonzalesNvAv Farm Work..-14 Council, Inc.

Mr. Eugene JonesCorporation, Maynarc:

M. John F. JonasConsumer ConsultantDepartment of Health, Education,

and Welfare

Mr. Thomas LcfionctisSuperintendent/DirectorNoshobc Valley Technical High School

Ma Reverend Wes:ay G. P: iceExecutive DirectorThe Protestant Guild for the Blind, Inc.

Father Zuger.4 SullivanA;;JocIate Superintend,:ntArchdIocase of BostonDepartment of Education

.

mi ea.M11k111111M11.11. -0

r r..,N

,40.J

.d 4' 10.1 4; .4'4.7. ;we, toll

;

4:/' 'vv.;

aLaa....161.- -

2:1 .972_,

To: Mern:Nws of the Steering Committee

3u,cou:a of the inceil:ty of SO:713 of the Committee Members to attend the firstcouncil rceetir.g, wa re:uctantly had to cancel tile raueting which was scheclu:edfor Au,s..a: 1972.

:.;45..4 note that for Internal iib.:1::airtit3ntai clorification the title of this comettuecnonzud from "Adviso.-, Council" to STEc.t.is1/4.7 CO,VMr:TEE. One of

tho functions of the Stewing Committee will Oe to make recommendations for theAdvisory Ca mince as proposed.

: unclosing an cgenaa for the next meeting to 'ea held on Thursdcy, Octo'ear 5,1972 at 2:00 p.m. in the Deputy Commissioner's Conference Room, located on the

F:oor of the Deportment of Education at ;82 Tremont St:eet, Boston.

?luosu advise my office no loter than October 2nd whether you wilt o will not Oeallie to cttard the Steering Committee Meeting. I am looking forward to a fruit-fu: workina relationship with you in what I consider a vary dynamic and potentictlyc:tornotive delivery system of occupational education for disenfranchised segmentsof the populations.

Sincerely yours,

Zve:ett R. Worzecha, Ed.D.0:rector, Project MODEL

ERW/fh

GCle

. 7 -

: . . . 4../.... gm.. .. 11. .1" I 4..4- 4.4

.-C.: :614' (Me- ei:a Occupc::ono:

.AZ, 0:1".11I WGS *:d :huts-

Cz:,::.4: V, ;i72, Cs: p.ir.., in i.iv 0,:,ury Corranissioners Confe-

Oft

40040 COCCI :41;%11 .416 ..4i 0,4041114411d C.. ..;041... steib, 4.061 renwit

-Wi^- - A' 0: V -'oer- '-vi-od '04-*tow.) iris It Iv oak_ Ai 44046W 844 *4 1.11 b. aut.*. *S sae __43___

,ra

Sister 4544.:

A(4. - 3.:::Z. I eMr 4** 4 * &No,.

,

1 4.47 4,0 : 65a 4V IV G . Price

aser.:0111416

oh:. C. booto" r : r w

..41: :a.M. G. elynoe

Dr. zwrig.: a, WorzeQha, ::rucaor of Prolect A/40;ra (PM) openod

::1C4 :"G' W:4%1 C 4'44o:ix:on of thu Pro:ect's aims oa and rhit

y;44.5 popu:or:or.s nrends to se:ve. The pu.-pose of this proles t is to pro-

vioa on a:ternative ta :vary sysrem of career ciawitioxtent to handicoppod cnci

.4GG VGA ?Copt.. Ca:20AS UC*%;: tho ou.-hority of rile Division of Occupo:ionc.

aucorion. The prog:om i i directed towards four tna;or sogments of this popu-

dation which are pubic and private institutions for the physically handicapped,

ar.4 private in4titutions for the mar.:a4 har.clicapped, correctionc.

institutions, and coramuraty agencies representing et -.lie and coltural minori-

ties. ThO ultimate goal of this alternative delivery system is to provide c core-

ract:r.z; link betweon the elsonfrorichiseci populations and the existing educe-

tiona: establishment. The immediate irr.pact of this program will be to provide

job entry-lave: skills for placement in available Isola, sultabie to the needs

or.d call:ties of tho invo:ved. The fleet of four mobile laboratories

i 1 444 VOGIGN GAG :NG. Cs ri GAG! 13:04.;Giti.7ICCI R iGG.nJ I1St 4.A.Ct Business

Office Machines and Automated Typing, Merchandising and Distributive

.%It J in A *4.6,40

k

::%. \;`,Zia : r104.4.7a(ilie V.; tei0;ir **( W,I464is

a: gar. ip.v.p.ayalQ4-4-, .41.1 pro:i.kct wi.1 proviuu

rroi- -,; sJtti.07:1417 0::oraGV:011 to G

VC:froa./ 0Gwioi.:::414

autV C444C.; ?VI 14/G4 W :+1 ?ro:ect CA:C.L1. ter WC;

7.4-47 S CA ralation.ship betwt;en the two pro acts

:tC ?.lilted CARER w:th lc:Q:17:44n,, specific marketaS;e behaviors

which wie: Se incorporated e.: c y into rho curriculum and instructional

of p.-oLrams. .:ones asked if PM was a federally funded

pr.:.:oct. Dr. Wcrzocha s-mted that PM is indoed a federally funded proliect

:414C.s: P.1.. 90-57.4.

To further c....oscriSe rho concopt of ea:Iva:Ina career deve1opent

?M, a 12-mir...4te Fi'an entit;ed "4V.oSiliry - Concept for CroGnG0 in

Career Education" which demonstra:os New Jersey's program, was shown.

Following the film, Dr. Warzecha informod the committee of the difficulty

in finding the typo of qualified teachers needed in catering to the variety of

,tf

populations which are intended to Se served. He presented a matrix indicating

41

the qualifications and types of teachers that will be needed including their

Ak°3-' areas of specialty, certification requirements and other pertinent information.'47

Reporting on the present progress of recruitment: Of the 100 or more applicants

who responded to adwatisements, it was noted that only two were Spanish

speaking and one additional one was black.

At this point, the discuision cantered around the role of the Steering

Co:rani:tee. Dr. Worzec'rea indicated that one of the prime purposes of the

Steering Committee was to suggest individuals who would have state-wide

visiSility in acting in on ,Idvisory capacity to the administration of ?M in

identifying resource people, liaison people in the communities throughout

the Commonwealth. Another role that the Steering Committee would play

through its Advisory Committee would be to recommend teachers specifically

-193-

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0: C.A.. Z.4.1*-a; this tlicQC.A.a/C00:Qi:011:0:4

an t.-.4 , eV.: . ir4144174.3:04.0. thCit

2 4. 4. - 11,

41 G SC. w...1 A..; re iv' no esS4444 iCatc.4 Gsk-by presonao

A .1 .4.o y C. CC* ilag :no :o,2 :net :ii: "QV so:y Comill. a I% W0i.; Ca' play

:ocd: .ia14on por4ons cad Ioo p:acernont of individuals beyond 716

point of :reining which inc:udu follow-49 ara..-: evaluation. Tho discussion

which followed doalt with deGree recu:rumon'a for teacher/coordinators, cora-

fie:ma-ion roculAarr....:::,, aides for IOC:. assiitaco dr:6

! 1'4 I tQ.8.... :.;:4 Oa i oV.Q4C.3 :0: porsons wrso gray qUe W04...0 %ILK,. g"

QC; OS VOCQ ZSietOtlCia COL.AW.i Or cr.4 reacher aides. Planning or.,,d

involvornont of co -unity agoncios ground level was also suggested.

comm.:M:1a

ot,u crd, grade

Grid 1.7,rocha.,-i-:,

Q .S0 C..SG4SS444 ::.11S of concern to several members o'

contorec caround considering a sriper.d for instructional purposes,

'16v,-.4: of students to loo sarvicod, target areas, application process

rho cooperation of rho Adv:sory Committee as mid-man cg.4-

mont body to ass4t in the ioistics of the program. Several committee members

a;..Ireea, nelp look For reacher possibilities, requested additional information

end have asked to :34 Cat:cc:64 in the future. Prior to adjournment, the Com-

mittee Members asked to recommend an Individual representing their institution

or agency ro be consiclarod as a rte ::bet of the PM Advisory Committee. The

Advisory Committee member will be appointed for a one-year period with no

remuneration except for travel reimbursement.

No date was set for a continued meeting of the Steering Committee.

The meeting was actiourned at 3:40 p.m. Members of the Steering Committee

will be cor.tected personally based on the need to communicate.

Respectfully submitted,

Frances J. HallAdministrative Secretary

-194-11 -1-72

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Vincen; Azar.)ssu.aur ;a:

' Ia. ri.Luw:s V: uuo

M.. FAN.? R. Gonzciesz.t.azoang:

/yr. Thomas LaficnatisR.;04/* V1.4.47 G. ?rice

Cet:erner

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Vox interasr ir. rroject av:021 has rasu:ted in my desire to solicit your help:n an advisory capacity as a raviewarof an application (work copy enclosed)

o:servic4.4 t ma first yea: of forma: operation of the project.

7h .a app:ication form will be used 04 Gn oB;ective evaluating device for theal:oat:6w of resources on a it and equitable basis. i am also asking otherinterested persons, !VA.: yourself, who represent e:se cross-section of disenfran-chised segments of the population with whom we will deal, to react to theinclusiveness of content of the application form.

?:,::ase fee: free to modify, delete, or add any utataments on the form. These-mod:ilea:ions will be taken into consideration upon revision. I regret that theprinted brochure describing the project is not yet available for your perusal.the as"ochure will introduce the application procedure to the population to beserved. ac.sically, the application procedure and to schedule will be asfollows:

In process

February 15, :973

Develop mailing lists

Mass mailing of descriptive ..)rochureto all identifiable public and privateinstitutions. and apneas (repesont-ing the physically handicapped, mentallyhandicapped, correctional institutions,and community agencies sponsoringcultural and ethnic minorities) soacit-ing requests for applications.

W.; St.': rif404 IJIY 6%/6 , 1973

F.e'ori.ory 20, :973 Cipp::cctions in response to

More.: 30, :973 D%..Cg:Aa for oppl:ection return

.v.orc:-. 33 to :n;:ividual responses onr.: follow upApr::

Apr.. .4: May :5, 1973 )41bode, tabulate and con:purer scoreC?reiiCQt *

May 13, :973

.1

:973

Zsta:.-.:ish operating schedule for FY'74..973 ..4ne 30, 1974)

Notify in4titoror.b of c.ware of servici.s

I:Gison and visits with firstor recipients.

ro;;Alt MOD:::. 's resowrces wi:: not bo at rest in :he meanwhile. During the interimpv;:ioc 3v:11..;:%41 now arc .Ary 1973, c low visibility, in-service training program is

procz4s. A hsaokedown ceJ:se", testir.g 4::::14Jipmer.t, evaluation programs, andwit% problems r,...>sociate6 with progromming-, curricula and logistics of moving

:.:41:10 OiCp.iclItutch, Jvt.ore importantly, rhis exp.:rim:4k.; period will allow floxib:!ity for stn:ngthening the effectiverass and efficiency of the teaching staff in pro-vams with :...:gard snrrients of the populotion with whom we have had listitec:expos..re, 1.6.1 COMIC:10AG; institutions.

You: relative to the population whom you serve will be greatly appreciated.lf you can provide me with cn up-to-date list of contact personnel in institutionsand cgancies with corresponding addresses, this will help to insure an equal oppor-tuni:7 for all such agencies to apply for Project MODZL's services.

would appreciate your response prior to Februar IC so that we may begin a revisionof the form and develop mailing lists for our brochure.

Please feel free to call me should you hove further questions regarding this corres-ponaer.ca.

Sincerely yours,

Everett R. WazechaDIrecto, Project MODEL

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radio, new,p,:iper

el. .:41 ;ow GCIA GtS t :114 74, onw

WC. 07. C.< 7W4i `Via As :AZ ;IQ C:..3 WC:* *".:4a rC y SF4211iSh

Twenty-1Iva car.:;:dote4 ware Invite:: for int;;;rviews; 13 accepted the invi-

tc.:ion, am: 5 were selected :A hired.

July 16, 1972 New York TimesWorcester Telegram & GazetteSpringfield Union News RepublicanBoston Globe

July 17, 1972 Springfield Star (Black)Pic dmont-Worcestor Free Prey (Minority)

I.owel;

The Miami ';:etrald

7 23, :972

Septwraber 17, :972

RADIO

July 21, 1972

july 28, 1972

Station WCO? (Spot Announcements)Station WILD (Black) 2 weak period

Spanish Radio S; ::ion (re Ciodomiro Cabanas)(morning and Evening)

INDIVIDUALS CONTACT2D For Teacher Referrals)

July 12, 1972 Dr. Benjamin V. P. VerdileCamden County, Vocational & Technical SchoolsSickarville, N. J.

Professor a. Shapiro, Director, Curt. Lab..Rutgers University, New Brunswick, N. J.

Dr. Raymond Ross, Prof. Ind. Tech.New Britain, Conn.

-197-

July 14, 1972

y 2S, l972

Auausr 10, 1972

September :2, 1972

September 13, 1972

A4:4..dr.t V.?., iourr D. CoeSer.o4.;., East Bramiwick,

T.leoddre Cverinon, Asst Dir. Spec. EciucationC.)unry, Voc. Tech. School, Mt. Holly,Nj

Dr. Jamas Swaim, Piscataway, N.J.

Dolores Mdrcucci - Hispanic Office of PlanningEva/action, Zoston

Mr. Conrcd Fleites, South End Skill Comer

Mr. Ray: and Coughlin, Waterbury, Ct.Joe Ahern - Educational Skill CenterJohn 013ryant DIMOCKArmando Martinez - PUENTF.

Dr. john F. Nevins, Director-Oc,:upationalEducation Program, Westfield State College

Dr. Lawrence A. Ovian, Director of FieldServices - Fitchburg State College

Dr. Thomas Dungan, Director, Program ofContinuinz Studies - Boston State Colleze

Bulletin from ?Idcement Division in State Education

Memo to Bureau Chiefs to elicit support for sourcesfor capable teachers

Reed Teachers Agency, Mary C. Toon

Mr. James R. Weston, Superintendent- DirectorNorthern Berkshire Voc. Reg. School District,North Adams, Mass.

Mr. Carleton E. Kenerson, Acting Superintendent-Director, Northe9st Metropolitan Regional Voca-tional School District, Wakefield, Mass.

;972 A;b,:ar Associote ?rofesEor,State Ura:vor;:t7 of New Volk ;;Jfic.:o,;:4ii.1.1.),

October 4, 1972 Mrs. Mary A. Garrott, Director GorrottTeachi.:s'Aier.cy, Porrs:nouth, N. H.

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*SI COPYfaldtiell

CARF.ER4 07r,

TatiQ W:.4 .4:04411 to orator by Dr. Warzecho who introduced

.ti.:. Thor.w.s Lafior.o;:s, th host fo: the join; presentation. M. Lafienatis

:4-4 :AtroJucIng Mr. Porcy O.

Daley, $:., Chairrhc;n of rho NC.4:10.):: Technica: :ugh School District

School CO:1111:7760. ie then tar.ed the mooting over to Dr. Charles lluzzell

who bocAn by noring that h11 become 04V:OUS that, if we want to move

occupationo: 6:6:JC.Ct C.t. forward in :he Commonwealth, a new mechanism, not

within the depart:nor.t, woi.ld have to be devised. This has been accompiished

tnro;;;n the Local Edeca-riona: Azvncies (LEAs) with Projects CAREER, ap Is,

MISOE, and MODEL which are ad hoc activities outside of the direct super-

vision of the division designed for a short period of time. When these projects

reeminate, the Best of each will be Incorporated into t'r.a division. Dr. aezzell

advised the supervisors to observe what will be the most helpful to their specific

areas.

Dr. Buzzell explained that Project CAREER (Computer Assisted

Research for Educational Relevance) deals with the analysis of specific occupa-

tions into their marketable behaviors. ?roject MODEL (Mobile Occupational

Development Education Laboratories) is comprised of four mobile units, three

of which are temporarily ho iu.:ed at Nashoba, designed to reach the disenfran-

chised populations which are presently excluded from the educational estab-

lishment and must be connected back into it. He noted that some of the

BEST COPY AVAILABLE

:-:;.1: A v. : s' AA) 2.111,1HI

;4*....+"%.1...:IA.,3 "?.*CoV sr.., :447..4(c *.3 for C04.1:C, i:011 P:074 GIC:

. .

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.1 Z 'Ira; V i rtn1/ aNn14:411;/ %VAC; 6.11.;:a. 011 110 Mimi 5 %i IC061 orovice this naeu

7;14.1 ;;; purposis M:SOZ (MGIcei,.v.t.wnt. s .%dm. 44/ II% I I I

40

,io:oton System fer i..clucotic,n, ib to ono, yz,u remlts of

o pro:4mm, tu4rnents for *Future alternatives and r:.alce ?re-

c.:G.-ions of which c:tu:notive wit/ beneficiei ..o society.

CEDlS Ceree: ECucotion 3ocurn4n7 Info:motion Sy4tem), ha noted :hot .vnts

.S a p:ojact of Cisserninotior, resportsbty, b:nce the finest systems aro of

ro bene: if tney 4.o no; reoctr. proc:::Ioners, i.e., the eoche s. in

..1..;--cr:z:r.z, Or. Skz.z.)ii ;ho; thattb Zs a real danger Ira placing activ

such GS these p:o:acts outside of the division, since the division has the

to discs:op.:iota itse:f. Therefore, it is importont to :wave t a protects

4;:::a.".s Olt C.;.*:/:tiQs but 1J4 ;:44 boc!c to the totol system. Or. auzzoll

thonked the secrete:Ica staff, r.oting how much the division relies a:, :llama and

stressed the i:nportance of their being as know:edgeable as possible in order to

function efficiently.

After a brief coffee Brock, Dr. Buzzell introduced Dr. Clifford

Easton, Director of Protect CAREER, who began his presentation by stating

that career education is education for all segments of the population. lie

noted that Protect CAREER has added a number of componer.ts, one being the

guic:ance corr.p0A0A7 administured by Mi.' Ro:-,or :itch the other, Cs

BEST COPY AVAILABLE

.10 Jw.6 %Art wor N.. 401.166. alhis 11E046

or. :ve 7.t. : Vu..:4iA;W: A7 u4'novorio:

. :::%; Cw1"..7.:41 "*...%: cor....?oner.ts of Pro,...7.;

74:4 zc.itor. :4;v ?kei31X474.Q.1

1 t. . .T..n Pt:73: 7.1.: 7:11vs..c.e oresonzot.un o; roiiao;

. t%"4\a:t:t% 1.04 i/LALLVe SOCOMa 4441 NO USVa0eidn AS C0161Glarc.o..3 parCi0 :n

Pro,4ct CAREER ar.:: :AO traQi*Orlais beInz aevelopod by its staff. Dr. E.oston

..-.:otoo to

.r.c.s .:#3:2:1 nes expuriece to write behavorial objectives is

'insteac: of ~skit.; :eachors to invent them, Pro ac:

CAIEER has Oeve:oi.:a.f. ;114G :1S CO: teCIALIZ teachers to convert various

tA144 of curriou'.u:n rhatoriois Tiro weN-4tated behavorial objectives. After

co;:ecrin: or cor.verting objuctivas they are submIttud to a?pro

priate occupotiono: Incumbents for vo:to'otion. Dr. Easton briefly aescribec:

validation procu-Ouru and proc.:..-is for 4xter.Olna the oehavoric: objua-

tives into fou: Q:o1411111$ on what has become known as the User's

Format. These cohur.rts will include information on prerequisite learninas,

component tasks, environments, and concepts related to that specific be

havorial objective.

At this tine, Dr. Easton entertained questions from the participants

and offered hand-out information material describing "Project CAREER in

4w.cit:on."

Dr. Buzzell then introduced Dr. Warzecha , Director of Project

MODEL, who began by noting that the conceptof this protect is o mobile

.a art. V to. e hi ea ale .VAN

BEST COPY AVAILABLE

a:A:seen:A:

..io ?Z....iv nonu:.:oi,pud c.nc:

.

you:n 'and GAZ.: rair.orLy groups (urtoon

1 ..0.V p. 1.0.04%. 'on ay COMManting *o2

- . -.4ruv:.or: w... cowl: nuar .u.ure and long Goc.4

:or ond inc;uda Cei Thule un:ts,-, Evaluation cane:

Gr.:: Office Education; he fur:hur Incncotad

, , ...a.: was due to ca:vo G 1,1:or C.C.44.3

11..?.SO V 14 141.. 16.6 A. WA. 4.0 10 4.0 In105.111111111100 VIA Y.es

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her: of throe rao^"s at 'Ina Xv:s:or. Oi OGC4F.'4""

44CCI:;:iit. c..:-:ed :hat steps included orgar.izir.g tile LEA,

orrcrlz,:t.z, for dia:Ivery of unit.; Gm; ai.pco:t:ng fiscal matters; he went on to

:hank Nasheaa Va;:oy Tachnic.c.1 High School for its aid in some of these

initkl steps. Dr. Warzecha want on to note that Mrs. Hall joined the organi-

zat:on in July with teacher recruitment beginning in mid -July. Regarding the

tracch:na staff, he added that a special person is needed to serve that needs of

a variety of populorions cr..i noted that he hos not been too successful as yet,

even though the positions have 'glean advertised :n Black and Spanish specking

radio stations, newspapers, colleges, placement services, the Division of

Occupations: Educat:on, etc.

-204-

BEST COPY AVAILABLE

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of w:-.:cn wi:.

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1.VA io:4:1; arranz1 .4 for Atous.1. 3I; however, 6;...) to cilfficuky witn

4ch4.4ulir.i; d4rinz Tr..: vacation period, the meeting wc.s canceled and re-

schevled for Ocrober 5.

Dr. Wameche stc.ted that Mr. John Donovan who has set a

vocatior.o: .ava:JatIor. un:t in New 1-1crrapbhire and comes to ;he

Peo:.-.1ct from Crotcnac: MOW A:Ci IA Raloairation Center will loin the program

as Project Coon:inc.:or on Saptarner Ia.

lai-sareing 4:-.heduling, Dr. Warzacho explained that the target

launch date of December has been set with the hope that all four instruc-

tors will be hired before October 1. A check of all units and equipment will

be made and a pilot program, using available students, will be performed.

He noted that brochures and application forms are being prepared with the

-205-

BEST COPY AVAILABLE

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Evgatort W.:exec:4

2.9 ACT.V:T:2S =OR THE MOB:LE UN:Ts

This s4v.ion contzi:ns c synoptic picture of MODEL's

un:t locaesons throuhout me State of Mcssachubotts.

Each mobga prozressioa of activities is brokers down by

a Garet char: aid a state map of locat:ons.

-206.

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CONNECTICUT


DEPARTMENT OF COMMUNITY AFFAIRSBUREAU'Or PLANNING PROGRAMS


lasameseseutSCALE IN MILES

VO

NOTt NonroutBROOM.,

ISL

V INCLUDE.

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HAMPSNI RS4*

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.*

READING DIAGNOSIS

AND

EVALUATION UNIT

Agencies Served: 4

wog

ISLAND

rINCLUDES

CIIINASsiT

-, 00,01. , eheceamts

I

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BEST COPY AVAILABLE

....\ PaO..,ET

"0.7111 14".11.1;i*.;0.1 f %.* ; ; %;;Ii ; Io Ailr;071. i 0.0 V3 in the

u; 4,04,1";:QA o i'eni.-14 4 4%;;;:v:::ii.if 4:14111127 tOVA2ri: It7iC. 7), is 611464

.a...) C61:0:::41 70 rho c.dinIstrot:ve activ:ties of project MODEL during

Its planning yeor.

One con see from tha time table of objectives and act-iv:ries

pros.1:-teci in Sectior. 2.3 that many proposed activities and unanticipated

ev.:ntvykie dealt T'r.ey compare closely In many ros;.;acts to tho:.e of

o 4;zt,ar., ;4401 the hir:r.z, of staff, developing of ir.str.ctionot

p.-oz,:orn ono Cv:::Cv. %dal C.:; :0Z;i57:CS Involved with the de;:very tho

A..:04Zh .ay floGY :24 used in terms of minnows or

top:cs, ;nay QC:toll: .7 hiPrlig:031%. CALK: or greeter complexity due to the g.,o-

graphical ond student population variables that must be met along with the

solving or the proolern.

Soma of the particular problems that the administration dealt with

included MODEL's tel to the Division of Occupational Education

within the State Department of Education, and the Project's relationship to

trio Educational Agency acting as its host and its corresponding lec,o:

body, the D:strict School Comrn:ttee. A tentative resolution of :his CISSOCki

non has been do:arm:nod, although a complete resolution of the association

11G4 not yet bean resolved.

Ito@ *vs.._ V. *.Verh eta;e es es 1141 111101/Ive *VW 40441 :4.4 luatuow.ine tau

.6.:GI t. : %Sad 6.1 b. 4..st.s4 :is A :04114 r .r.

.;,.,.- ywar, pa04%,:d ir7011 thu develcprnent of

:004;....7w4 040 thu 7.roc;:ss a: inisir delivery rather than the

a.-

AI*

0".1110%. tl $ Nderloi 'ay.:a ::ma for "tooling-up" Gas 437ct:

0 a I IC:sidiieQ44,)? :7a;.hiatIti 07 C.t.itiaVtilf A more er.ec..va GM. Ii7eQ07710.

ai.au.---*-.utior. of 4V.CI)::..'s e;:fectivenws.; will be measured over a period

.:.y inaci,andur.: tn.::: party evai;.ator. In terms of COW:;

:;;;.Z.:%;7 N.C:02.4a 4; :::71:40 in-service toinino Aolur

- . r 4 41.70 ZlaC7.0 07 .0:1"..i..; nuoVeste.S.

rrat Co.:414%.::V. di Project dv.sn_D_EL, was 70 eC0:710

;, ;97:1. 7n:4 .;r1:74:1 target date will not bat met.

0 :r: twZ....07:4 1.04..Ai this fact.

(1.) The tinla nocesscry to complete all of the plannedactivi:les schadu:ed for the first in-service yearwas unc:arestimatad.

2%) The Al.cluestua :....a:nrenancu of a low-visit:51:4y profi:eIlrnited advertisement or publicity to in-house activities;namely, tha brochure describing the prolect's activities.

Receiving agencies as bast identified prior ro the estab-lishment of the aning list were not indicative of Mcgi*G45 roots level administrators who could make best useof such a program.

(4) Uncontrogab:e logistical constraints within receivingagencies caused severe time delays in the proposedscheaule.

(3)

2. I 6

. .",,,,4 %; 110 60:V4 iti WW; veri ;uw ra.,,:ns ware

.- 4:0,74:442i.on s 4: LAI Ws toe..-.

, , .Tu../ w,.. the :ex: taco: year ay the rOV:S:JA of ;ha mailing

...7 4.14 4/ VA) a *.%)::-Ou: :4C.ihk;;41- fern-. which will lghi-en me burden of

1,

Ws% -.4..,4-to-ii. rt.:,44.0. 44. up.... %A.. 0. a Ware en aC1Q 4 01 I ...C1

w,.. ot .2 point when tha ?roject Director has Outer-

:nor ruachur.; nova oacn odaciuotuly 3X04:444 IV all of ,:ta populations

--.." 44:V*.va. :.$ W... Gt.:OW GC.40,..41-0 r.ews -eleoses to papers through-

w:.. CVG:C..)..ity to the public sector.

..pca w:.4As encountereci during the ...:eginning of the

,n-serv,ce yeor. f:;:14:,./ :nose c proaws tnat r.ormally exist with ony new

',dna of program. A:thouh rt..1 ori&inol ;:L4 at proposal was orienteci within the

. 41_ 4.scoiu of a typical VOGG71014s 4crxo4, ins uniqueness protect

:a:J:46:60/0 .411.11r.E., 4:-c.ff and, gaovci,:.hicol mobility caused several cnonges in the

ol.ocofon of f..r.40. lir.° :tern chonges ware requested and approved to

muar 4.-hang,ng ;.sco, l4tC: of the pro:act within its first planning year.

Lo4eci on the experiences of :ha fiscal iluctuotions and changes within th© pc..t

year's ouogat, tna To4CCsi year l.4C.4,947 reflects the unique attributes of the

program and hos oean GlAkoi0p4C: in G more reolistic way to reflect the neez4

of the project.

Additionol fur:d. ware resue.;ted to improve curriculum and to

account for descrepancies in salaries with respect to comparable teaching

positions including the nocessory quo:if:cations of workir.g w:th speck: mods

2

. .*.?.7 -* 2 2.4%00 lis W4* 1411 ff II WI .0%0%6 ;plains: 1111 04,11 *a *

.

611411 OW Sie 111 a;.; 7.47 yoor or opororon io

s . Irs tot ... ;04 WINO. OVA %a 11406 %AA 66664%01 filltal *. 64 4%170 41j

014.14 /V 6/0 :e Se

Ws.

%e ta*

Vako 0 C.:144 not cn oparc

4%. 0 v tiP.W.*.i/ :1 CIG44110* 71tit" .7n)

6,01 %Os .1:00 ;11.014 CO:a: ?4:

, .i r . .. 04:4 4ohoo. a ma 1o, ct %

.7%0 .60 %a./ solo.co.;''Y to sea U..1 i ev :05 ta.4 C.041:C4.4

- .1/47'., vighod 111144 *ea 60 is b 4.0

. 72/7:, . 46 .i / / 414%.01.0 is 10 $101140 ....... / .v6)441E0

41 % V. 0 40\4011 *W a 61,4 Art Imo 0010. 1 do.66 74;1 /4044 i.) :4:1C00.71:41.4sta4 tell .1)7

,;# %10 VI# 4;

. CCl. ..O.o..A.; OrrQ iiVo Oa *a:: :0,;C. no. .0 ..e.ovioo

s.xvic..s to G :inIiroo of st.o:onts, 'our to davo:op proposo:s BOS(lai

OM; iii94:1.4".:;..1 s.cr. Cs tsIOSO CO nd4ctod and

17.:0:Q4:t. .7 .4 rho ultimate dasiGn of tho pro:oct

tho odUCC47.0:10. tadoi1:.:4 tho honOicoppod cald disodvonta5od pop%;:otion

4.;i:V.:5 con :ay rnochwrod joy :ha hun.;:ro:Is throushout the Stoto rather rho:

tons wirhin the pro:vote

*SURGE (Suzaostoct Urilizorion of Rosources and Guido for E)cpendituros)

. - - - Ie

11 . . ... Pro...... . ... . ;

. , t.; ru Forced-4.: W14: you are going without 0:444i".9 A:**C4C

.:70\4.: 4:406.4:::sta: 4.;.; you've 1.7432.1, anei I a gnatater ia.portance

W.3:4 :.; rOW?

e. . ;a ' P .V 000 i V. *woo Oast q...1.4 *NW Ift 41 4%04 . ; cNobea

0144:Csiglt,.. 0;114'4 C.,;a,

010 1

13 424.1":"10:

G.. Ti.ii 1s hu cr:tes .....44:7; ufortunately, realistic problems

:au not ;caw:: ds ads:4. ls nor 44 SItt.p.;$ 73 erase a day of conflict In opera-

6 4 a. %a . Aa ea jail e4P4 Are 144, el% , 4 141 .4 .4010,10.

suceo4.4.u. In a.: areas wh.s- cc we

cor..;:ci, i.e., the uquip:nent Cldo of equal importance, qualified

Tedchc:/Coordinators. 7i-..eQLOVet areas were subjected to a strict quality

control procedure. Equipment was not purchased becau...e it looked good,

but was IN5CCUSQ it was he best available for a specific lose to be done.

"Show me" bacdrna a by-word. iredepth inquiries were made of

Goa f.s.;:.;:pttZrIt Visits were made to other states that were using

similar new equip:nat.:. Whi:e there, Project MODEL Staff worked in the

field using, the equipment with suitable populations.

The same approach was used in teaching techniques. Clients

learned by doing. This was a "hands on" experience. For many of the

clients it became the first successful exposure to learning they ever had.

Qualified Teachers:

it was apparent from the program's earliest days that success or

failure would depend upon the Tuacher/Coordinators. A program using a

-219-

. 1-Ir0;orli 10 . .04 1.0%. Via . too 4.1.. 011 %A OW. *WO

.

7.o Q.13 aiina.va pa.cant

01*

70I4AO'dQ, I70i W.1.4 ViC44 no e.o:.ie ?.olect piosopa./.

f I 11 . 1'

Cii a0.4.4.4 Ws.; ;IQ: Qr. onto o-s G4C. CGAGiCaCae S:811-4y

tCad. rOiet %JAGS,. .II; 1 CIS 4r,i010 414 v404%01 # **AC 7..a7.C.:31 X'"CJA, 4;A:C4k4

5::14 W :71 I.::: WiC7:04:y CA:111.36, has experiutnae

- Wo t1.' 410 1.1.???

%Ai& 6%4 %.4 4. ogi Ow. Ow C.1"??11:i:: Cs AC: el 44CteVio' re Gnu W. .1 oily IX/ rOVC-i

.*A

A 1. eV*: *7 V 0: 417.Ki 77. CaS"Q::: troiW4V:Att,

4.

Z13117 %14:: " 0;01 41 V40 AA; ;A11%. :44 i:11117 o: 140 ChN,Ni:t

. good ones.

f ,-a A-.or.7.-.1 OT 7.::0;;;;AW11 we:a usaa GS Q

4.48V.C4 ;0:4:4; aii v. "4:1G:(4 C:Q%Vr.." PrLLatIS Ware SolVGG Os they

C.:#4ifo At4:i4

CAC: (ca :, WaiA3 Aot.

One tnii, has pkevat itself to be true Is that most Receiving

Ai,anaIos repAasentina :ha har.dicappad c.r.c: Disa4vantaged tend to ovar-

uxo4orc.ita their pc,pu:at:on, not only in numbers but also in aVallth::::y

; :5 al.-Aot as ti-4ugh the/ hoc: a "phantom population. They make the

tr.stake of C1444 -e-a ta4C44$4.3 parson is a client he cutomagaall7

wants to pariicipata in a proararn. This is not so. For example, ah prisoners

in Massachusetts Correctional Inst:AAions will not offer themselves for rahaaii:-

tation. Most, as I see it, are quite content with their capabilities, and un:ess

Soma a these reeds were 00V.40:iS

1:po ;11 ;,: 6%0. %IAA 1.6 14*A 1*NO

. . .1;;Ahrlin; 1 ver

. OW %VIIIa...1 ilst stV *tor

*; 44el ./Ii 011 es 1;; to1

f19 1.

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4141.11 4

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4, 4101, 11 e 1:.Si 144.4.

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07

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10

COO 10 1011 C. G

AI

110 %ea %ON. %OE" 1040.0w. 44 SW: I 4110. 1.6.04%. .101,44 4:0(.i I1*.i $a01.1 U. IP it

:.;;;;C.:44 7.... :.**.::. :; .

Altai 40 4 4464: G :G;

I. .!20:;r444; 4:4s " 110Cli / 4 .0. 410) \.er. G .47: /i ,r,c ;ma/ w.4..I.*

1004 44 %NOM 0 We/ 11 1./iO 141. evri %.14 stadia orii ir.OViaS eCoe 4. ~GC 7

3 a.m. Upon w:vh aiithor::14s, it was no: ad that there are few,

' 4 . .47 :GC' Cy* two MY 8110JahtS CNti; how con *1

e';W:4::11.13 ?;:e is C .7.44 rer..liza that punching a tire card ot

7 a.m. is parr of the fiWiolCIV:or expected a a worker, if for the peltioci Of

his :ncarcarction 'avec: at 6r4V:rerwilegra Of permissiveness.

Watt MODeli. doina is worthwhile. We should conditior. 0u:-

salves to accapt ;ass fro ra 4.1143 POP4 4 47:03$ kl(W:tia served. Success wi;1 'no

for ;ha axpanded 'cid, in my mind, most worthwhile. The

h-04;tarce, a .;,,J1r:-.. a Mao :y Ratc.:awa c::unt return to proworn to his

peers of his success zattiaa a ;a.) is fantastic and the knowlecIse that

provam's ai:orts haw poviaz 4:4 4:4 ucctional opportunity for G soon- .°to-ba-reloased makes rny own time spent worthwhile. A0"

_AOIS4°

1:6;C44:6 6,..X.

Education

a..°- . - -

11-06.6i .;o6

v, ...666.6s.66, or 7611

*..

aa .441 We 64 /1 .14 4:es 0' 4:44 664%11 ,*6.6 606'4:4

m6:4666:: 66 Jr. .

LCliZL)P1

IVZA;ii WC. :46.\ir

mu-phy,curo,ec..-Ast?Q1/Q, 1.4C4C6-C;

Pierson, RoaarrPowiin;,Purcell, FrederickRivatio, J;40ARodriguez, Angelkadriql.ez,Rosario, Victorkuthier, DavidSpringer, RandallWilliams, Lae:

Alsion, RichardAcpeso, EvelynAshcroft, Susan3c:dusk', Cha::otte3arton, KannathBatisto, PaulBorard, Leslie

* Code Classification Follows Roster

%sr ;11 . V,.

NJ f)". I

NJNo\O' . '.'406 i6,

6664

YesNo

4611-416 66

JO*in)

a c..;; 611%6

6 46V. -v-..)

r NoYesYG4

\IJ,i.:611: 1Y 4i,

YesYee.-Unit :IYes-Unit 1NoNoNoNoYes-UnitYes-Unit iiYes

VI es --

NoNoNo

6SNoNo

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4.4 . W

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41,4

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:.;?:.,,,.::NC.,VCOiV?.1E!-.ENS.ON) DEF;CLENCY

r: ti414400444414011

.S SECONDARY LANGUAGEZI

- k NoaI ahA %

k11e 44AGC

AND/OR W.;.7.NG 2/EF:CiENCY

' ENGLLSH IS SECONDARY LANGUAGE.

1.2.2 .S ?R:MARY LANGUAGE

- N. - " : 7%. 1/40ti es r% V. N".., o IA.

A A. OA .44 /444 1 1 " sr N... Ike

w aeVA Zed faro *A.0% %.0 -:;.., 04. Ut.%.60 %Oa. , V. + : 100 ,.. " v ose

ex. re \di/ anZ %SA 010 4-047; hell/. Who,"

e .?1"%;;;\111 l'isirimt i.e.. *1.1. .7...ErAV OR

oft oft A. 1, e: %: r V eN "%;0

A vA.* "A k A C4i V %.0 rZA , C.

A To S.-.ow Effects of Discdvantagerv.nt

Czmis.aClx:octer!s:-:cs ti-.o

A. t:sack,:round

C .t..A2 Amar:cciA3 .I

A4 rrostiCA

A5 Otier.tc.:A6 Othe: C44; a GI fy )

* S URGE: (Suzz,c4toc: L;..-LL:zza:ot. and GuIcLu fo:

/

r.

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M.

dalir.quent youth

eri 0....e h

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youtn

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H. Geocro?h7c-tx..-.;;7,oe.T.::on isok;ted

fii Ajrc I Laic t:ortH2

(soefy)

.. Ob. .. . \ *N r g

1 .."I "N .er 4. ow Ao " -.0

; " 10 Z.D

0. sae: Oa. " 2:610

^ - .

a 6. Em0166 .664623 %)S./1466 iLiTY

gi 40a%0 /°% LALL-..D

v (CRI?PLED)-:. %do\ 6 twIe 0.601.666. 4 id 4

6.2

LY SlGHTED

7.0 SnECri

8.3 :414?A.'.WIENT

9.0 MULTI-riAND1CAFIED

* SURGE (Suzsesraci Utilization of Resources and Guide for Expenditures)

0%1." : " /

. . . . .

066....01.6V *A. .640 6.0 N 00 60 %eh 1.1 to 116116 ibml 4. A es:%W%O. 41%/%104SiU410%

es. ...%;e%;41. 6001.017.:1.0.7.4.1%.4. CA :973 . Tau tro?-'!-,,,-

*So. ::. 0:1:046'...04 at:pi:Aoki :u e iliCii

%AAA.*%. Co. %)44,1:4:r.: Cs...01 C. GC TV* *re. 4VtN.O... ;4:L4S !:*. : \taw:. :7.4'

. . Noshu4o 7.Johnico: c...00. 4no4xxvoca

%..eta toS41.4.0%.4 %.%* .v.o.irhock

G. r.,J4:4"/ y ) SW :117 i VG:IOUS 100010/15ea .

cis shown 7.1 Sc.-.:iion 2.9.

\fC: NEIN' . _

Nov':utL-u ;3-7, 1972

BEST COPY MAILABLE

onu M44.44 ;;,...14:03 with th.. Stole of New darsay %port-hen:

:;01 %04137: 03 prov4 .ce; cor-,-..-:.;hunsive and worthwhile. The w.;.ukis

1.3014.4.:QC: 07 the following consultants:

John W:loy, a4:4,c.4 a Spacial Needs..:oh Bohner, Pro:rorr. Coordinator for the Mobile Units%..var,Q Aarni.lictrativo Assistont to Mr. BohnerDean Garwocc., C: lieu of the Dept. of EciucatioDr. -at Spurlock, of Migrant Education

22C1

:

". v..

N

;

4.

eke11:terira,

. f

60

.mi. I V*/ V; % %midi I 01011

pur.oac. .ft.,. .4 r

P - C ". : *I , 6Aft. 41. ; 40 :OS ; 1:11 N. J. ram

: 2 .4. . -V V*. bal elnif 0011A OA VP* .1 Wk....

stsi ctl"

tut tnar

Nu ,/ cur :n;;; first :WO p.IQ CS Of opurc

,na i; rowl-ta to duaing w. +. i h0

Pa u cry controls.rucu.Nr 11' -10, - 01011,,w1.

I 0... 44. . . . e

/ %I %Sta. 11011 414 IPer 41141 I W011* taa ifO 110 40:11.0014. 6, CSC& 44111\ yr /tun-. , 4

1011 8\0.14 Oa. 1# %di QI1C WI ell 4on ratorrn

expo.iun4 At tnc,.1.. 110

, "in vv../ elm 0.);: kw* 'Ai: V11):444.:i74) GAG

lavas 00 :VP %PO III id. 111.;" ::. . 0.

Roglet5-

44:4 EGG 4.14.-0.0 X3:44 up such a program.

.Ws V:*.W:sr. a grok.ip discussion and counse;ing

..v. I WA. . . wan csrnot:anai y &wowed c444rt4.,

.At the :Ina o: .. Taacher/Coordinators ar44.4 ?roc,rcm

aLcuss who: they had oxper:ence4 441:: !low

.nt icao:4.cr tc %In:lance MOD.II.'s program.

,,re.:: wcs as Cr. rosu:: of the. N. J. visitation.

/ Tn...;:o I.; a nutc.4a for th4 Z.:aff to pisciodicce.iy get to,vitherand re:ata thoi: pre.:,.anu and i.-..;:anded directions.

(2) Th.: Stu if tin: op:4,4.4411'aq to wo:k with and to 4.ir4i.i"0::".;;; Lot. 4:440341154 They were asked to

o..-6;uctives c.ci :ace how thuyreT.otod to Af1.00".i...ls overail mission.

_ .... -

-....fto V oft. ft. ft. W. ;.: ;....10C/::W.; ;CO 01/4:6.

; * %PM 10 CAW :414 ^4V ;4C5 wou06 .1.. / slid* 1111

I ...NI\ A. . 1/4.JN WM:0 CFN7E...:0.

20, I972

CO"

.. .^ pre;; M was co:Lac:v:4 at Na;:noba

Mew%110.a*..:141i:. Ca.r0. Oliolt..:011 Ci14...$ I.

fo: Ch:lOrvan GJQC:W.: MC...dE...

*I . ;, A .. ;.t. ;;Ao

.ft, (0 ,.. ft,., *ft 1. wall ..\:441.44%. if .4. 41,P 4.4 eir. C.C SC. 1.6 40 4 C. 44. .4 y

eftift,1.4 .1:0 fto* via c....or oft. %Ow %HI& I c.... 4111AU S

... . .: 7?... . 11:6 .;;:Vo 4' :^4 Wgt A.; y rotaraQ4,

CCC: maItip:y c:::4:3Ted

ton.-..z.O ras :Aw 4:xtoon s:)dy-rwo. 1 na o precipitat ©d

*kr ; ij r.fisu 6):

(i) 7na ware exposac: to social and vocational Lt.e.liso:. not pr.,viousiy Caen awore of.

(2) SO:ni$ Ci 4C7:i. dofinitia attitude c'nanaes regardingpot-4:41.k.: to toko ?oducve roles In socioy.

(.) Cr' na c: ion was Ciscovarad to save communicat:vetrez.: ,V.V viz; not Cware of.

(4) Two cl;i.nts ploc4O in job try-outs as C motel clerkone an Cie:1

I 4As a ras4.: c 74%; fav:orfao;n:; wit: the Merrimack Valley

Contya, car:G:n dafic:onoie.s waro discovered In program.

Lisbi

0. S. ft 41/ft.ft ft. 11.4-4 WV*. 4464 :/;ftft/ *A.) cdrrat.unioctu wifectivaly

es. *.ft 4.4re.: a/ .1 4.41 .0 I/ G. V

eft. .:.l ess*/

. ""%"%.. . . .*N.... es,. G so/ Go o 4664/1 VIASS/° C**ItIallallafria /

1.

aas th and arronad for a

0: 44;.."0.."*W44:644 .:04447.1:4 tr.;:y uvouateo our program and suggc.,sted

. improve tuaching effi-.

4.47.7664', .....:C4.1%;4 Crj: 61.41:!:ty to serve the blind popolo-

/ft . a e 10 a .4 * 1111i 111*4 Odt p

C. a a i- rtart.* a surroundinz

:64,- :A X.14

.\:.'S CO. ?ROGRAM.S..... _. I a . ". ... .. ... ... . ..

. k ' ....I i :973

6.r 4:01A C0:4". 6:41' 7n%; \***0W 4.6.;;;;Ca7 Sta.jTi:.**G: Cbrid :*64 10" "."40 ''''''' ''

:...V. 64t -4; %V.:: ::v _ I eV ?Was* ft Ir;.t 4.1 444417 4 w046C. GPI C6:44VGA'

- .7ti:,;.;;.:4 67 7.^a.: ~CT"'.:6 C.4176V.:7 cdu.:. ,:ivoluct:Jc., by professiondl con:.ui:onts.

curing the rzontn anary cons4:tonts wens engagcd to provide

additional input int.:. t.:.., px.;:c.z.

(:) Mrs. TV6CCor4 Vacatior.al Rehabilitation Counselor

(1) Mr. John 0. Wi:;:s, Fducationci Psychologist

(3) #r. S66%/tACra PCAriarf Sahoo: Psychologist

(:,) Mts. Jon Seti..:41, a. N., a Rehabilitation Nurse

Zioch con.-mitant ir.;;;:vicival:y spent a period of time in aoch of the

four a..obi;o providud the 4ocher/Coordinators with an !r. -depth

4.-1%-aussior. OA ;ft ail G4i 10 70 chrasui:Is of Communications", "Test and

.VM 40 V V eV

4I

1110

A../ V 4: .: 10 V 6. V V : ./V %if 7.1 Os::: WC. 4; :Co ilaV Cs I 4.0

t. I 0 _ft,V Oa Ili .0 :.*: VI. .0 V *0,4 6 Ci 1/40 00 1/4004 . 4 sO

, . o r.0.4 OW ;Ca id a 1140 *to Slahorni I 2

t.. . . : . . . . ,WW1 40 le WO I.. 4.0 ;. ;1104140.1,* 771 v V 4. 41 Ow. V V, .4

2 I.

/ 40.7.4 i47.63 r0..:.. CS C. Whoa,

GIs* 410%0 4.1CC%1 0 6.7 0.0. 4..147.:1 C W C

artacoac.grer.t,y

1/41 *Ps% s II

. .%%0 ."' . :...1.;: '.? :6;4' .12 tr... 1.4

t..;4r:.;C:::C.' TO i.areCtiCtil very Ihr4.. 11 fSa'i.1.7.Z.C.:.

I`1 .. .......... IVCS JO... Cs' C.110QC

ct.c. exposure to th6J mon/ or. -.. 1..:. 1 . . I .1 , h-; OT 4:14 tbstoCsialtb

. ' : "-.0. . %. .C. " " II II

" . ON 10 I'.1/4.0 1/4..0 \ J. Y . J .

, 0 ,,,saika...161.' 1 1/4/11`,..) 41 11 ta ai

sV .0 & .V,c.:;..11 .5 tr.. April 6,- 1973

conc:uctecl by the Program Coors :.-:.tor,

1.24.-ecto: Teacher/Coordinator proc:tcec:

7woray-or.:. ci:art:.; TAT; zoo redJcad bacatse Gr dizc:p.::nz.-,

0 ... 0 ao Li ta. ;ems Qr.:. ?c.c.: ;..0,-;;:rit ba

. .4 .. 0...lif 1.1 6.40. 10.4

I

44. 4.4re .; 14 ..44

Ir. ony Receiving Agormy szr.c1 mc.riy 4:Aforo

. .6 V. 41617

to assist the Teacher/Co;.,.inc,;o: iJy trite C%-nc.ord MCI has too many

ar.:1 himself unable to spend any444Co."%:4.:# re4olving program problems. A

wc.4 cssigned to assist and he, too,was :n act:viries that prohibited any greatarno,i::: of 4.s.;,:aance. MODEL's Teacher/Coordinatorspent as =Jon t:me trying to locate these individualsas hi.. :n

-=

(2) Xtho...gh it was clearly requested and agreed upon byMCI a: Concorc: ti-sc.: a telephone was to be installed, itnever was. C.ornrnutacations, therefore, between themobile unit, he ?ro:act MODEL office, and the Re-ceiving Agency were extremely difficult to obtain and itt Olt$3*41.maintain.

StS1CO

(3) Poor attendance resulted due to intensive "Shake.Downs"by guards of the inmates in program. This affected programtime, and class instruction was never conducted as scheduled.

(4) A communications areakdown with MODEL and the Commis-sioner of Corrections resulted in the unit being removed fora period of two weeks between March 3 and 15.

(5) A limited population of about five clients in actual programwas a result of the problems described above.

The program did, however, produce some good results despite the

antagonizing problems encountered; such as:

(1) It was demonstrated without a shadow of a doubt that theprogram was adaptable to unique circumstances.

(2) Inmates actually involved in program were enthusiastic andmore than willing to take advantage of the offerings.

(3) A local employer, the Taylor Rental Company, came intoprogram and spoke of job possibilities in the industrial com-munity. This provided added impact to the program andproved to the inmates that there are work opportunitiesavailable to individuals with appropriate knowledge andexperience.

(4) Prison guards who were providing security white theinmates ware in program were not only enthusiasticabout the potential of MODEL's program but theyactually assisted the inmates in completing some oftheir competencies.

Three men now have jobs in related work areas as aresult of skills obtained in the Automotive Unit.

(5)

(6) As a result of the aforementioned, the Teacher/Coordinator was informed of a convention of smallengine repair dealers throughout New England. Theyare now familiar with and interested in the MODELprogram.

(7) The Teacher Aide's ability to identify and relate tothis population was proven as more than effective.

NI;.

CROTCHED MOUNTAIN REKABILITATION CENTER OitA

St4April 7 - 22, 1973

Involved in the program were seven deaf, six with special learn-

ing deficiencies, and three adult clients. Although the Unit was located in

New Hampshire, the students served at this site were all Massachusetts resi-

dents. In addition to the students there were Teachers and Aides from the

Center in each class - two in the morning class and two in the afternoon.

The Deaf Class completed all programs on the Lawn-Boy engine

and performed troubleshooting as well. Interest in the program increased

when the first group started their engine after completing the rebuilding

program. The students informed the entire school of their success. When

the pre-test was given, less than one percent of the questions were answered

correctly. However, on the post-test the class raised their average to lust

over sixty-seven percent.

The Special Education group completed seventy-five percent

of the sections on the Briggs & Stratton engine. There were no disciplinary

problems with the class. The pre-test showed that only seven percent of

the questions were answered correctly, while the post-test showed an

increase in average improved to seventy -nine percent (79%).

The adult group was very diverse and so were their attitudes.

One refused to come in to the program at first and had to be asked to leave

upon completion of his evaluation. The other two were very interested in

mechanical work in the beginning, but lost interest after seeing what was .0'54'involved. t°11

Most of the Crotched Mountain teachers felt that they benefited

from viewing the program. They felt that the way the instructional media

was used was informative and could be adapted to their programs.

Among the many advantages to the interfacing of MODEL's program

with the Receiving Agency were the following:

(I) The agency identified the need to bring its existing programsup-to-date to better meet the needs and objectives of itspopulation. ,

(2) MODEL's program motivated the Department of Education inthe State of New Hampshire to investigate the possibility ofhaving a similar program of their own.

(3) The program proved to be adaptable enough to serve a multi-tude of populations, each with a different learning disability.

(4) By properly coupling two clients at every station, such as asighted person with a non-sighted person and a hearing clientwith a non-hearing client, the program proved to be moreeffective than originally anticipated.

NEW ENG:.AND FARM woaKEas COUNCIL( SPRINGFIELD

April 23 - June 4, 1973

This is a private Receiving Agency that concerns itself with the

problems of the Puerto Rican migrant worker in the Connecticut Valley.

Similar logistical problems existed here as in Concord, MCI, such

(1) The population to serve was exaggerated. Initial estimates were35 to 50 when, in actuality, there were only five or six in program.

(2) The formworks'.% administration was not as well organized andcapable of handling the scheduling, placement and general prob-lems as they initially appeared to be.

(3) Program time coincided with the peak growing season. Farm-workers received no monetary compensation while in programs,so they were more desirous of working in the fields rather thanobtaining an education.

Nevertheless, the students who did participate received a great deal

from the program. Unfortunately, due to a lack of attendance there was an

early termination of the program and students were not given' the opportunity to

continue with instruction.

A great deal was gained from this venture, however, as MODEL real-

ized the need for an in-depth and effective evaluation and pre-screening with

the Receiving Agency four to five days prior to the arrival of the mobile unit. It

also proved that MODEL was capable of handling a population from the street.

Due to the lack of clients being referred by the Receiving Agency, the Teacher/

Coordinator opened his doors to interested walk-ins. As a result, several addi-

tional students entered program. Because of previous commitments, however,

these individuals could not stay for the full length of time, although they did

come periodically, two or three days a week, for part-time training. These

clients will not be shown on program records as they were not referred by the

Receiving Agency.

terArris smotopPte

.01 ?

to

PATIN IIAMt::11 111 E; ti :;p:n

1 V.*0401,10N7

44,4! "

'N100,10, ote." %04 "3

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0. ,`0,c.`*00.. 0

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JUNE 28, 1973

.s

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\ q,

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re. AP:

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'11NO SAtE Roger Guffte< (r) convinces program coordinato Donalcl Burnhamveletables tram the to it a spec;/: moTof: Unit %fit or. e.,1 eta TS.

teach job-ootry kw.; t!,31% to 15tkonets 14%4.11 ti,. ..!

r.N;

CHELSEA it7C01/111 JULY 18, 1973

0 0 0011Aso 010 II, 100.011

TAN r08 . - . -? ,

'There, are Mt!! it materavallah!e in a toupee, rive, tays.grant hi Its iff) tttncTr hi abrane new, fury to.i-earatitoned mobile ran strtonettin the yard at 0:e F7''Ittl:ssftSehniq.

Thia Is an Inctivhittnzru.'s Two.4..tre.rn which trues sitte!fl-ristat:

:trti workhat, ne.-e'4 i. ttilinma,I iii'!" a. 0.0 %lin

co.moiate (arl.etttatn

ral.14a aver 1^ will tee eon.',Ie....? rf,a t!'' nratzratn, Nene.Ind those who are tt...ar,Reit es'terwlse 1intelonneti.

For t:t,e ,,ersetat V.ia wan to11%e- a f.r.f MA trade. e,infaet Larry.7d"...R 9 2r:1e:or at the Slr.irt.

!--e;lryal entiryaro., 1.!* rilflft:: .;e1V410' s 1.1 :

,.., . .

CHELSEA NEIGHBORHOOD YOUTH CORPS.

(Emergency Employment Act)

Juno 22, 1973 to Present

The Neighborhood Youth Corp is an organization designed to

assist high school dropouts in the Chelsea area. The first two to three days

on location were comprised of mcctings with the Receiving Agency, notifi-

cation of Fire Deportment, and police personnel, all to insure a safe and

well-run program.

The Chelsea program thus for has been extremely efficient and most

effective. Much more has been accomplished in a shorter period of time in

regard to telephone hook-up, location, providing police escort, and taking

care of general problems than ever before. MODEL has been given complete

cooperation and assistance from the Receiving Agency (Mayor's office).

2.11.2 Business Education Unit

CARVER, MASS. CORRECTIONAL INSTITUTION At61

April 4 - May 18, 1973

The Correctional lnstirution of Carver is a forestry camp for about

50 men. The correctional atmosphere is quite liberal as prisoners are free

to move about within the confines of the institution without any great degree

of difficulty.

Initial enrollment of the morning, afternoon and evening classes

was approximately 20 men. This population was reduced greatly after the

first week. Factors that contributed to this sharp decline were:

(I) All of the men at the forestry camp were eligible for thework-release program. Many of them worked during con-flicting times and found the morning and late morning classesinconvenient.

(2) Regular daily work schedules infringed upon instructionaltime and prevented the men from participating in any of theprograms that they may have hW an interest in.

(3) Interest in typing skills was more on a personal level than ona business level. There was little, if any, desire shown inlearning specific clerical skills.

(4) Interest in learning the use of office machines was out of curiosity,rather than an opportunity for obtaining a specific job skill.

Despite the lack of an adequate population and the lack of interest

on behalf of some of the clients, there were many good points that highlighted

the Business Education Unit at Carver. Among these were:

(1) Six of the men adequately completed the program in automatedinstructional typewriting and the use of business machines.

(2) Interest in an alternative form of education on the part of theinmates was extremely high. MODEL would probably haveobtained an even higher degree of success if the inmates wereable to identify more closely with the potential job skills.

(3) The relaxed correctional atmosphere at Carver produced posi-tive attitudes on the part of both the inmates and correctionalofficers towards the MODEL approach and its potential con-tinued use.

(4) The business education component provided the inmates withthe opportunity to improve social skills that were either dormantor totally nonexistent.

(5) The program proved to the inmates that they were not a for-gotten segment of the educational society.

(6) The program gave the inmates an opportunity to talk and expresstheir views on current events to someone from outside of thewall.

Out of the six clients who completed the program one was employed

by the institution at Carver as a clerk of the works, and a second, convinced

of the importance of adult education, pursued that avenue on his own.

LEARNING CENTER FOR THE DEAF, FRAMINGHAM, MASS.

May 18 - June 15, 1973

This agency is a non-profit organization formed for deaf clients in

the Framingharn area ranging in ages from pre-school to high school. The

Learning Center is considered as an alternative system to the State School

for the Deaf.

During the initial meeting between the Receiving Agency and

Project MODEL, it was decided that the unit would be used for vocational

exposure .-as it perrcins to their role in the world of work, rather than a

specific :raining period for job entry level positions in the business educa-

tion area. Past experience had shown that most deaf youngsters seriously

lacked social skills and are usually incapable of handling the normal day-

to-day routine outside of their own deaf world. MODEL's unit was primarily

used to give this population an insight as to what was expected of them when

they were ready to enter the world of work.

Students were given a general overview in each of the areas of

typewriting, adding machines and small office machines.

In addition to the business skills that were offered, they were pro-

vided with information on work attitudes, habits, respect for other people and

respect for the equipment that they were allowed to use. The enthusiasm

generated was ovennhelming.

Due to the nature of the population being served, there were no

parameters or guidelines for the program because of the seriousness of impair-

ment on the port of some of these youngsters. Hearing deficiencies seemed to

compound the problems of the emotionally or multiply handicapped.

The program was still considered successful and some of the advan-

tageous aspects experienced in Framingham were:

The agency was able to involve their students with outsiderswhich gave their clients a broader view of the things aroundthem.

One young child identified as spastic and who could notwrite or communicate properly, was able to improve his com-municative abilities with his newly learned skills of typing.

The agency is now offering a typing program that is an electivedue to the involvement with Project MODEL.

Tio:42a1e9ieet:viak.MISSING FROM THE DOCUMENT THAT WAS


pr. 241 14 742

W.E. FERNALD SCHOOL

TEMPLETON FARM COLONY, TEMPLETON, MASS.

June 18, 1973 to Present

The Templeton Farm Colony is a program designed to assist adult males

who are retarded but have vocational potential. Pre-screening determined

that applicants must have some grasp of reality in knowing what it meant to go

to school and how the learning of a skill could be put to beneficial use.

Some of the men were immediately disqualified due to the severity of

their retardation and others because of their age. It was finally determined

that 15 to 20 men will participate in the program with class time arranged

around existing schedules of the colony.

2.11.3 Distributive Education Unit

SALEM VOCATIONAL HIGH SCHOOL, SALEM, MASS. (PROJECT PACE)

February 22 to March 22, 1973

The Salem population was male/female ranging in ages from fifteen

and a half to nineteen years old. They were diagnosed as slow learners, and

all were in the lower half of the Special Education class at Salem High School.

The students lacked social skills and were about to be given social promotion

to qualify them for graduation.

Pre-screening identified an immediate problem. This population had

a definite need for both individualized attention and tailored programs to meet

very specific needs. Participating in program were 10 clients ranging in ages

from 15 to 18. Some of these students were receiving exposure in the regular

education program at Salem High School in courses such as music and physical

education. it should be emphasized that most of these students were receiving

a large amount of semi-custodial care and were generally considered to have

little if any chance of obtaining employment.

-243-

Due to the low attention spans, it was necessary for the Teacher-

Coordinator to motivate most students by identifying available jobs in the

community. With a potential job bank available to the student, the client

would have the opportunity to select the type of job he or she felt they

would be most interested in and then train specifically for it.

Beside specific training skills, students were given related instruc-

tion in punctuality, scheduling, telephone communication, receptionist

activities, and general employer-employee relationships.

Despite the learning deficiencies of some of the students, much was

accomplished as a result of in-service training at the Salem Vocational High

School.

(I) Many of the students who completed the program tasted suc-cess for the first time in their lives. They were proud oftheir accomplishments and asked if they could invite theirparents to the program to show them how well they weredoing.

(2) Program made a lasting impression on the clients who were inattendance. Four to five weeks after completion of the program the Teacher-Coordinator was still receiving letters fromhis students asking him to please come back to the Salemarea and bring some more of his program.

(3) 1n-service training with Project PACE identified the need foran indepth training program in various fields. This promptedProject MODEL to apply for the Learning Activity Packageprogram from Wisconsin, which was identified at the D.E.Clubs of America Conference in Hyannis, Massachusetts.

Students from the Salem program were placed in such jobs as a dish-

washer for Dunkin' Donuts, a bag boy for a local supermarket, and a clean-

up boy in a used-car lot. These types of jobs may not sound very appealing,

but it must be remembered that the clients who were previously considered as

unemployable have now taken up productive roles in society.

DISTRIBUTIVE EDUCATION CLUBS OF AMERICA CONFERENCE,

HYANNIS, MASSACHUSETTS

March 22 - March 26c 1973

The Distributive Education Program of Project MODEL was listed at

the convention as an innovative, in-depth approach to serving rural comniuni-

ties utilizing the concept of mobility. Awareness of the program created con-

siderable communication between teachers, agency coordinators, and Project

MODEL.

MODEL'S purpose in attending the convention was to alert these

individuals of an alternate means of delivery for Distributive Education. The

convention was ultimately responsible for the exposure of learning activity

packages and prompted a trip to Wisconsin to purchase the same. The conven-

tion prompted three applications for the use of MODEL's program.

ANTIOCH COLLEGE, HARRISVILLE, NEW HAMPSHIRE

March 26 - April 2, 1973

At Antioch the unit participated in a two-day seminar in the area of

special needs. The conference and seminar was attended by members of the

Bureau of Special Needs in Education for New Jersey, Connecticut, Massa-

chusetts, Vermont, and New Hampshire.

Part of the seminar included a presentation by the Director of Project

MODEL to discuss alternative methods of delivery in Occupational & Special

Education as well as to excite one into going back to school for their Mas-

ter's in Education in Special Needs. As a result, Antioch's Graduate School

of Education is providing tutorial assistance in the form of internships to

Massachusetts and New Hampshire Correctional Institutions.

-245-

HAMPSHIRE CORRECTION SERVICE, NORTHAMPTON, MASSICHUSETTS

April 30 - June 27, 1973

Hampshire Correctional Service is an organization formed as a result

of the Governor's Commission against crime, which u:timately produced the

Safe Streets Act. The service works with the Northampton County House of

Correction. Most of the clients within the house of correction range in ages

from seventeen to twenty-eight and about seventy-five to eighty percent of

them are there as a result of drug offenses. Pre-screening of the client popu-

lation identified unstable work histories with most clients having had ten or

twelve jobs in the duration of two weeks to twelve months. This problem was

handled in much the some manner as the Salem program, where jobs in the

area were identified before the learning activity package was presented to the

student. In addition to identifying available jobs in the community, local

businessmen were invited to view the instructional program and describe speci-

fic jobs and the entry level skills that would be necessary to fill the position.

Eight inmates from Hampshire Corrections completed enough compe-

tencies to fulfill the requirements for graduation. Of the eight, six are now

employed. Graduation ceremonies were held with local officials attending.

To date the exposure between this agency and Project MODEL has

been the most successful. Contributing factors to this are:

(I) There was an indepth pre-screening period prior to the arrivalof the MODEL unit on location.

(2) Training far specific jobs known available increased enthusiasmand motivation on the part of the student.

(3) Presentations by the local employers provided realism to theprogram and gave the populations something to really workfor.

(4) Public graduation ceremonies provided ego gratification tothe students so that they had a feeling of self-worth and non-degradation.

7&02Tha1/444.1Asiut tCMISSING FROM THE DOCUMENT THAT WAS


Mi). 241 - :16 b'

9.

2.11.4 Reading Diagnosis and Evaluation Unit

IDENTIFYING SUPPORT PERSONNEL

AND ESTABLISHING ADVISORY COMMITTEES

January 29 to March 91 1973

As a result of the experimental program with the Merrimack Valley

Rehabilitation Center and the one-month critique of program with consul-

tants, the determination was made that Project MODEL's student evaluation

system was far too sophisticated for the para-professionals that might be using

it. These individuals not only misunderstood the terminology and how to use

it but they did not understand the overall objective of the evaluation unit.

The evaluation program is distinctive in that it does not attempt to

provide specific skills for clients. Its only purpose is to give an assessment

of the potential avenues that their clients may travel. Teacher-Coordinators

were therefore charged with the responsibility of refining the rather sophisti-

cated Singer/Graflex Evaluation form so that the information may become

relevant to the needs of the particular Receiving Agency.

In order to eliminate misunderstandings of the role of the Evaluation

Unit at future sites, an Advisory Committee was put together prior to the

arrival of the unit at Norfolk. It should be noted that all units have an

Advisory Committee whose population is constantly changing to meet the

needs of different types of populations. It was determined that the Evaluation

Unit should only counsel in those areas that the Receiving Agency could

ultimately substantiate with its own program after the Project MODEL unit

has left the location. It is advantageous for Advisory Committee members

to be made up of individuals who could lend adequate follow-up upon com-

pletion of the program. Some of the members of this Advisory Committee

included representatives from the Department of Employment Security,

Vocational Rehabilitation Counselors, members from the local business com-

munity who'hod an interest in the employment of incarcerated individuals,

-256-

and a liaison person from the MCI. The result of the utilization of an Advisory

Committee included:

( An understanding that the goals of the evaluation unit werenot to provide skills for clients, but only to assess the needsof the individual whether it be medical, physical or employ-ment oriented.

(2) The committee was to identify helping agencies in the com-munity who would be willing to provide evaluative assistanceand guidance where Project MODEL left off. Such helpingagencies should include Mental Health Clinics, Family PlanningAgencies, and Legal Aid Societies.

NORFOLK CORRECTIONAL INSTITUTION

March 15 - May 10, 1973

In late February, the Project MODEL Teacher-Coordinators and

Program Coordinator established contact with the institution and through

indicated needs decided to serve the prison population with the Project MODEL

evaluation unit. The purpose was to provide Norfolk vocational personnel

with relevant data on inmate career interest and aptitude.

A face-to-face screening period followed to ascertain the persons

most in need of the evaluation process as it neared various parole dates.

The screening was conducted within the guidelines of the Vocational Educa-

tion Amendments of 1968 (PL 90-576) and clients were selected according to

the classification system for the disadvantaged. Eighteen clients were

screened as appropriate for program from the original list of forty-five men.

For all of the time spent at Norfolk MCI, the results produced by

the Vocational Evaluation Unit were meager indeed. Literally, weeks were

wasted on location in obtaining electrical service. Once in operation with

nine of the pre-screened clients, further complications developed. MCI

personnel failed to provide smooth operations in getting the inmates to and

from the unit located outside of the prison wails. This occurred because

the assigned liaison person was on vacation and the substitute was called

away due to a death in his family. The tracking of client performance from

day to day in the concentrated evaluation period was therefore impossible.

Men came sporadically or not at all with no word to the Teacher-Coordinators

as to their whereabouts.

These extensive problems produced only three complete evaluations.

One man, as a result of his own persistence, managed to interview and pass

the exam for entrance into the Sylvania Technical School upon his release

this summer. Another Spanish speaking client was encouraged to compete for the

same exam. He did and is now motivated to compete for his GED (General

Equivalency Diploma). The third man was given a great deal more lob aware-

ness training than he ever had before and made contact with possible employers.

Massachusetts Rehabilitation joined with MODEL's Teacher Staff in a work dis-

cussion session at the end of evaluation.

Satisfactory results with three inmates who completed the evaluation

and their own individual success were the redeeming factors from the initial

visit of the Evaluation Unit to this agency.

As a result of the program, however, the Superintendent of Norfolk

invited MODEL back and explained that no stones would be left unturned as

far as the elimination of future problems were concerned and that Norfolk

was pleased with the results despite the problems that had not been foreseen.

ROXBURY TRACKING PROGRAM - YMCA AND BOY'S CLUB

May II - June 18, 1973

Preparation and meeting with MODEL and the Boy's Club staff took

place prior to the unit move from Norfolk. "Coaches" or staff members res-

ponsible for selecting clients in the Roxbury program were designated to submit

the persons they felt most needing the evaluation process as it is designed to

serve their disadvantaged personnel:

-258-

Interviewing of the clients by the MODEL staff was not deemed

necessary as one of the Teacher-Coordinators had worked closely with the

Receiving Agency and its staff and knew the reliability of the agency to

screen a population who could use the service of the unit. The Teacher-

Coordinators did meet with the Roxbury staff and went over the background

of the proposed clients.

A population of nine clients was selected with a back-up of nine for

a second period of evaluation to be completed after the first. The Teacher-

Coordinators felt that a period of at least two weeks, possibly three depending

upon how clients reacted to the educational system, would be necessary to

give a valid, comprehensive profile of the clients vocational and communica-

tions skills. This fact was made clear to the Receiving Agency. They were

informed that they must be responsible for the client being there each and

every day of the evaluation period since the curriculum of the "hands on"

activities would not provide adequate readout on a client unless they give

consistent attendance.

The clients selected were generally described as individuals who

"lacked.motivation for obtaining an education or a job skill because of a com-

bination of environmental, cultural, and historic factors." The students were

residents of economically depressed communities, areas of high youth unem-

ployment, areas of high rates of school dropouts, city ghettos, public housing

developments, urban renewal areas and model cities neighborhoods.

Even though precautions were taken ahead of time, the evaluation

unit experienced a frustrating period of client absenteeism. Due to the life

styles and ingrained patterns of negativism, the clients dropped in and out

of the unit or didn't come at all. The planned orientation and structured

hours were designed to avoid this, but even on the first day when orientation

-259-

was scheduled, clients came at four or five different times during the

instructional day. Memos and warnings were given to the coaches res-

ponsible to each of the individual clients, but the pattern of the unit as

a Upermarket" for surveillance and sampling persisted.

Haphazard seems to be the guide word for the Roxbury experience.

A feeling that the MODEL unit was there for a "new looking front and claim

to change" was the general impression of the Teacher-Coordinator. Good

intentions abounded, yet actions to alleviate absenteeism was never forth-

coming.

There were scattered evaluations based on partial completion of

vocational carrel and communications media work. Some basic diagnosii

of reading levels were performed, but any sort of complete, valid profile

such as that performed on the three Norfolk clients was not possible.

An incident of attempted larceny in the trailer seemed to echo the

defeated preparation although the Teacher-Coordinators were fully cognizant

that such things can and do occur.

The experience at Roxbury re-emphasized the bask need for indepth

orientation and pre-screening of not only the students who participate in the

program but of the Receiving Agency who was providing the students. Project

MODEL Personnel realized that a valid evaluation could only be obtained by

contact with the agency and clients three to five days prior to actual instruction.

Stronger supervision of clients by the Receiving Agency, even if it means get-

ting them out of bed and bringing them to the door, is absolutely necessary)

Project MODEL's curriculum can adjust to the needs and attention spans of

Certain clients but it cannot adjust to an inconsistent population.

The experience at Roxbury poses an interesting question. Should

Project MODEL involve the staff of the Receiving Agency more directly in

MISSING FROM THE DOCUMENT THAT WAS


per 26 / akd 74f2

the teaching program to help insure involved responsibility of the clients

behavior? An involvement such as this might add continuity to our system

and to the people that we are serving. The answer is a definite YESI

Project MODEL now insists that a representative from the Rer.,i;ving Agency

be in attendance at both screening and part of program. This reinforces to

the student the close relationship that should exist between MODEL and the

Agency.

ADULT ACTIVITY CENTER, PITTSFIELD, MASSACHUSETTS

June 18, 1973 to Present

The Adult Activity Center which serves a handicapped population

is a composite of three agencies in the area: Pittsfield Goodwill, Copley

Halfway House and Berkshire Unlimited.

The week-long pre-visit included staff meetings, orientation to

Project MODEL and informal consultations with prospective ellen'. Once

students were selected for program, indepth associations with them wen, con-

ducted, an important phase of the final screening process. Very clear deliver-

ances were put forth to the Receiving Agency regarding their contribution to

the effort. A strong liaison with direct involvement in the laboratory setting

was advocated.

-263-

BM EAGLE JULY 12, 1973

Retarded-adult testing!ends Pittsfield trial

Fourteen local retarded adultswent through a job - skills -evaluation program during thelast month in a mobile unitowned by the state Departmentof Education.

The 60-foot trailer. which ma$60.000 fully equipped. was sta-tioned at the work activity cen-ter for retarded adults on WestStreet.

The state has four federallyfinanced trailer laboratories aspart of its project MODEL.

Three others

The lab that was in Pittsfieldwas designed for vocationalevaluation and reading instruc-tion for disadvantaged people.prisoners. and mentally andphysically handicapped people.

. The three other laboratories.based in Westford. are designedto provide career training in re-tailing. business skills. and en-gine repair.

William Phillip. administratorof the van that was to be re-moved from Pittsfield thissvekend said the electronictesting and teaching data in hisvan identified vocationalbilities for residents of Boston'sRoxbury section and inmates ofNorfolk State Prison.

One made instructor

About two weeks' are re-quired for an individual to com-plete the testing and instructionbattery.

Philip said the equipment is"too sophisticated' for the re.: added people who partook inthe Pittsfield testing program.

"But it wasn't a waste oftime." he added. "We learnedwe have to come up with some-thing that offers them more to.&idiot :madam." lie Nand.

Phillip said there was one out-standing success in the Pitts-field visit. A man. who had beenthought unemployable. per-formed so well on the tests thathe was made an assistant in-structor in the process.

The man. said Philip. will behired by Goodwill Industries towork on a job -skills eval-uation program that will start'here the end of August.

Assisting Phillip wal SandyWoods. supervisor of the work-shop on West Street. .

2.12 Funding Sources, the 1972-73 and Fiscal Year Budget

The Vocational Education Amendments of 1968, otherwise

known as Public Law 90-576 requires that a minimum of 10% of basic state

grants be set aside for the physically, mentally, or emotionally handicapped

and 15% for the academically and socioeconomically disadvantaged. Proj-

ect MODEL, one of many projects created to provide assistance to the dis-

advantaged and handicapped, is totally funded from this source. All opera-

ting expenses such as insurances, salaries, rents and outright purchases of

equipment and instructional aides are covered under this law. Funds must

be expended by the end of their assigned fiscal year.

Project MODEL subscribes to and follows the rules and regu-

lations of "The Federal Register," Vol. 35, Number 91, and uses as a work-

ing guide SURGE (Suggested Utilization of Resources and Guidance for

Expenditures), and its revised version. All equipment and purchases are

inventoried according to the specifications as set forth by the Federal

Register and are appropriately labeled for easy identification and reference.

Project MODEL is also eligible under the Handicapped and

Disadvantaged Amendment to receive equipment and supplies from aborted

programs in the state. Presently, Project MODEL has received equipment

from two such programs. This equipment is comprised of such articles as

office furniture, instructional aides, paper supplies and video tape equip-

ment.

2.12.1 Rules and Regulations for Populations Served

Presently Project MODEL has received funding from three

sources under Public Law 90-576.

(1) Handicapped - for persons mentally retarded, hard ofhearing, deaf, speech impaired, visually handicapped,seriously emotionally disturbed or crippled.

(2) Disadvantaged - for persons who have academic, socio-economic, cultural, or other handicaps, that preventthem from succeeding in vocational education.

(3) Research - used for the research and development of newalternative approaches to relvbilitating the handicappedand disadvantaged individual and placing him/her in aproductive role in society.

SURGE additionally identifies three requirements for the even-

diture of funds and states:

The Vocational Education Amendments of 1968 are restrictivein specifying eligibility for the disadvantaged or handicappedto avoid dissipation or commingling of earmarked funds inregular vocational education programs. However, once a per-son is identified as needing special help to succeed, the formor type of vocational education actions authorized to overcomethe disadvantage or handicap is essentially unrestricted.Requirements of the statute specify (1) that the inability tosucceed in a regular vocational program be the basis foridentifying the disadvantaged and handicapped; (2) thatindividuals, not groups, be so identified; and (3) that theinability to succeed be a result of a condition, and not acause.

These requirements are further explained in the SURGE Report,

Pages four through six. *

* Suggested Utilization of Resources and Guide for Expenditures,Bureau of Adult, Vocation and Technical Education, U.S.Office of Education, February 1970.

ACCOUNTABILITY AND DISPOSITION OF FUNDING SOURCES FROM INCEPTION(1971) TO TERMINATION OF FISCAL YEAR -.... (1973)

Funded in FY '71

[PL 90-576 (178,000)Disadvantaged (87,000)Handicapped (91,000)

Funded in FY '72

PL 90-576 (166,384)

Part B Disadvantaged

Funded in FY '72

PL 90-576 (16,526)

Part C Research

Ir

Four (4) MobileLaboratories($178,000)

I

iOperating Expenses

for Planning YearFY '73

Salaries, SuppliesEquipment

(166,384)

Administrative andInstruction Equipment

(16,526)

II

Total Operating & Equipment Costs

$360,910

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- 29

.5%

Adm

inis

trat

ion

- 10

00

$67,

197

- 40

.4%

be70

00 (

0)

$15,

222

- 9.

1%

Sup

plie

s &

Tex

ts -

240

0

$3,0

04-1

.8%

'urchased

6-27-72

6-27-726-27-72

6-27-72

6-27-72

6-27-72

6-27-726-27-726-27-726-27-726-27-726-27-726-27-726-27-72

6-27-72

6-27-72

6 -27 -726-27-72

P. M.

054061

None065018019013015016017014064409

to 412426

to 434

PART "C" RESEARCH

Description P.O.° Cost

Executive Chair 1001 $ 165.55Desk w/return 1001 231.50

Floor mats (2) 1002 60.00Secretary Chair 1002' 72.00

Two Metal Stand Swivel Armchairs 1002 248.82

Conference Table 1003 380.00

Metal Stand Swivel Armchairs (3) 1004 373.23

Metal Stand Swivel Armchair 1005 124.41Desk Top (changed to) Lateral file lop 1005 200.40

Reading Program: (Consumer Affairs) 1006 999.00

241 Checker Training Program 1007

939 Part Automated Teaching Machine 1008940 Changed to Mark 7 A.V. Projec. & Screen937 Advance Small Engine changed to 1009938 Mark 7 A.V. Projector & Screen935 Marine Engine Technician changed 1010

936 to Mark 7 A.V. projector & screen933 Chain saw changed to Mark 7 A.V. Pro- 1011

934 lector and screenNone Ramp Unit 071015

082 IBM Selectric typewriterNone Ramp Unit 171016None Ramp Unit 171017None Ramp Unit 171018

None Design for Ramp (Handicapped)

None Signs for Mobile UnitsTrailer Supplies:

Beige chairs (5)020

to 023035

074 Program Coordinator's Desk075 Program Coordinator's Chair052 Project Director's Desk

083084

062071072024091095096

Calculator andBattery chargerNo-drawer lateral file (I)Five-drawer standard file (2)

Planning Board and AccessoriesDictating Units

-270-

1012

1013

1014

10 15

1016

1017

10181019

999.00995.00

999.00

985.00

999.00

999.00425.00999.00999.00999.00999.00800.0075.00

1019 188.991019 124.411019 200.401020 320.00

1021 483.001021

1022 450.001023 630.00

Total $ 16,514.71

2.13 Inventor7,

Federal regulation 102.131 of the Federal Register volume 35, number

91, part 2; Department of Health, Education and Welfare, Office of Educa-

tion; states:

"Each state board and each local educational agency shallmaintain inventories of items of equipment acquired by itwith funds under the act, and costing more than $ 200 perunit. These inventories shall be maintained at least untildepreciation of such equipment results in a fair marketvalue of less than $ 200 per unit or until its disposition inaccordance with 102.130. The records of inventoriesrequired by this section shall be subject to the records reten-tion requirements of 102.129."

A physical inventory of all equipment funded or acquired has been

conducted by Project MODEL staff and is indicated in the following pages

using identification tags as shown below for the following purposes:

(1) Inventory

(2) Accountability of funding

(3) Insurance purposes

(4) Follow-up and tracking

PRoPmcvCOMMONWEALTH OF OIASSMUSETTS

PROJECT MODELK2 01002

-271-

INDEX TO INVENTORY AND ZQU:PMENT PURCHASES

Identification Teacher-Mobile Unit Number Coordinator

Automotive a smaii Engine Repair Unit --7175 Larrjra usBusiness Education Unit 71016 Paula MonettDistributive Education Unit 71017 Donald BurnhamReading Diagnosis and Evaluation Unit 71018 William Philipp,

Leo Osgood

Inventory Identification NumberOfficeAutomotive & Small Engine Repair UnitDistributive Education UnitBusiness Education UnitReading Diagnosis and Evaluation Unit

00001-00099 + 00500-0059900100-00199 + 00600-0069900200-00299 + 00700-0079900300-00399 + 00800-0089900400-00499 + 00900-00999

Funding and Surplus Equipment Sources Identification

Type of Funding Sources

PL 90-576Part B Handicapped

Part B Disadvantaged

PL 90-576Part C Research

PL 90-576Part B Disadvantaged

NES - Northern Educa-tional Services, Inc.

DYS - Department ofYouth Services


PL 90-576Part IO2.BDischivantaged


Description Funding Code

Original Turnkey Package

Funds Expended by 6/30/72$178, 000

Funds Expended Prior to6/30/72 - $16,526

Funds Expended Between7/1/71 - 6/30/73 - $166,384

Aborted Program(TV Equipment)

Aborted Program (Furniture,Office Supplies, InstructionalEquipment, Typewriters, Books,

Etc.)

For operational and FY '74To be expended prior to6/30/74 - $40,000



-272-

1

2

3

4

5

6

7

8

PROJECT. MODEL

INVENTORY LIST.

Office

Unit # and Description

6/ 2

9/.

Date

Item & Model #

.

Or

0.

Project

'Model

Serial

#Cost

I"'

#I'

din

tg

Source

Condit

.

Disposition

&Remarks

Kodak Ektagrauhic Visual

Maker Kit w/handle (Conte

s00001

None

$108.00

None

lNew

.

Instamatie X-35 Camera

00002

None

FM

00001

/Tone

1New

.

Kodak Visual Stand Lame

00003

None

PM

00001

None

1New

Koe.s.k Visual Stand Small

00004

None

PK

00001

None

1New

.

**What is Business?"

1.16Ltra 'ilm

...e

-.0

.

.

..-.

.

**Your New Job"

16

to I

11.i.ilikke

.CI

.i.

:4

11"I Want to Work For Tour

Company** 16 mm Film

00007

None

140.00

1129

3New

Park Sherman Inc.

Postage Meter

00008

Non. e

10.00

None

5Like

New

Norelco Tape Recorder/

Po n

I

MCI

;

rorelco Transcriber

00010

88495

189.00

None

.5Like

New

Zf:

Conference Table (Black

.

I

CAA

00013

Tsa

None

80 es

1003

2

Like.

Like

New

li

P

.

-

u4ler.

..

.

eet4

2/21

447,

146.

4

PROJECT MODEL.

INVENTORY LIST

Office

tan Descr pt on

6 /29 irr,

Date

Item & Model #

x. A.

P

Projec,

Mod

eldel

#

ai.riai.I

.

TCost

P.O.

if

ding

Source

Condit,

Dispositar-

&Remarks

Suivel Chair ft.:* Conf.Tablc

00015

None

n124 41

1004

2New

Swivel

h.I

f..f

..111

1s

III

ilik-

as.

-

.

Snivel Chair for Conf.Tabl;I i

00017

None

124.41

1004

Ell

New

Swivel Chair or Conf Tab

000 8

f-

_CA

.11111

1-

8 QSwivel

Chair for Conf.Tabl:1

00019

None

124.41

1002

2New

tBeige Metal FoldingChair

00020

None

15.00

1019

2New

'elr

:seta?

&I q

4a

el. I

*if

-O

AM

r-.

.

Be i g e Metal FoldingChair

00022

None

15.00

1019

2New

.............--.

Beim

reit,

.iim

re

i

Ctuli=Visual Planning Board

10,1_

00024

_

None-

450.00

1.111

1022

2New

..

..

I-.'T

.i_

pr 7

rrbt

1O

.L.

6.-

ej

ej-

1111111

..

.

Oxford P3rtable File

Y51:1

(Mimi

1A

!LOUD_

-..

MI

.

:roya Famcutive Chair

..

kr" 43

1'44

4494

P R 0 J E C T M O D E

INVENTORY LIS.T

Office

Unit

and Description

6/29/

Date

Item & Model #

AProject

Model

#

Serial

#Cost

P.O. \Funding

Source

Condit,

Disposit on

&Remarks

Intevaational 16 UM Movie

Projector

00028

26273

$600.90

None

1New

Singer/Grayflex AutoStudylirte

00029

SOO

8400

77.78

None

1New

Needs Repair

:.

Video Tape Table Top

Shelf Wood

010310__EgnD

None

12.00

30.00

None

1133_1

5 3_

Like VT',

NE

WGray Typewriter Table

I

00011

(rev Typewriter Table.

.41.

hoodlike Top

_

00032

None

-30.00

1133

.

3New

.

wor

kTable

re a

1kik+

..),

:.

4 "A

1 J

.'L0

::ore co Tape Transcriber

with Foot Pedal

00034

319406

189.00

None

5Like Wm

.

_.

4,

kell

cg-

Ct

11

1-.

Seth Thomas Wall Clock

00036

None

12 0.

None

5Like NM

.

rite.

.ti1

7el

, . t,

si

1.0*

IA,

i .-

-3

wt.

.

Three Seater

Blue Settee

.00038

None

45.$1

None

o

5jLikirNaw

..

.

''-bri.-....ar.!.1t.nr.....111

.

t p

t."

L

Oi1

,1

d^^1

1,^

".T

....

.84

...,

if"

. a

......

C7

4°...

...lt

-4011..

RI

,.

4%44

.

PROJECT MODEL

INVENTORY LIST

Office

Unit if and Description

629j

ate

Item &

Mod

el#

.

'''

Project

Model

#

ri

Se al

#Cost

P.O:

#Funding

Source

Condit

Disposition

&Remarks

TVIo Seater Blue Settee

00041

None

$37.00

None

5Like New.......

One sea er :__

-i.e

els

-:

64ie

s-r

l

One Seater Blue Chair

I00043

None

28.00

None

5Like New

nn

--ater B

-cm.

,..-

:Ii

4111

Z-

..

.

1 One

--

.-

I7:

One

eat

-4--

I I

4A410

IAA

4

yon

P2R _[fn

?mos.

5tik

ew N

om

CA'

ii

6 D

IA-

J

.

One Seatei Blue Chair

00047

None

28.00

None

5Like New

.

--

P'

; rC

LO;

xes-

.;

Li

,,

411.

-

.


.00049

None

28,00

1None

5Like Nvw

.

.

ppa

:P

IISIS

II.

i^'

Ile

1 Id

-

.

..

.


00051

00052

None

None

-0,--

-

28.00

200.40

None

1019

5 2

Likbiew

New

Executive Desk for

Project Director

Dooknhelf. 1 section with

1

Sest

e0.4

4014

84

PROJECT MODEL

IIIVENTORY LIST

Office


6 1-29

Date

Item & Model #

A.

Project

Model

#

Serial

#Cost

P.O

.#

Funding

Source

Condit

D isposition

&Remarks

Black Executive Desk

Chair Formica

00054

None

$165.55

1001

2New

.

WCoffee Table

0" x

8" -,-

00055

None

22.00None

Like

New

_."

Walnut Coffee Ta le

30" x 180 x 19n

00056

None

22.00None

5Like

New

Walnut Coffee Table

30" x 18" x 1

.

0005.

None

22.00None

5Like

,

New

.

1 32aletin

-Board 91 x ,0"

00058

None

20.00

New

.

.

IWalnut Formica Coffee

Table 48n x 20n

13n

.

00059

N.

26.00None

Like

New

..

26.00None

5

Like

New

.

Walnut Formica Coffee

Table 48" x 20" x 12"

00060

None

Executile Secretarial Desk

Black/:Jhite Too/Tvoing Ta

1e

00061

None

231.50

1001

2New

Lateral File Two-

Drawer Black

.00062

None

,120.7

1021

'

New

.

Lateral File Two-

'

Drawer

Bla

ck-

0006S

None

120.7

1021

New

Walnut Wood Top for

Lateral Files

00064

None

200.4

100

2New

.

.

Black Fabric Secretarial.

Chair

00065

None

01002

2New

----__

Like

1

itStc

4pr4

PROJEC

:ODEL

;L

IST

Off

ice

6 /2

9/ba

te

Item & Model #

11. tI

Proj

ect

Mod

el#

Seri

al#

Cost

F.0;

Fundin

Sou rceg

Condit

Disposition

&Remarks

Black Secretarial Chair

00067

None

80.00

None

1New

Five Drawer File Cabinet

with Lock -- Green

00068

None

50.00

None

5Like

New


with Lock

Green

Q009

...is

nme

4.,-

5Q .p0

$kg

moue)

T..

Like

Like

Mow

--


Lock

Green

--

...with

Five Drawer File. Cabinet

without Lock -- Blac

00071

None

181.12

1021

New


without Lock

Black

.

00072

None

181.12

1021

2

.

New

Storage Coat Closet

Black 36" x 24" x 78"

00073

None

92.65

1194

3New

Program .Coordinator Desk

Black/Walnut Too

00074

None

188.

991019

2New

Black Desk Chairw/Arms

for Program Coordinator

00075

None

124.41

1019

2New

Bulletin Board 60" x 31

00076

None

15.00

3New

Bulletin Board 96" x 48"

00077

None

None

None

None

New..

41.1

.011

...DONATED

-

...Typewriter,.........iar-Gen

?eign Storage Cabinet'

00078

None

29.00

None

5Like

New

.............

r.....

"4-I

11#...

cLike

14,

.

.

450b;,

PROJECT

MO

DE

LIl

iVE

NT

OR

YII

ST

Office

tan

)t on

6.1

Date

Item & Model #

a St P

Project

Model

ISerial

Cost

P.O:

P,O;

#Funding

Source

Condit

isposition

&Remarks

Work Table--Green

00080

None

20.00

None

5Like

New

-.................

Citizen Accountant

Adding Machine

00081

S400771

295.00None

5Like

New

Iag Executive Typewriter

00082

8356

613

L25.031013

2mpw

_

Cannon Pocketronic Calculaor

0008

3842 09

220.00

1020

2NPW

sCannon Pocketronic

Batt-rv'harr-r

iSharp Electronic Calculat

sisis :

,-

:s1

........

00085

1513310

385.00

None

5Like

New

.

Rol.. 1.

iY;r_

11116.

g 0

019

3NPW

.

Zenith AM/ t.

Radio

00087

3015

328

31.00None

5Like

New

Ro 0 P,

p0 OAS

r01.

.Like

-f

Olivetti Typewriter

00089

5369

422

240.00

1133

3New

P t

ra P

IA-

ell °

A5369

OSO

..

"

Grundig itenorette with

Pedal._

.

00091

015068

630.001023

2New

.

t

..E9.0

fw val Legal Standard

1 9707

,Like

tfin

, 41/4

/, cdel

e

PROJECT MODEL

INVENTORY LIST

Office


4

69

ate

Item

Model s

&P. c P

Pr°/ect

Model

#ri

Seal

#Cost

P.0nding

;Fu Source

Condit

.Disposit on

&Remarks

Person to Person Making

Irunication Work c for You

That You Look Like to

00093

None

$140.00

1129

3New

.

..

Grundig Portable Typewriter

00095

702043PM 00091

1023

2New

GrundigPortable

it: i

-ki

t!.6

9

PM 00

4.0

2

..

iii6

mm Film "PreJudice"

00097

None

360.00

1130

3New

.

:lore) co Port.Typewriter

00098

5511.01

21.00,

None

5Like

New

Remington-Standard

_0009i

00500

M697

750

31331

225.00.

1495.00

None

None

4

Like

New

Like

New

4/nml. toDiv. Occ. %:d. 7A.

.

.

.2.1Drarittr

Sony Video Rover

.

t

...agny...!idr.a..r.amm:Z....--CdQL.-.....

Sony Video Monitor

.

.

00502

PM 195.0C,None

Like

Like

New

.,

..............

.._00092....-IW.........

14103

4

Sony Power Adapter

00 0

32445

1272

PM

00099

PR00099

None

None

4 4

Like

New

New

..

.

Sony Battery Pack

00504

.FIR 6hrra

4. I

4 I

AA

AA

A -PM

.,

like

,

Alr

eoPr

ifro

vt4s

4

OFFTCE

''7110WWWITT"'"

.PROJECT

INVENTORY ADDENDUM

'CONSUMABLES

"-"1

5110

31ff

irE

ME

V-1

-7.

2Reams Pink Parsons Bond

2Reams Green Parsons Bond

1Ream Goldenrod Mimeo

6 Reams Blue Weston Bond

2Reams White Parsons Bond

7 Reams White Weston Bond

2Reams White Reclamation Mimeo

15 Pads White ei.ax 11 'Ruled

3Pkgs. White Sfr x 11 Plain

(18 Pads)

.1 Box 6 3/4 White Envelopes

64,5

Boxes Manila Filing Folders

.7..4.

Boxes Large White Envelopes

Rolls Adding Machine Tapes

12 Dozen Pencils.

5 Bottles. Glue

1 Dozen Pencil Erasers

2Boxes Swingline 5000 Staples

2Rolls Scotch Tape

12 Inked Ribbons (Electric Type-

writer)

2 Boxes Chalk

10 Steno Pads

1 Large Box Acco Fasteners

3Boxes of 100 Thumbtackd

1Large Box Paper Clips

1Box Giant Gem Paper Clips

700 5 x 8 Index Cards

1Case D.P. Cards (Key Punch)

tBoxes D.P. Cards (Key Punch)

.BMws Xerox 4024 White Paper./

113

1Ream Parsons Green Bond

1Ream Parsons Pink Bond

it

Reams Weston Blue Bond

1Case Manila File Folders

1 Box Sphinx Carbon Paper

2Boxes Project MODEL Envelopes

5 'Binders for Computer Run-Offs

8 Binders (ERW)

1 Box Transparent Sheet Protector

1 Box Report Covers (Brown)

..

1Binder on 'Working Papers Inc.

6 Typewriter Erasers.

2Round Pencil Eraseri

1 Box Chalk

1Box Swingline Staples

.1

Box Pencils

7Pens

t.

.Bottle Glue

1 Boi 7 x 10 Clasp Envelopes

1Box 10 x 12 Clasp Envelopes

4 Cases Manila File Folders

6 Cases White Reclamation Mimeo

1ease Goldenrod Bond

1Ream Western Bond Ilhite

pRO

J E

..0 T

M 0

D E

.I....

INV

EN

TO

RY

AD

DE

ND

UM

MISCELLANEOUS EQUIPMENT

PR

OJE

CT

MO

DE

L

Aux

iliar

y E

quip

men

t

2 Mini Norelco Tapes

1 SwIngline Stapler

1 Three Hole Paper Punch

.

1 Acco Two Hole Punch

-1

Petite Postage Scale (1

lb.)

1 Pair of Scissors

6 Ruler (1219

2 Desk Calendars

1 Desk Pad

1 B

oxManila Vertical Guides

11 First Aid Kit

21 Vaccum.Cleaner

Broop

:

1 Gestetner%Operating Booklet

4 .DeJur Grundig *Tapes

1 IBM Tape Recorder

1IBM Tape

1Stapler

2Gray File Boxes

2Rulers (len)

1Nylon Hair Brush

2Typewriter Key Cleaner Brushes

4 Letter Openers

1Webster Pocket Dictionary

IL One Hour Video Tapes

10 Half-Hour.Videp Tapes

Cos

t

gesr

eopp

41/4

40A

.4.

."v

w

.1 'Off

ice

11-a

wg0

111X

LM

irri

rm

?RO

JEC

T..M

O.D

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NT

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! A

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M

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AC

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ME

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2122

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.

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123

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t1 Roll Tape

2 Typing Erasers

3 Gestetner pens (stencil)

1 Rotind Eraser

1 Case Manila file folders

1 Case White Reclamation Mimeo

1 Pkg. 5 x 8 Ruled White Pads

1 Pkg. Absorbent Gauze

2 Pkgs. White Bond

Pape

r1 Pkg. Carbon Paper

3 Jars of Black Ink

81 Jar-Hand Cleaner

1 Pkg. Gistetner Correction Fluid

'1 Box of 500019 Swingline Staples

4 Pkgs. Gestetner Green Stencils

1 Box Gestetner Wax Liners

2 Boxes of Spartan Clasp Envelope

2 Bottles Glue.

6 Pads White Lined Paper

1 Can Three-In-One Oil

1 Box of Manilla Filing Folders

8 Rolls

ofAdding Machine Tapes

1 Ball Twine

2 Boxes White 6 3/4 Envelopes

1 Case Manila 100 File Folders

(Letter Size)

1 Desk Pad

4 Pkgs 291691 Carburetor Kits

4 Pkgs; 294232 Ring Set-PSIX

4 Pkgs. 297275 Gasket Sets

4 .Pkes: 299061 Ignition Kit6

1 Box Value Grinding Corpovnd

P R 0 J. E

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14.0 D.E.

12..:

..

.

INVENTORY A-DDEN1DUR

CONSUDiABLES

Cost

Auxiliary Equipment

aper PURE"'

2 Pkgs. 108 Polaroid Film

1. Pkg. Polaroid Flash Cubes

1 Box Oiford File Folders

1 Pkg. Timecards

2 Pkgs. Magicubes (Sylvania)

1 Pkg. T-50 Staples

1 Qt. J.M.Fields Non-Detergent

Motor Oil

1 Reel Scotch nTedlarn Film with

Liner 837

.

3 Doz. Rival Pencils

1 Box 48 Bic Pens (Blue)

8 Pkgs. 30548A Tecumseh PartKits

4. Pkgs. 28986 Tecumseh Part Kits

1 27565 Tecumseh Park Kit

4: 33236 Tecumseh Gasket Kits

4 631029 Tecumseh Part Kits

4 A.1.27-17 GR Engines Inc GasketKits

1 Box Coxco (Respondex) Answer Cards4

20 KU-204 Tune --Up Kits

20 Coils Red, Yellow, Blue & Green

Wire

15 Bags Two Prong Rivets

1 Pkg. Ear Phone Protectors

-1 Box SFI Staples

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40,4

4,

7101

5--

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1 18Pc. Combination Wrench Set

1 Tape Dispenser

1 Letter Opener

1 Screwdriver

1 Swingline Stapler #2?

1 12" Ruler

1 Sony Cassette-Corder- (MELTED)

1 G

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Film

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1 Kodak Carrying Case with

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3 Wastebaskets

19 Pair of Red. Grip Cutting Plyers

10 B

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FUHDAMENTALS FOR TECHNICIANS

that is Electricity

SET-ALFT-A01 (x)

Basic Electrical Terms

SET-ALFT-A02 (x)

Shop

Mat

hSET-ALFT-A04 (x)

Two Cycle Pros & Cons

SET-ALFT-A09 (x)

Fuel Systems

SET-ALFT-All (x)

1.

Name Plates

5SET-ALFT-Al2 (ii)

h) 8

Breaker Pilints and Coils

SET-ALFT413-(x)

STANDARD SHOP PRACTICES

.*

Safety

SET-ALSP-A01 (x)

.

Shop Safety

SET-ALSP-A02

Safe Fuel Handling

SET-ALSP-A03. (x)

Numbers in the Shop

SET-ALSP-A10 (30

Ignition System Diagnosis

SET-ALSP-All (x)

Logic.in Diagnosis

SET-ALSPLA12 (x)

Spark Plug Servicing

SST-ALSP-A13 (x)

PRO

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82.00

62.00

62.00

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MATERIALS

Cleaning Fluids

SET=- ALMS -A04 (x)

Gaskets and Seals

SET-A13SS-A05 (x)

Metal Fasteners

SET-ALMS-A06 (x)

Locking Devices

SET-ALMS-A07 (x)

TECHNICAL LITERATURE

Using the Service Manual

.SET-ALTL-A02 (x)

TOOLS

.Screwdrivers

SET-ALTS-A02 (x)

Pliers and

Dia

gona

lsSET-ALTS-A03 (x)

Hammers

SET-ALTS-A04

Socket Wrenches

SET-ALTS-A05 (x)

Wrench Sets

SET-ALTS-A06 (x)

Punches & Chisels

SET-ALTS-A07 (x)

Threads and Dies

SET ALTS -A08 (x)

Bushings and Bearings

SET-ALTS-A09 (x)

Special Tools

SET-ALTS-A10 (x)

0

$76.00.

72.00

86.0

0.

64.0

0.

84.0

0

76.0

0

84.0

0

76.00

88.0

0.

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86.00

71015

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INVENTORY ADDEEDU 14

Teacher Ads

'PR

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CV

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T:

Auxiliary Equipment

Film& Cassette Series

Disassembly

SET-U1WS-A01

Clean & Inspect

SET- U1:JS -A02l Carburetor Grou

Assembly

SET-Ult4

Disassembly

SET-U1WS-A13

Clean & Inspect Piston & Rod As

SET-U1WS-A14

Assembly

SET-U1S-Al

Carburetor

ery cing

SET-UM-AM

Four Cycle Carburetors.-

SET-U2WS-k02

Cooling Systems

SET-U2WS-A03

Tappets & Cams

SET-MVS-A010

Valve Servicing

SET-U2WS-A011

Crankshaft and Bearings,

SET-U2WS-A012

Reading Wiring Diagrams

SET-0210-A04-

Using the Micrometer

SET-U2WS-A05

Preventive Maintenance

.SET -U2; S-406

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Starter Servicing

SET-U2WS-A013

Basic Trouble Diagnosis

SET-U2WS-A014

Ignition Servicing

SET-U2WS-A0l5

Powerhead Disassembly

SET-U2WS407

Powerhead Operation

SET-UM-ACM

Powerhead Assembly

SET-UNS-A09

Fuel Pumps

SET-U2WS-A016

Using the Parts Catalog

SET-UM-AM?

Four Cycle Theory

.SET:41211S-A018

Your Job Future

SET-ALWW-A01 (x)

Looking and Applying for a Job

SET-AM/403 (x)

Telephone Techniques

SET-ALWW-A04 (x)

Personal Conduct

SET-ALWW-A07 (x)

Pride of Craftsmanship

SET-ALW*408 (x)

Good Work Habits

SET-ALWW-A10 (x)

How to V:r.ke a Job Better

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Film & Cassette Series

Electric Starter Overhaul

SET-U3WS-A01

Theory of Alternators & Gen-

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SET-U3 WS-A02

Electrical Systems Maintenance

SET-U3WS-A03

-

Engine Tune U

SET-U3WS-A04

Magneto Theory & Testing

SET-U3::S-A05

! 1! Spark Plug Servicing

SET-U31S-A06

Using Torque Wrenches

SETO1S-A07

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SET-43M-A08

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SET-U3WS-A10

Tecumseh Engine Clean & Inspect

SET-U3WS-All

Tecumseh Engine Assembly:

SETI--U3WS-Al2

OM Engine Disassembly

SET-U3NS-A13

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SET-U3S-A18

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SET-U1WS-A10

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Starter Motor 40 IIP Outboard 330339 1 . Plastic Malted 8541 S 1 1L.waliey "D" Serum Eagles 0240 676014 1 I 1 Screwdriver - 2" 8EID9 1 1Drigo 9 Stratton Screwdriver 3" 15D148 1 1

Hugon - I liP 80002-00111 I 1 Screwdriver 4" SR114 1 1Tecumbob Eadies LAV30 750170 1 1 Screwdriver 6" 111106 1 10 it R Evil* 138 13841 1 1 Screwdriver PhillipsHarley Devideoa Eagles 1145 1606290 I : Ile. 3 580P21 1 1

Screwdriver PhillipsiitLDING FIXTII9E5 Ho. 2 SSDP42 1 1

Screwdriver Jewelers 2163 1 1Power A rut 343 8 1 1 Needle Nos* Pliers 92 2 1 ISob asies - (L. U.) . 603907 I s 1 Disgusts* Mime es 1 1Naomi's; Etudes tua Shp Joint Pliers 46 2 1 1

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Bomb Vise 2161 1 A Combia.titio Wave'Viso JayaC.pecrow H.H. 1/4" .

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Iles. 3/16" NC x 1" NM 3 .. Allen Wrench 52111 AW146(1 1 1Adjustable Wrench r 12.72 1 1

TEST EQUIPMENT Adjustable Wrench 10" D710 1 1Torque Wrench T213 1 1

Growler Teeter 217232A I . Hatchet 3/e" Dr. P41040 9 1 1Hacksaw /11,140 2158 1 4 Deep Socket 2/11" IIPSIIII 1 1

grotom AnAlytor MOT29 1 1 Socket 1/2" Fogel 2 1 1lataulatioa Mat Imo 1 1 Socket lahr P111 J 1 1

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11191211 1 1

13/16" 8910412 1 1Torque Computer St13062 1 1 Socket 102114 171410 1 1Micrometer 5".1" 914740791 I . socket 142111 1011144 1 1Midsummer I"2" 202 1 1 Socket 15" P1t2 I ITelescoping Oars a" 4455 I ; Socket 192121 P31-11 1 1

Feeler Gage (Largo) 1642* 1 Socket 1214111 111113 1 1

SPECIAL TOOLS .

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Ware - 20 Oahe it 41/11"Los.: - (5) 2160 2 :0 Pasts Pau KCCPHS IS 6 6

Pibten Stop - (lam 014 674362 1 1 Hooka Loop 21111134 IS 16 7Flywheel Tool - (T) 670103 1 1 Hooks flanunor *T4250 I 0 1

Valve Lifter (T) CP-19 1 : Hooks Pliers 101(T45511 3 1 2gir.p Wrench (T) S-17 3 . Hooke Screwdriver IIKT7561 II 5 8Rim Compressor (T) 10070 1 . Step Towels ICCC8114 2 1 1

Spanner Wrench (0 e 11) 2134 1 I Black Pencil IICC4P41111 4 2 II

lung 8.p.ia3er (7) MACPA00 1 '. Aluminum Oxide Strip MN 1 1

Wrist Pia Driver ()1.D.) WIC 427901 1 i Needle Bearlog Grease 318243 2 1 1Craakruse D-A Tool DM) 97328.63 I . Spark Meg Ism*Three Jaw Puller ()D.) CO-243 1 4 Set (3) 21414 1 1Clamit Shell Holder - (H.D.) 11734u.415P 1 : Pointed Mick SCC10811 II 1 1

Holding Tool OLD.) 97301145P 1 . servile* Manua4Plistteltith Tool OLD) $7341.65P 1 . HI & * MS 415049 1 1

Clutch Hub Puller (H.D.) 9134365P 1 4 Spite Sheet (1) 2173 1 1

Clutch Spring ConsprosoorI

Spec Skeet 01.04) 3174 1 1

(11.D.) 9734665P I Plastic Pocket Me 2 234.gamo Sow Puler I Paper Pad 2104 I 1

4I.D., 3734462P 1 . Safety Glasses 0AC1019 2 2Primary Drive Piste* Enbino Parts Kit (T) ICCCT 1

825818Puller OLD.) 0/34646P I . Vein, Paris KR . parts

Cr:mammal thatallation (0 & 10 11C0411 whenTool (HD.) 9734264P I Eagles Pans lit needed

Flywheel Puller 11../14 aii270 1 1 OLD.) KOC11.D. 1

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Plastic Malin 1111-01 2 1 1 'Lawn flay "D" Series itrigme GMC 674014 1 I 1 Screwdriver r 138011 1 1Briggs & Swum) Serewdttvor 3" SilD143 1 1Stone - 3 HP 803020015 1 I A Screwdriver 4" S6u 1 1

Tocuntseb Engine lAV30 7501763 1 1 s Screwdriver 6' SW4 1 10 li a Eosin. 138 131142 1 1 Scrowdrtver PkillipsHarkey Davidson gretiim SI SS 11101580 1 1

ScNo. 1rewdriver Phillips

151131631 1 1

GOLDING FIXTURES Ito. It 86DP43 1 1Screwdriver - Jewelers 2143 1 1

Power Arts 343 2 1 1 Needle Nose Pilate 95 a 1 1Sub Dane (1.11.). 603901 1 1 Diagonal Mere 96 1 1Matuding Breda: (LS.. Nip Mat Pliers 44 SI 1 1iit.S.044i) s217 1 1 Combination Wrench 1/4" 03340 1 1

Moludiftic Bracket - (T., )1.0.) 2026 1 1 Combination Witted'Support set - OLD.) 2027 1 1 5/16" 02X-100 1 1Bench Vise 2161 1 1 Combination WrenchVia. Jaws 2162 1 1 11/38" 04111 1 1:'...?actow N.L. 1/4" Combination Wreath

20 NC x 1" 2165 I 3 3 3/9" OEX120 1 1Cpacrew N.H.. 1/4" Comisastiie Wreath .

20 NC x i-//r 2188 4 4 7/16" OEX-140 it 1 2Caicryw itli.. 1/4" Combinatina Wands 1/1" An-1% 1 1

24 NC at 1.3/4" 3137 1 1 Combthation Wrest*Nut. lies. 1/4" SO NC 2031 9 3 6 3/4" 0334140 1 1Flat Washer - 3/er 2141 3 3 Combination Wreick .Lockwasher air 2172 1 1 101414 0E10440 1 1iles. sAr NC 4 1* 3175 3 3 Allen Vheacli 5101 AW1160 1 1

Adjustable Wreath fr D4 1 1TEST EQUIPMENT Adjumable Wren& 10" 0410 1 1

Torque Wreath T1t.111 1 1Growler Tester MT-313A 1 1 Ratchet sir Dr. F71114 2 1 1liariumw Slade 21511 1 1 Deep Socket sir 8784193 3 1Igatton Maly's, MOT% 1 1 Socket 1/2" F161 3 1 1Inaulatioa Mat 3159 1 1 Seeket - 11/16" Mil 1 1

Deep Socket 3/4" SF8261 1 1INSPECTION TOOLS Spark Plus Socket

13/16" 393043 1 1Torque Composer 9S-30114 1 1 Socket 10MM FM10 1 1Mierolueice trte INCT-40701 1 1 Socket 1431M 111114 1 1Mioreasser r 202 1 1 Socket 15" FMli3 1 1Teleacualm Gage . 3" WM 1 1 Socket 171IM 7111? 1 1Peeler Gap (Laow) F8-325 1 1 Socket 110111 F1 10 1 1

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ACCESSORIESWire le Osage it 41/3"

1.4441 0) 21414 2 3 Parte Peas KCC14111 12 6 6Plaine mop (1.41.) UMC 171333 1 1 hook. Loop 91T111116 IFS 14 7Flywheel Tool (T) 670103 1 3 Hoek. Nammer 911T1550 V 6 1

Valve Lifter (T) crz* ; 1 Nooks Pliers 9KT4513 a 1 3Strap Wrench - (T) 8.17 1 1 Hacks Screwdriver WNW? a 5 aMit Compressor (T) 19070 1 1 Shop Towels ICCC4IT1 2 1 1*eet Wrench (0 2 A) 3134 1 1 Black Pencil KCCCP111.13 4 2 3Itept leigander - (T) MAC-P31.00 1 1 Aluminum Odd* Strip Ilia 1 1Willa Ma Driver (LD.) t *IC 427901 1 1 Needle Dental: Orem MIMI it 1 1Crankcase 13A Tool OLD.) 97326-65 I 1 Spark Reg SempleThree Jaw Adler (HD.) 00243 1 3 Set (3) 2164 1 3Clutch Shell Wilder OLD.) 97240-6SP t 1 Pointed Midi KCC3416 S 1 1Sprocket fielding Tod OLD./ 07305-43P 1 1 Service ManedChilch Hub Tool - OLD) 9734146P 1 1 01 4 Si In mom a aChita Nib Puller (N.D.) 0734383P 1 1 Spe Sheet - (i) 2173 1 1Clutch Spring Compreetior Spec Skeet OLD.) 21% 1 1

(0D.) 61341145P 1 1 Plastic Packet NH 2 3Magneto lider Puller Paper Pad 2144 3 1

CILD.) 9134443P 1 1 Glasses OAC13711 2 3Primary Drive Pinion Engine Parts Kit IT) =CT 1 MorePdier (H.D.) 97:1444511 i 1 Engine Parts Kit pale

Creaks/6dt hotteliatioa (0 & It) KCC3 a WIWITeal OLD.)

flywheel Puller (1.11.)0042611P00270

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Items Supplied .1 . $ -r.

NOW= AND ASSEMBLIESBriggs and Stratton 3 RP EnkaPoworhoa4 - 31 & S. 3 HPPowerhead -31 6 S. 3 HP w/Cog & affOrilei VaneCrankshaftWrist Pia

HOLDING FIXTURESPower ArmMounting Bracket

INSPECTION TOOTSPeeler Gage (small)Factor Gage (Large)Machinist's Rule - S"Shim Stock ... .010"Spark :eaterMicrometer 0"1"

SPRCIAL TOOLSStarter WrenchValve Spring CompressorRing ExpardarRing CompressorPlywbeal HolderLapping Tool

HAND TOOLSAdjustable Wrench - 6"Ratchet Wrench 3/6" Dr:Combination Wrench .4/4"Combination Wrench 7/16"Combination Wrench 1/rScrewdriver - 3"Screwdriver 4"Screwdriver 6"Screwdriver. Phillips No. 9Needle Nose PliersHose Clamp Pliers

.

Daonal PliersPliagstic MalletDrop Socket 3/4"Oil CanPunch s/srMae Stiff Wire .

Stranded Wise 6"

ACCESSORIES 'Parts Pans .Hooks LoopHooks HammerHooks - PliersHooks - ScrewdriverShop TowelsWooden Steak 3/4" a WV s rTorque DepressorSafety GlassesService Manual 03 6 9)Needle BearingGrease, Type "A"Lapping CompoundBlack PencilBlue Pencil 'Yellow PencilGreen PencilRod Pencil1962 Lawn-Boy Parts Catalog1967 Lawn -Boy Parts Catalog

$0302-001860301401$1103024015604315303711

3438017

P19-316A784$5GA-2fiS10100619ET40401

1911419063MAC1907019167XD-1101

D-78P710-DORX-80ORX-140OEX1601631:1411SSD4SIID41SSDP42MSHCP41631Pso$H'41878.261OC-SAPPC108KCO4WSS

ICCCP113orreirost9ICT46110amassBET -7957ICCC-STV/8-11ECC11)0A010/0$124711010377723KCCeLC01ItCCCP4ILKICCCCP4ILICC03YaLICOCCP-ORSCO-CP+11213.11PC40240

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Briggs and Stratton 3 HP Engine 603024015 2 ' 1

Powerhoad B & S. 3 HP 64302-2015 0Powerboat! -IS elk 3 HP w/Coll 5GOVellar Vans 603024015 1

Crankshaft 604315 1

Wrist Pia 303/11 1

HOLDING =runsPima: ArmIgountiag Bracket

343201?

33

12

DISPECTION TOMSFeeler Gage (Small) F8414A 2 1 1

Feeler Gage (Large) F8$25 1Zhacbinietts Rule 4 GA 1 1

Shim Stock .010" 83-10 1 1

Spark Tester 18051 1 1

Illorometer 0"-1" 9ZT40401 1 1

SPEMAL TOOLSStarter Wrench 19114 I / 1

Valve Spring Compressor 19063 1 1

Aim Expander MAC -PB4O 1 1

Rug Compressor 19070 1 IFlywheel Bolder 19161 2 1 1

Lapping Tool 92-501 1 1

RAND TOOLSAdjustable Wrench r D-78 1 1

Ratchet Wren** - 3/6" Dr: F7104, 2 1

Combination Wrench - 1/4" 0=40 1 2

Combination Wrench wur OEX140 3 / 1 1

Combination Wrench -1/3» 0102,60 $ 1 1

Screwdriver - 3" SSD-14$ 1 1

Screwdriver - 4" 3614 8 1 1

Screwdriver - 6" 89D4 2 1 1

Screwdriver, Phillips No. II 0IDP42 1 1

Needle Nose Pliers 95 $ 1 2

Hoge Clamp Pliers . RCP 468P 1 1

Diagonal Pliers 36 1 1

Plastic Mallet IIII411 1 1

Deep Socket 3/4" 1013461 2 1. 1

011 Can 0C-6A i 1

Punch 3/311"PACI1011 1 1

Mae Stift Wit* .KOCM1-11 1 1

Stranded Wire IF' W3-8 1 1

ACCESSORIESParts Pans ICCOPB11 13 6 G 6

Hooke - Loop 9ICT1536 OF 11 33 13

Nooks Sumer SET1550 1

Hooke Pliers 9=4553 3 9 :r. 2

Hooks - Screwdriver 1112,450/ 0 4 3 2

Shop TowelslrCCST4 3 1 1 1

Wooden Stock Or 3i 3/40 ii irTorque Depressor

WD-11E CCTD

11 1

1

Safety Glasses GAG1090 a 2

Service Idasual 0312 S) 16547110141 3 1 1

Needle Bearing Grease, Type "A" VIM 2 1 1

Lapping CompoundIteCLC4 1 t 1

Slack Pencil KCCCP4ILIC 4 II ii

Blue Pencil HCCCP111. 1 3 2 $

Yellow Pencil ECCCPYEL 6 9 2 2

Green Pencil ECCCPGit 6 2 2 2

Rod PencilECOCPRD 4 2 SI a

MS lavm-Roy Parts Catalog tzkepc a 1

On Lava-Soy Pests Catalog 46940 1 1

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Part NumberItems Supplied

MINNS AND ASSEMBLIIVWags and Stratton 3 HP Begins 833024018 a?warhead - B & S. 3 BP 303024018Powerhead Is 8, 3 HP w/Ooll Is Oovornor VaneCrankshaft

833024018804315 1

Wrist Pia 303711

ROW= FIXTURESPower Arm 343 3

Mounting Bracket 2017 $

.INSPECTION TOOLSFodor Gage (Small) F11-318A 2

oolor Gage (Large) F8428 1

Itachinist's Rule -1" 0A2Shim Stock .010" 5S-10 1 i;lark Tester 19051 1

1141arometer 0"4" 9=40M 1

SrIICIAL TOOISStarter Wrench 19114

Valve Orb; Compressor 19083 1

Fang Ecuador MAC1.200 1

Bing Compressor 10070 1

Flywheel Holder 19187 a

Lapping Tool ND401 1-

RAND TOOLSAdjustable Wrench 8"Bat hat Wrench - 3/8" Dr:Corabicatloa Wrench 1/4"Combination Wrench 7/18"Combination Wrench 1/2"Sorowarivar 3"

DrilF10-0011X-8003X440011X-16085D443

1a13$1

Screwdriver 41"SSD4

Screwdriver 1" IMD4Screwdriver, Phillips No. II SSDP42Needle Nose PliersNose Clamp Pliers

03liCP4101P 1

Diagonal PliersPlastic Mallet

83)111-91 1

Deep Socket 3/4" 873441Oil CanPunch 3/32"Fine Stiff Wire .

004APPC -103KOOM4

11a

Stranded Wire - V"

ACCESS081211Parts Pans KOC-1134 13

Rooks - Loop 910-7834 liT

Nooks Emma* ilICT4880

Books Pliers 9ICT41553

Hooks Screwdriver 1108511 9

Shop TowelsNCOT4 3

Wooden Stock Mr s 3/4* s rTorque Depressor

W84main)

11

:Safety Glasses0A04070

Service Manual (9 Ss S) 1434711440Needle Bearing Grease, Type "A" 377783 2

LAPPing anageundZCO-L0-111 1

Black PencilBlue Pencil 6

NCCCP-Illazcc-cp-si.

Yellow Pencil XCCOP421.Groan Pencil KCCOP4211 6

Bed Pencil IC43043P4ID1962 LawnBoy Pasts Catalog1081 LawaDoy Parts Catalog

41340022400 1

-312-

"talvoiLatgeactz:4

alma"

1

3.811

r.. $11

11

1

$a$

aaa$

Yibbile Unit #71015

e_ROJ.-IXT M0 LINVENTORY ADDENDUM

Unit #1Carrel #3

Project MODEL #00677tOel

PIA024.1.

Item DescriptionPart

Number

Qty. Asalielodat Workstation

NumberTotalQty. 1 2 3

ENGINES AND ASSEMBLIESLawn-Boy "D" Series EngineLawn-Boy "D" Series Engine PoworheadL.B. Engine less Shroud, Baffle & Gas TankL.B. Engine less Shroud. Baffle, Gas Tank Is Air FilterLawn-Boy Piston & Rod Assembly

HOLDING FIXTURESPower ArmMounting BracketSub Base

INSPECTION TOOLSMachinist's Rule 6""D" Air Gap GageFeeler Gage (Small)

SPECIAL TOOLSSeal ProtectorPiston StopFlywheel PullerWrist Pin DriverRing CompressorRing Expander

HAND TOOLSAdjustable Wrench - 8"Ratchet Wrench - 3/8" Dr.Combination Wrench 11/32"Combination Wrench 3/8"Combination Wrench 7/16"Needle Nose PliersDiagonal PliersHose Clamp PliersCombination Truaro PliersScrewdriver 2"Screwdriver - 4"Screwdriver 6"Screwdriver, Phillips No. 3Plastic MalletBall Peon HarmerPunch 343"ChiselFee Stiff WireDeep Socket 3/4"Oil Can

ACCESSORIESParts PansHooks - LoopedHooks - HammerHooks - PliersHooks - ScrewdriverShop TowelsBlack PencilRed PencilBlue PencilYellow PencilNeedle louring Gnaw, Typo "A"rousse.* StickSafety Glasses

-313-

021C 678914OMC 678914014C 618914OMC 678914OMC 678065

3432017602907

GA-2OUC 604659FB-316A

OMC 602881OMC 677389CO 270WIC 427901OMC 426020MACPR-00

D-78F-710-D.02G-11OEX-1WMX-14095soHCP-46BPPR-12SSD2SSDSSD-6SSDP-42BH-91BP-8PPC -109PPC4112KCC-W4SFS-2410C-5A

KCCPB-2411.SET-7534SET-7550SET-7553SET-7557KCC45T-1KCCCIMILICKCC42P-RDECCP-CPBLKCC-CP-YEL031C 377783KCC-PIS6OAC 2070

1

10

333

I11

12211a

221123

122

11a

1112

18208

11113

44431

I

111

1111

aa21

1

67a451

22

1

2

1

11

a.

1

1

1

a1

I

1

6'2321

2

21

1

111

112

a6a441a

1

Mobile Unit # 71015

Rem

MOD :1,11,

INVENTORY ADDENDUM

Carrel #2Unit #1 .

Project MODEL #00676

DescriptionPart

NumberTotalQty.

ENGINES AND ASSEMBLIESLawnBoy "D" Series EngineLawn-Boy "D" Series Engine PowerheadL.B. Engine less Shroud. Baia* 4 Oaa TankL.B. Engine less Shroud. Baffle, Gas Tank 4 Air FilterLawn-Boy Pistol 4 Rod Assembly


INSPECTION TOOLSMachinist's Rule - 6""D" Air Gap GageFeeler Gage (Small)

SPECIAL TOOLSSeal ProtectorPiston StopFlywheel PullerWrist Pin DriverRing CompressorRing Expander

HAND TOOLSAdjustable Wrench 8"Ratchet Wrench - 3/8" Dr.Combination Wrench 11/82"Combination Wrench - 3/8"Combination Wrench 7/16"Needle Nose PliersDiagonal PliersHose Clamp PliersCombination Treato PliersScrewdriver 2"Screwdriver - 4"Screwdriver - 6"Screwdriver. Phillips Ito. 2Plastic MalletBall Peen HammerPunch 3/32"ChiselFine Stiff WireDeep Socket - 3/4"011 Can

ACCESSORIESParts PansHooks LoopedHooks - HammerRooks - PliersHooks - ScrewdriverShop TowelsBlack PencilRed PeneilBlue PencilYellow PencilNeedle Scaring Grease, Typo "A"Pointed :WokSsfots Glasses

-314-

OMC 678914011C 678914OMC 678914OMC 678914OM 678065

343201?602307

GA-2OMC 604659FI1-3164

OMC 60288?011C 677389co noOMC 427901OMC 426020MAC-PS40

D-78F10-D.0=10=420011X-1409586HCP-46BPPR-12SSD-2SSD4SSD-6SSDP43BH-91BP1)PPC-103PPC -812ECCW4SFS-2410C-54

110

333

1aa

1aa11a

2211a32122311

1111

2

KCC-P13-2-HL 189XT7634 209XT-76609XT7653 119XT-7587 11XCC-ST-1 3KCC- CP-BLKX(X)-(31,-BD 4KCC -CP-BL 4XCC-CP-TEL 4OMa sme3 3ICCO.PS4 1OAC1070

Assignedat workstatioa

Number

1. 1 2 8

1

111

111

1

1111

1111a

1

67

4

1

321

2

11

1

1

1

11

111

11 1

1

1 11

1 1

1

1.

68a a3 42 41 1

222

11 1

ark., a a

INV2NTORY ADDENDUM

Unit :-1:3

Carrel #1 .

2.:obile Unit #.71015 Project MODEL #00675

Item Description

ENGINES AND ASSEMBLIESLwnDoy "D" Series EngineLawn-Boy "D" Series Engine Amor laead

Engine lea Shroud. Battle & CAS TankL.B. Engine less Shroud, Bale, Gas Tank 4 Air MarLawn-Boy Piston A Rod Assembly


LUPECTION TOOLSMachinist's Rule 6""D" Mr Gap GageFouler Gage (Small)

SPECIAL TOOLSSeal ProtectorPiston StopFlywheel PullerWrist Pin DriverRing CompressorRing Expaader

NAND TOMSAdjustable Wrench - 8"Ratchet Wrench 3/8" Dr.Combination Wrench 11/32*Combination Wrench - 3/8"Combination Wrench MeNeed la Nose PliersDiagonal PliersRose Clamp PliersCombination Truaro PliersScrewdriver - 2"Screwdriver - 4"Screwdriver 6"Screwdriver, Phillips No. 2Plastic MalletBall Peen Hamm'Punch 3/32"

s.

ChiselFine Stitt WireDeep

CanSocket - 3/4"

Oil

ACCESSORIESParts PansHooks - LoopedRooks d. HammerBooks - PliersNooks - ScrewdriverShop TowelsBlack PencilRed PencilBlue PencilYellow PencilNeedle Bearing Greases Type "A"Pointed WokSafety GlassesEngine Parts Kit

0110 678914WIC 878914WIC 878914MC 678914ODIC 878085

343

111

. o1

2017 3802907 3

GA-2 1ODIC 604659113-316A

11

OMC 802887 1OMC 87738903 270

22

0110 427901OMC 428020MAC -PR00

11

D-78 2F-710-D. 2Wa-11OEX-120

11

OEX-140 295 388. 2RCP -488P 1PR12 2SSD-2 2SW4SSD-8 1SSDP42 1BR-91BP-8

3a

PPC103 itPPC812 1XCC-W-8 1SFS-241 2008A

ECCP/111BL9ICT7534

18so

9XT-78308ICT7583 119ICT7587 11XCCST1ICCCCP-BIZXCOCPRD 4XCCCPBL 4NCOCP-TELMSC 377783ICCCPS8OAC -1070KCC -LB

4a1a1

Qtr. Assignedat Workstation

Number

2 3

;.

1

.2

11

67

.34

22221

-315-

1 11 11 1

111

11

1

68

a21

22

a11

111

11I

1

1*

111

66a441a

spare parts.o

A

$_ c

ay144, 4184,

PROJECT MODEL

IiIVENTORI LIST

71016 -- Business Education Unit

n t

an D

escr

iptio

n5 ALL

Item & Model #

.

It

P.

ProjectN

Model

#

Serial

#Cost

11.0:

#Funding

Source

Condit

Disposit on

&Remarks

Shetland Citation Sweeper V;

00200

None

43.95

None

None

New

DONATED

Dukane Film Strip

.ro'ector 28,0i

Victor Adding

Machine 42-

ke.

kip

;

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lL

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......

......

......

......

.

-.

Victor Adding.

Machine 7-82754

rij

4387-

1A,"

1,

..a,

.

.

.

qireproof.Ttash Can

00304

8399

42

18.55

1064

3New

IP____.

; a C

0-

.:.i

-II

.A

_;1

,l ;

#-

,

..

.

,

Black Typewriter Chair

00306

None

29.;.

None

1New

Black Tynewritex Chttir

00307

None

29. '

None

1New


00308

None

29. ;.

None

1'

.

New

.

.

-

iiii,

orL

Si!

i,*I

s-

.:.6.41A"

1;l

.

.


00310

None

29.:

None

1New

.

. n3)111.1c.....tmattriter..riukir

co -

1. r

bt. i

llpre

-40

6i t

ay%

rIi

tel r

'

.120.3331krtn--.

nn/19, Unnp

e 1,:.

vs le f

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.1

aim

:

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tki4

84

PROJECT tiODEL

INVENTORY

LIS

T

71016--Business Education Unit

,u

Uni

tan

Des

crip

tiOn"

....

Item

& M

odel

i.

ft P

Project

Mod

eli

Serial

#Cost

P.O:

#Funding

Source

Condit

Disposiir55--

&Remaeks


0031

3

00314

00 1

Non

e.

None

None

29*

t

29.8.

2* 8.

T Nona

vt

A -

.

...".

......

..


Black TypewriterChair

General First Aid Kit

00 16

None

1.-

'Ampex A/FM Cassette

Recorder Micro 87R

00 1

3700

020

.-

'Remington Standard

Typewriter and Cover

.

00318

M761651/

225. st

Monts

7/20/73

Amen to Div. Occ. F

Remington Standard'

Typ

ewri

ter

and

Cov

er00319

M763

783

225.00

Non

e1

New

--

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;ducat

Remington Standard

"--,killf3--Gord'er

00 20

M78

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ingt

on S

tand

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ewriter and Cover

Remington Standard


.

.

e I

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1 0

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5795

..

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MII

I.a '11*

1I

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liven to Div. Occ. v

.

.

!:cmington Standard


00323

M763

777

li

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ning

ton

'Sta

ndar

dTnszatzmitnitamsr

00324

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1667

225,

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..

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cc. r

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M78

1.

F....

......

,,

itoim

prok

fti.

PROJECT MODEL

INVENTORY LIST

71016Business Education Unit

tan

pea-Fig:ion

5 A1 /

Date

#Item & Model

.

Pe

c6

Projec,

Model

i

Serial

iCt

Cos

tP.0;

#1

ding

Source

Condit

Disposition

&Remarks

Remington Standard

M787


00326

562

$225.00

None

New

.

Remington Standard

781

..


00327

429

225.00

None

1New

Technicolor Cartridge

Projector 1000B

00328

64457C

420.00

None

1New

Rear Projection Screen

2None

24.36

None

New

_

.

ICoxco Response Board

PR

and Phone Jack

00 0

2 8

00814y

None

1New

Hitachi' CasSette Player

.

qi

00331

48294

260D

29.95

None

1New

48293

..

Hitachi Cassette 1a er

00 .2

162

2.

o e

4829!

Hitachi Cassette Player

00333

275D

29.95

None

1New

.

L.

482 93


00334

381D

29.95

None

New

..


0°3"

00335

48294

2770

29.95

None

1New

.

48293


00336

841D

29.95

None

1New

48293

Hitachi' Cassette plaver

00

16D

29

None

New

48293

` ;.i.achi Cassette Player

00338

4540

29.95

None

1New

Bar

CO

PYA

VA

MA

RIE

P-ROJECT MODEL

INVENTORY

71016 --Business Education Unit

Des

cpt

Item & Model #

0.

Projec

Model

#

kPa''

#Cost

.O:

#I

ding

Source

Condit

-

Disposition

&Remarks

---


Ioo339

48294

276D

$ 29.95,

None

1New

.

Hitachi Cass-tte

a er

It

048293

4.04

.':A

..

emal BC Fire Extinguishe

and Wall Rack 23/41b

I00341

AK89720

12.50

None

1New

.

Sony Video o .er V 11

0kk

ilk

1.L

ark.

AVY

Sony Elect. Viewfinder 32'4

00343

57607

PM

00342

None

1New

.........

§onv Video Camera. AVC 3200

44

es

PM

CA

6A

ll--.

.

Sony TV Zoom F12.5 Lens&Ca,-

00345

22253

PM00342

None

1N

ew.

- .

4"

.J.

Sony Elevator Tripod VtT20.

..

...

00348

61229

PM e PM

00342

41. A

'None

1'

New

..

.

Technicolor 1000B

Sctil

,P

ak.

A,

!`DI Cabinet

Le

00350

.

None

Ct

76.2C

L.

None

1

. New

......

....

.

.-

7, ..ony Special Effects

Venerator Seg 1

00351

7344

595.00

None

4Like

New

" 14,c.r. rnr.ebloi Qn1

IWO

')A

tte 4

901

710

1 r.

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1101

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,

PROJECT MODEL

INVENTORY

LIST


nit

an

Desc ptio

5/31

Date

Item &Model. #

Projec,

Model

#

00353

Serial

N.....

5008092$

Cost

77.8.

P.O.

None

Funding

Source

Condit

New

.

Disposition

&Remarks

.Singer Grayflex GK323076

Audio Studymate

Singer Grayflex GK323076

Audio Studymate

00354

5008371

77.84

None

1New

-


Aud

..

goo

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:t

i..-

-

_tud .a

Singer Grayflex GK.323076

?.


) 0

Shure Stereo Preamp M64

.

00358

81122

34..s

.

None

4Like

New

__.................

Tripod Stand with

Rollers TD-1

None

20

one

Like

_

Applied Conditioning Touch

Ina Course Phase

*00360

None

19.

None

1New

_

pp

e. Con ition ng qbei

Typing Course Phaegiti2js

00 61

None

L z

x

.

......

.....,

...a.

......

.

Applied

ouc

Typing Courm austIL)

00362

None

19.0

None

10

New

'Applied Conditioning Touch

Typing Cours-2- CREsiites

00 6

one

1ei

one

1'lei;

.

:IX-pTriea Cond t oning Touch

Typing .Cours I. OREsates

00 64

None

1#4

'None

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.

.npp

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ouch

"ynInt! Coll.mr;AblIg4ZT.T.4-c;-)

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PROJECT MODEL

INVENTORY LIST



Item & Model #

.

mProject

Model

#

1

Serial

#Cost

P00'

#'dint

Source

Condit

Fiiiiiiallon

&Remarks

Type Course Phase II

.co 41

lei'

41

COs-

-..-Zaw....-----.....

New

applied Conditioning Typing

Course Phase I Lesson I

00367

None

10.32

None

1.

Applied Conditioning Typing

Course Phase I--- Lesson II

00368

None

10.32

None

1New


Cour e Phase I-- esson

00 6

None

10.32

None

New

.


,ou se 'ha e I-Aesso

00

None

10. 2

None

1New

Applied ConditioningTyping

00

None

10,22,

None

1New

o_

aesson


00

2None

10. 2

None

1New

.

.

a


SOr

one

10. 2

None

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.

,


;T

None

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AIM

MN

I.N..0

011M

.

Applied Conditioning Typin:J(

0510

)00 6

None

10

2;

None

None

.

1New

..

App

lied.

Conditioning Typ

.4,

...........A

None

10

4:

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Oxilled Conditioning Typi

Lt

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84r C

OPY

PROJECT MODEL

INVENTORY

LIST

71016- -Business Education Unit


31

ate

Item & Model #

a P.Project

Model

"`

Cost

P.O.

#Funding

Source

Condit

Disposition

&Remarks


Typing Course (Numbers)

00379

None

$ 10.2

None

1N

ew.

Kodak Ektalite Scree

ILO

.01

k .. -

LON-

Da-lite Video B Screen

00381

None

16.2.

None

1New

Amex Stereo

n-a,-

Automated Instruction

Stereo Speaker

e e 8

00383

,I

-

None

Mil

OA

,'

23 of

None

- 4

in

Like

New

'Automated Instruction

Text Panel

00384

None

75 es

None

1New

Oasis Mater Cool-

to

00386

E493

..o

,-

E729

19BT

163.0C

1043

0=

1 .

Simplex Time Recorder

JCP1024.

l8,

I_S

ick_

._.

Time Card Rack

00388

None

8.0(

1043

New.

..

Gestetner Model 'GI'

00

00390

G3-

----

--12

..,--

/61*

(ill°

--."

64496

99.0(

None

1New

.

1New

_......

--v4

----

--F-

2211

-12.

-otap ex High

peed

Staple Gun S54H

Gostetner Collator

An In,

pc-noi-;

24r N n

r,n,

1shpts

.

84Pc

*PY

43.4

44.1

1.

PROJECT MODEL

INVENTORY LIST


5Z.3.3

That.,

Item &Model #

Project

Model

#ri

Seal

#Cost

P.O:

#Funding

Source

Condit

Disposition

&Remarks

Ditzler Cabinet

00392

None

$ 27.9'

1065

3New

.

Pent All L:;k: 51b.

Fire Extineui h-

-III

AA139

111111-

"RechErainf_

.,_

Astro Dial Fluid

Applicator Model AD

00394

E8971

540 of

None

1New

Beseler Century VGC610

Overhead Projector

00395

Y94481,

138.0

None

1

.

New

.

'Gestetner-Mimeograph

00396

21B2

624

1025.0

None

1New

'Gestefax455

Stencil Scanner

.

...1

00397

60728

995

None

1New

Thermofax 45 CO Copier

00398

487447

425 O.

None

1New

.

.

..................-

Gestetner Model H-12

Paper Cutter

00399

6194

179 4

None

1New

General Building Corp.

Comb. Binder 222 km

00800

1915

670

285.0+

None

1New

.

.

Shure Brothers Inc.

1467

Microphone Mixer

'00861

None

162

None

Use.'

..

.1=

11.1

1111

1101

141.

011.

,

W01

1en

sak

Tap

eRecorder 146150

00802

6150

21.40

249.9

None

4Use ev

.

Teleniatioti Intercom

System TMA -710

20803417

t1-1.,..n/

*-rtris-..

250.,

t11

(Ii

None

V N

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ortran VITO-Lite 10

...

.,t :

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,mI

..

par00/1.401 i

i1814"

PROJECT

MO

DE

L.

INVENTORY LIST

71016ausiness Education Unit

Des

raie

----

"Pon

....,

Item

& M

odel

#R 0 P

Proe

cts

Model

#

Seri

alC

ost

vost

P.O.

Funding

Source

Condit,

...

Dispositioa

&Remarks

0 ortron

04-055

Flood/Spot Light

I 1

00805

None

$108.0

Nona

4Like

New

0110

1110

101.

1....

.r6lortro

ve

Flood-Spot Light

00806

None

108.so

None

Like

New

Electronic Stereo EVII

Speaker

Bogen C-20 AMP

Vicrohonelthamr*

Colortron Model LQBM-10

Single Broad Floodlijlt

1 1 1 I

,...............

'00807

00808

None

None

23of

None

4Used

.0

None

Used

.

0080

00810

None

None

2.

2.5

None

None

Like ew

Like

New

..............

Colortron

Mod

elLQBM-10

Sin.le Broad Floodli_ t


00811

None

PM

00317

None

1New

.

Wollensak Tape Recorder

00812

2 8

1 2.0

None

1'err

Voice

of M

usic

Record

.

Player 1515

0081

0775

8 6

.41

None

1 ti

New

.

__

Coxco Slide Sound Projecto

SP-120

00814

1201

12

of

None

1New

Olivetti

iewriter

0081

2 0.4

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$900.00

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131

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$30.+0

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INVENTORY LIST


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Item & Model#

aProjects

Model

Serial

#Cost

P.O.

#Funding

Source

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820.0

None

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3092

3S006

193

77.7;

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.

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840.04

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None

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*00926

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870..1

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00927

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5 /1/.4_,/

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Item & Model #

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Model

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Cost

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Source

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Sony Electronic View

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1 Ream Green Mimeo

1Ream Goldenrod Mimeo

1 Reqm Parsons Pink

1Ream Parsons Canary

6Pads 0 x 11 Lined White Paper

Spools 2-111 Adding Machine Tape

2Typewriter Erasers

2Round Erasers

2Boxes Carbon Paper

5Bo*es Pencils

1 Box 5000 Staples

"e2

Box -of.Erasers

'1 Box of 100 Manila' File Folders

1Felt, Stgmp Pad

1 Box 142 White Envelopes 6 3/4

2 Boxes 200 Spartan Clasp Envelope

1Roll Absorbeht Gauze

2Reams White Bond Parsons Paper

12 5x8 Pads of White Ruled Paper

IRoll Twine

1Jar Hand Cleaner

1Pkg. Green Paper

2Pkg. Pink Paper

2Bottles Glue

Pkgs.2Pink Mimeo Paper

?Pkgs. .Green Mimeo Paper

1Doz. Round Typewriter Erasers

Boxes (100) 10x12 Manila Envel

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Reams Parsons White Bond

1Case White Reclamation Paper

..

1 .Case Manila 100 Letter Size

CONSUMABLES

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6 Erasers

1Box Chalk

2Boxes Paperclips

5Pkgs. 3x5 Cards

4 'Pkgs. 4x6 Cards

2 18 Rulers

24 Composition Books

25 81 x 11 Plastic Folders

3 Pads 61 x 11 Paper White

3 Boxes File Folders

1 Roll of Tape (Adhesilie)

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28 Sheets of Metal

.25 Sheets Medium 25 Fine Sand Pipe

Cloth

Coppertubing 501

6. Spools Thread

10 Sheets I x

x 18"

37 7" Extension Legs

200 Blank Credit Card Forms

6 Hacksaw Blades

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Auxiliary Equipment

MISCELLANEOUS mvIrmaa

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earo

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3 Letter Openers.

1Screwdriver

2Twelve Inch Rulers

1Blackboard Eraser

2Swingline Staplers

1 Desk Pad

1Stand Up Wastebasket

4 Murdock Headsets

3Carousel Slidetrays ($)

6Oxford Pendaflex Drawer Frames

1.1.

Sony 94-520 2-00 Caters Cable

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Argus 560 Electromatic Remote

17

Control

3Wall. Clocks

Wastebaskets

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1 Ehglish the Easy Way Manual

1 Baking BasicsTeacher's Referen e

10 Workbook Exercises in Alpha

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2 Pkgs. Office traachibryi Course Boo

15 -Books on Punctuation Exercises

15 IQ Test Booklets

1Pkg. Level II Form A

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13 Spelling Drills & Exercises

Workbooks

16 English Usage Drills &

Exercise Workbooks

16 Able Level II Form A Test Pack = -es

10 Able Level I Form A Test Packs es

Pkgs. KX126-20 Color Slides

6Full Vided Tapes

3"Full Time Employment" 100 Se

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2"Selecting a Trade" 100 Series

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1Socket

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1Allen 'drench V32

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1Pegbodrd 6 Double Loop

1Pegboard Single Double Loop

3Pegboard Clamps

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112 Bin Plastic Bolt Box

Filmstrip

1Long Cassette Tape

1Eetal Test Block

1Plastic Film Tikeup

1Study Mate

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1Perboard Pin It"

1Pencil Sharpener

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1Roll Drafting Tape

1 Sanding Board Post 3000

1Board Brush 6"

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1 60-45 degree Triangle

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8" 60 Degree Triangle

112

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1Small Bow Compass

1 Large Bow Compass

200 Dozen .j4 Pencils

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1Short Cassette Tapes

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Lineman's Pliers

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Roll Plastic Electric Tape

1001 Roll flh. sire Single St- ran

Can Soldering Paste

Roll Rosin Core Solder

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Pegboard Shelf*Frame

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1Filmstrip

1Long Cassette 'rape

1Study !ate


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YLsR 14, :973 7 : -RU JUNE 3C, l974

Pro ;act MOrdEL wilt continue to maintain a low visibility profile

during the first part of the 1973.-74 Fiscal Year until such time as all of the

Teacher-Coordinators have received an adequate exposure to the five popu-

lation types which will eventually be served. There will be, therefore, little

tontact with local news media to promote the concept of ?reject MODEL.

To adequately make aware Project MODEL's program to Receiving

Asz:ncies throughout the state, the following types of media will be used to

effizctivaly explain our program:

(1) - A sixteen millirrw;er color film documentary showing

the first year of in-service training. The film will emphasizeinteraction between MODEL's target populations, the Teacher-Coordinators, and the automated instruction programs. It willshow flexibility in program, ease in dealing with the handi-capped, and stress the mobility of the units to travel virtuallyanywhere in the cote. The "hands on" teaching techniquewill be filmed extensively so that target populations canidentify their needs with potential entry-level skills in thecommunity. The end result should excite the imagination ofthe community and promote Project MODEL's effectivenessas an innovative career development program. The film willbe approximately ten minutes in length and will be used pri-marily as an information sharing devt--..

(2) Revision of the brochure - The present MODEL brochure willbe updated and revised to more effectively present the concept,goals and philosophies of occupational education. To insurean adequate response, mailing lists will be updated to includethe names of specific individuals. This will insure receipt ofthe literature by that individual and that proper action will betaken. A self-addressed, prepaid reply card will also beincluded in the moiler so that the reader may more easilyobtain additional Information on MODEL's program. Past

experiunce nos shown that wnen the individual had ro makeo persono. :agues: overoll response was much less. AdUi-tiona: exposure to Project MODEL can be obtained by the useof a leL.er, pi-eceoinz or following the crawl; of tr.°brochure. Ing letter, written by the Pro;act Director, odci-tionaily explaining the program, will give double exposure andhelp insure an aciese.:ete response to the mailing.

(3) News Re!..cses - A low kay news release can effectively promotethe ?ro;act MODEL philosophy throughout the community. Arti-cles documenting the CO:11?.....;:on of program by various clientpopulations, will not only serve as an ego booster for thoseindividuals, but will a:so advertise their availability for employ-ment throughout the community. Additional news releases mayas u;,ad from time to time to re-emphasize Project MODEL'sp:o:,:am in selected areas with the hopes of creating new orrenewe4 interest a:Ilona ozancies that were previously unawareof 1v4ODZL's program.

(4) at:G:*.J..4 ?(Q:QC:t MODEL will continuaway posaaie to mointoin adequate community relations withany indivicuo: or agency that can put MODEL in conical withthe populations it serves.

(5) Elimination of the Low Visibility Profile - Will occur at sucha time when the Project Director determines that the Teacher--Coordinators havveceived an adequate amount of in-servicetraining with all of the special tars populations (that is,physicey and mentally handicapped, minorities and correc-tional institutions) than the low visibility profile will be liftedand MODEL will publicly announce its availability to anyqualifying agency throughout the state. The anticipated timeof this occurrence will be after the first of January, 1974.

(6) Propagation Proposals - MODEL will develop an educationprogram as it relates to each mobile unit and the five popula-tions served; i.e., 23 reports with tailored education packagesbased on previous experiences of in-service programs.

3.2 REVISED MEMORANDUM OF AGREEMENT WITH RECEIVING AGENCIES

It was concluded after many contacts with receiving agencies during

the first part of the in-service training year, that additional explanation of the

responsibilities between the agency and Project MODEL were necessary. The

following document states those revisions.

-377-

. . .

s*/ f f e, ;".,. ei . Id 40 MP 4 6.4 14,04::106.,.. ssite so A. air/ eti ett. VW. ail.: CoPsfti.0 (14.44,4 waraoe

173 C111::-MSFGAZ ST. CiiELNI.VORD, MASS. 01824 T. (6:7) 256-9551

EVV.itg.:( kt. WAhZECHA LIICZCTOk

'NV ..Ale

MEMORANDUM OF AGREEMFNIT WITH RECEIVING AGENCY

The goal of Project MODEL is to reach the unemployed in urban and rural areas,the handicappsd, the disadvantaged, and the incarcerated residents who do notgain access to tha established school environment. It is committed to helpingthese target populations gain the occupational competencies to become inde-pergiimt and self-supporting rnambers of the :UMW family.

?ro;ect MODC4. ccsnr.o: do tnis aiona. It can demonstrate the effectiveness of

Ion training for the It can justify implementation of skilled train-

in; offa:ings in any parricuiar environment and hope that such training oppor-

t.nit:es will becc,..r., ongoing and o;:ercatior.al upon Project MODEL's dop:4414re.

Its purpose Is to stimulate and prompt the initiation of occupational programs

wherever the mobile laboratory travels.

It is, therefor*, incumbent upon a local agency to recognize the need of clocal community and to apply for the program. The effort to introduce skilledtraining offerings in any environment must be the joint and mutual undertaking

of Project MODEL and the RECEIVING AGENCY. Duties and responsibilitiesdevolve upon each of the parties engaged in this common endeavor.

Joint Undertaking

Liaison - There shall be designated with the Receiving Agency and within

Project MODEL for the transaction of prompt and immediate business, adesignee with full responsibility for the conduct of the joint undertaking. In

the Receiving Agency he shall be designated as the liaison with Project MODEL.Attached to his office shall be an assistant with full responsibility in his absence.

In Project MODEL he shall be the Teacher/Coordinator on location.

Physical Maintenance

Telephone - The immediate installation for continuous and uninterrupted tele-

phone service in the mobile unit shall be available and shall be the responsi-

bility of the Receiving Agency. All costs for telephone services will be borne

-378-A SERVICE OF THE STATE DEPARTMENT OF EDUCATION DIVISION OF OCCUPATIONAL EDUCATION.

"".. 111114 MI

by the ..-Aceivirti, Wn.neve: .5 .41p0S4...)14 or would cciu$6, on

extended Ce:cy in cemrnunicerions, Project MODEL will assume the cost

for te;i=phono servico.

"" SEICV:Coa 61".4..1 bo rarada immedIcaely (walkable

Gnd snell be maintc.inud continuowly for the duration of instruction. installa-

tion of se;rvize, cc power hook-up, maintenance and disassembly epon

departure or :ha mobile unit, shall be the responsibility of the Receiving. Agency.

A service cord wii: be supplied on loon by Project MODEL in advance of the

arrival of the mobile unit.

Removal of the ;:arose cord will be pe:forrned by the Receiving Agency only at

the request or the Project MODEL Teacher/Coordinator.

If power is not installed within forty-eight hours after the arrival

of the mo'zile unit, the mobile unit will be removed and transported to its

next location.

Location - The rrioei;a unit must be accessible to trainees. The decision re-

vt# -seeding placement and :oration of the mobile unit shall be made co-jointly.Due consideration shall be given.to the visibility and accessibility. Entrance

+444 k and egress must be visible at all times by the custodial staff on duty of the

Receiving Agency.

When the population being served is physically handicapped, the space and

terrain should facilitate positioning of a thirty-foot ramp_perpendicular tothe mobile unit at either door.

A minimum space of fifteen feet shall be allowed between the mobile unit and

the closest adjoining building for free access of fire apparatus in the event of

emergency.

Instruction and Training

Process - The Director of Project MODEL shall have full responsibility regard-

intig conduct of Project Staff and all instruction which takes place within

the learning laboratories.

Duration of Stay - Project MODEL, as the educational agency, shall have full

responsibility for determining the length and the duration of the mobile unit on

location. This will be measured in terms of Protect MODEL's objectives relative

. Abp. eat . so - . . 4/046 go, ,...4 . So -oi.sA

toe totat.0

:4tructionc,; rwc,u:ra.-suira4

o ..:a ,axper:m..sraa:

S,7;lact:on - 7o better in.wre the pt0C.IWIIIS isffecrivene4s end40:JC.;11.64. 44c4.4this ?1.4:.:C; snou..%i directiy involved withCs7,11.1; selection. T12.3 Program Coordinator and iwo Teacher/Coordinatorsof :not unit IX i. por;:cIpo-te t:-.4 se:ezt:or. p.-ocess.

Alt c:ients must att ;6407.1:7:434. Cr4 a eligro:a for program within the cri-terion sot forth by legislature (PL 90-576) and :sy (SURGE) SuggestedL;;;:ization of tlesoxces a:4 Co" J.:: .74:4.3.4 Expenditwas. WheneverNcorc.s are avai:c.b:e clients, ;he Taacher/Coorciinato: or:nor un:r Sbrvir. thiit 1.7opulation sho...:d be granted occess to those existinsrice: Gs.

v.avini and Pr ' The cost o: :archer /Coordinators' salaries,.r.oving, and program supp:Ies wive; bo the responsibility of Protect MODEL.

Sr.nadula of 1nstr,:c7ion - Nomna. prosrom schedules are Lii6eCli on a six-hour

day which Include instruction, curriculum development, and placement.Since Project MODEL's op:ow:ion is basod i.pon the concept of flexibility,with approval of the D:rector, flexible schedules are allowed to meet theneeds of the population 'lotting served.

The tentative schedule of service for the program

4..0* at wsl be as follows:

Screening toA1/414.

14y-Unit Arrival Date

47Orientation toInstructional Program toDeparture Date

Attendance of Trainees - The Receiving Agency will be responsible for

daily attendance. If the Receiving Agency is not prepared to guarantee theattendance of the client in the program, then no referral should be made.

Due to limited resources and unlimited demands, when the daily attendanceis reduced by 20 percent or more for two consecutive days, the unit will bemoved and transported to its next location.

CtSi,SA

Oft

FC, i OW ':.; u Ni 74.14;.ovVCOOCC: ..1.170a WI Clak4

every possible Oi 74.17.:*t kai :a COOF00 ;Nt3 Eau Cation, On -the -Job

Training, or Job :.azutau.-.: wl-Auru ;And yr. appropriate levels of ski::

are mastu.-ed the client and upon release by the institution whereopplcdo:e. Tne kacuiving Agency, th:c...;;;i1 its liaison person, willfollow-up and provide continuous job placement upon the departure ofthe mobile laboratory dnd prograrn.

Reporting Vpon recsue.st, the Project Director will provide the appointed1:(2:3011 parson or other designate with c report of client performance, atti-turius, or behavior ware app:Icable at the co-tip:et:on of the program.

Evaluation - The ;:aisoa parSOA of tA-1 Receiving Agency will feed back:A'-';ar information or. student population to the Director of Project MODEL

through an informal critique of the program, staff and communications inaddition to cox.pleting a prepared evaAuation form.

Press Releases and Publicity

Ali press releases 241G4.1 engaged in co-jointly. No press releases shall be

released without knowledge and approval of Project MODEL.

The Receiving Agency, however, shall be responsible for the recruitment of

trainees and for job placement on completion of training. Public announce-ments and prospectus of job opportunities are encouraged. For purposes of

accuracy such publication must have the concurrence of both parties prior

to dissemination.

Security,- A joint cooperative effort will be made by both parties relative

to the physical well being of students, Project Staff, and damage protection

to Project facilities and equipment.

In the evert that imminent danger is evident or predicted, all efforts to with-

draw from that facility will be expedited immediately.

In the event that any such emergency develops to jeopardize the security of

the unit and its contents after instruction periods, or if the Teacher/Coordinator

Is absent, he should be contacted immediotoly along with the Project Director.

The Director and instructional Staff of Project MODEL encourage a thorough

inspection of the mobile unit upen its arrival, stay and departure from the

institution. This inspection shall be performed in the presence of the assigned

Teacher/Coordinator or Program Coordinator.

;Sto ;7. CO :Z. riC $7e

- cacci:pt the prirr.dry r4bponsLZ:17i n correcting QM/ versa; ism damage to ?roject MODEL equipment.

71-eis rec.onsVor '4'us c Cu:ies 4'41:44 h.:coin ace clearly unerstooa and gne.Dtwith foil cgrearan: vt c:,1 parties co:Ice:luta in the mutual effort to moat ther.aeos of the populotio.-.4 to 3a

in agreement whereof ha uciersigne6 affix their signatures to this jointendeavor.

11111111

111111

?resanted Fo: the img Agency

ki,44C7e4 CO:11Fr.671144y

Accepted in ?art (Modificationsindicated within text) Tir.e Dar;

Acceptcid as ?resented

Rejectacl Completely

Accepted in Part (Modificationsindicated within text)

Accepted as ?resented

Rejected Completely

Accepted in Part (Modificationsindicated within text)

For the Commissioner of

Tit a Date

Director, Project MO;;;EL

Div. of Occupational EducationMass. Department of Education

Date

3.3 T,4%.;...2 OF ADMINIST:ZAT:VE ACTIVITIES

Coraents of Section

This section presents the planning scheme for nine major objectives to beQtTained during tha second year of operation of the Project. The contentsare as follows:

I. Summary accounting by subs:diary account numbers.

2. Milestone chart of Objectives and Activities.

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T his section contains a synoptic picture of MODEL's projected

unit locations throuahout the Store of Massachusetts.

Each ro*Di;:t p:ugtess:on of activities is broken down by

a zant chart and a state map of intended locations.

SiOCOVA

01010

-..

It

Loco

iksi

Nui

914.

,r.w

hocd

you

'll C

aps;

.A.:

Jun:

: 22

to S

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973

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pshi

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orre

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tham

pton

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ept.

12 to

Oct

. 31,

197

3(C

orre

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tern

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sach

uset

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rca:

Nov

. 1, 1

973

to J

an. 2

4, 1

974

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lly Il

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Mas

sach

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ts II

:My/

ay H

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c.B

osto

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n. 2

5 to

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il 22

, 197

4(C

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CONNECTICUT

*4014

. THE COMMONWEALTH OF MASSACHUSETTS

DEPARTMENT OF COMMUNITY AFFAIRSBUREAUV PLANNING PROGRAMS


I

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AUTOMOTIVE UNIT

Agencies Served: 4

INCLUDES

E AND COHASSET

Z II

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DEPARTMENT OF COMMUNITY AFFAIRSBUREAVOF PLANNING PROGRAMS

CITIES, TOWNS AN D COUNTIES

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PL 90-576 (178,000)I. Disadvantaged (87,000)

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PL 90-576 (16,526)

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Part - Disadvantaged (73)

PL 90-576 (25,301)Part B - Disadvantaged (74)

* inventory Codes to Sources(4 & 5) Surplus Equipment Sources

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Four (4) MobileLaboratories$178,000

Administrative andInstruction Equipment$16,526

WeiOtlinCgaxrePr'ArSalariess, Equipment, Supplies$166,384

Total '73 Operation $360,910crating Expenses

Administrative Cost,Instructional Salaries, Supplies$166,000

lament Budget to ExpandGuidancePrograms$40,000

Curriculum Development,CAI and Salary Increases

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Total 74 Operation $231,301

Total Operating Costs for2 Years $592,211

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BIBLIOGRAPHY

I. "The Federal Register," Vol. 35, Number 91.

2. "General Laws of Education Relating to School Ctnamiftoos as ofJanuary 1, 1972," Massachusetts Association of School Committees,Inc. Boston, MA.

3. "General Laws Relating to Education," Commonwealth of Massachusetts,Boston, MA, 1970.

4. "Massachusetts State Plan for Vocational Education," State Board ofEducation, State Department of Education, Boston, MA.

5. "The Official Policy Manual of the Nashoba Valley Technical HighSchoo! District," Nashoba Valley Technical High School District Com-mittee, Westford, MA, Initial Adoption I972.

6. "Operational Handbook for Occupational Educathr," Bulletin 326,The Commonwealth of Massachusetts, Department of Education, Boston,MA.

7. "Policy and Procedures Manual," The Commonwealth of Massachusetts,Division of Occupational Education, Boston, MA.

8. "Public Law 90-576," Amendments to Vocational Education Act of1963, 90th Congress, H.R. 18366, October 16, 1968.

9. "Rules and Regulations Governing Vacation Leave, Sick Lance, Travel,Overtime, Military Leave, Court Leave, Other Leave, Charges to StatePersonnel, Accident Prevention, The Commonwealth of Massachusetts,"April I, 1971, Director of Personnel and Standardization, Boston, MA.

10. "SURGE," (Suggested Utilization of Resources and Guide for expendi-tures), Bureau of Adult, Vocational and Technical Education, U.S.Office of Education, February 1970.

11 "Contract Agreement" between Nashoba Valley Technical High SchoolDistrict Committee and Nashoba Valley Technical High SchoolTeachers Association 1972-1975.

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