ED 096 545
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.
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.
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
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
SMALL ENGINE TECHNICIAN
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
SMALL ENGINE TECHNICIAN
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 breakerpoints andcondenser.
Check rotorand distributorcap.
L
Cheek coil.
Engine fireswhen crankedstops when keyis released.
Check ballastresistant.
Check wiringcircuit.
Engine cranksbut doesn'tstart.
Check for spark.
Check breakerpoints andcondenser.
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
SUBMITTED TO ERIC DOCUMENT REPRODUCTION SERVICE.
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
4.,
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
,
.`.
.,J;1
.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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iT...
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c:
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C
t,: ;f
.ltv
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telli
c
ompeticz, tnclO
jCc
4111
10
Gri)ry
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
,.t.P. T1,
%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
Vint.
1:r
:n1
f4,1
ube
1101..c1,
XPost -7eqt,
L.
!
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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.A.P
.
RE
STC
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4114
1481
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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
B. Now that you have finished the work tasks, would you like to do this kind
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
B. Now that you have finished the work tasks, would you like to do this kind
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
EVALUATOR'S USE ONLY:
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
B. 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.)
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$1...ftt"r.o.4.1.A' I.1.0.4
....,vVNp,
dW~NOW..
rII1Iml.Idl..MIM1M1110eWMRMRNM.M..PM=MNPIPS.S. No.:
ate(s): PRAM./
A. Would you like to have a job like -tele 14.tople you just saw is the pictures?
( :Lark as "X" in tae hox that 'oast tells how you feel.)
xoamoral
Yes
Tta ERRORS =INC+...101Sr.c.r.4. 1,..e..areAtent
Cutting I Time
b,.t.7.1SwawIng Errors
[
Total Time SolderiazFiaishin,
Total Errors.....,_-
Now that you have finished the work tasks, would you like Lo do this kind
of work for a living? (::ark an "X" in the ;.ox that best tells how you feel.)
So ? O.K. Yes
Poor Satisfactory Ekcellanz)
1 2 3 4
Partici at.
EvLlutor
EVALUATOR'S USE ONLY:
Checkloints:
1. Start Timing.
2.
3.
4.
5. Finish Timing.
sixcziaGRAFLExZVALUATLO SYSTZXS
WORK ACTIVITY
atiaty or
SA1.ES CLE:\K CS)
A. Wcu.W. you like to have a jobC4ark an "X" in the box that
L. No - ?
S.S. No.:
Date(s):wIM1.11101111.1.11=111==.=1111111.111.1=Mi
like the people you just saw in the pictures?
best tells how- you feel.)
o.K. Yes
Time StartedTime 21aished
ERRORS RATING
1 Filiag: Filing:
alphabeticalNumerical
Total Time$
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
A. Previous experience in teaching
I. Handicappeda. Physicalb. Blindc. Deafd. Emotionally handicappede. Learning handicap
2. Disadvantageda. Ex-Offendersb. Spanish speakingc. Economically/Socially deprived
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
A. Previous experience in teaching
I. Handicappeda. Physicalb. Blindc. Deaf4. Emotionally handicappede. Learning handicap
2. Disadvantageda. Ex-Offendersb. Spanish speakingc. Economically/Socially deprived
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
under- graduate 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.
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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:
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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
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TOTA1 COST
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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
;I
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
I4 .. t I
I
!!
. .. - . . ' 4....., :..! ,.., .. i. t i 1
j; t3
1 I ! i
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...!......,/ 1. ,
6:',.c, S,:at:ortz-,ry :.. OF:ice Ex. ..,,,... : .
;.,,..,.....-2.---,....,..
.s.....::;...z 4.. :1::.:-::ds F.:00/unTt it, ;I.
li,1il--.....-,...
ua-6,S7 Tel.:-..shone & Taloa:cob Tote:
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;
kid b: GA )
HC; %/Cr .6 4 )
7
./vvv ko3%.J
11;3 2C,00 24C0 2700 () iC). I
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1
t
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=!.......v
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!--
.4v ."1.:NSIVN:ei ittTiatMcNt ALLOW-.4.NNLi1TIES 8. BENEFITS
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
,...,,
.; ,,,_C 1
2 Cior:cc..1 5.1ue. Cross-2,1ue Snik..1d.,I
;...I r-,. - - -.. i
. . 1ianeous Total- ,.
.
cxerctsas o ;*;
I
11
f. .
111 .7
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1 444; .14; M .
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yOR 0"01"""4..Wro
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PhyLf.callyEanQica:vect
Ok 6 S. .r
Addre.4,
Studc.nt Cart: -178-
.
J. -1/4j
1/4-em ..4 east ei4 tilti $.7.1III it 44 id e dd atari.
i. '1 .- " '1 1. I .....1 t ;1 rj ' l'i t! ,-, .- 1..., .i ../ a
1 t 1 l'', i 1- 11 1 r' A .1.....--. '' k : vi vt- 44 1"'" ''''''.0. :,\, ./iv.. . %Wk..'
tijideii a:vat *Ph sit I .2.4.0010/Ntis04 es11:1141i eta 4if*PA hosie.
17: CONCL.N16FORO ST.CtiCaLt..$470.20. MASu. 0%4324
.2b6-0551
WIL.MORANDUM r'ttOM DC.tott OF;4.1/LitLTT it. wt....2o:C.1A
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TO:
.11111117.1M. -LAU:
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fottCPA1: A ft V.PLY 1'0.4 MC TO :.'ICON AND144...TURN Wart TrUS LaiTTCit AND CANi,OrdCOPY. LAY
eFICPARC St.IGG.:STIONS FOR A HLPLY AND&to:Tut/to TO WITH NIAT4:retAl.
ANi.W4-R TeuS 4.C.TTit AND itilIZP IT IN4-4 YOUR FILC:a uUT uLP40 A COPY OF YOUR
NUPLY TO MI.: ult
ANtWC,III Trot. L.C.TT...1. AND AUCP A COPY01** IT rust Youat
14LAD. COMMC.NT, AND ULTuuto a11f --.TAAL AND GDNIYI.A.Te. faY
t AD AND St Pi.
NOTC. FOR YOUR INOORNIATION.Ili Ugh./ NOT 40 ilt4..f ti 14 4.; 40
r--: uct: NIL AisOoT MIL PuOuLLM AT YOuuL.. cONVLNILNcL
at LOAA
e $.1
2.4.10*"1 0. *
V ; N.. .
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t1.1%.,rioc iriI..,
114.tit: I wnicn
A.:a:I, 972 to .s172 calQ F:SQQ: `act July I, 1972 to
...uric 33, 1973. Me :97 4 F.SCQ YisQ: projection appears in Section 3.5 of
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
Docur.-..mtction Sri adzain:strative activities not discussedalsavine:a in Annual Ro?ort
-181-
01'testoo
!7.1
For
Fr7
3B
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l.!S
peci
al N
eeds
[talo
a M
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Pro
gram
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eriir
er
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isio
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t
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expe
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tal d
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ompr
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of 4
mob
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bora
torie
s to
test
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of V
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for
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prog
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dev
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and
cond
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Tot
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6719
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gram
Tot
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$166
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For
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Tot
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Tot
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Pro
gram
Tot
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Pro
fess
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Occ
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111.
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44.-
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-
Num
ber
111.
90,
Hir
e Pr
ojec
tD
irec
tor
1.0
1.1
1.2
1.3
1.4
1.5
2.0
2.1
2.2
2.3
2.4
2.5
2.6
3.0
3.1
3.2
3.3
3.4
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v-
Proj
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OD
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'AV
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Prog
ram
Obj
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vvav
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111n
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Stat
e D
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Tra
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list
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and
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inSt
ate
Dep
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ivis
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of O
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Rev
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pos
t con
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and
fol
low
-up
Rev
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and
sta
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Dra
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Che
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In o
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4
Est
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for
Man
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f Pr
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terv
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pros
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Sele
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Che
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Inst
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Est
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Arr
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Del
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Con
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Mob
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Mak
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chan
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i.e.
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at N
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atio
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duce
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Pro
gram
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1D18
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WIN
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S..-
1.7-
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wn
72 -
Jun
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3
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Num
ber
Pro
gram
Obj
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nd A
ctiv
ities
t.M
u:ab
aft..
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100.
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2.N
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4.0
Dev
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Crit
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4.1
Dev
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pre
limin
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broc
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info
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on p
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dis
sern
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and
co:n
mul
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4.2
Dev
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phi
loso
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a;.:
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reer
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purp
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4.3
Dev
elop
job
desc
riptio
ns fu
r 1/
C r
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ee A
nnua
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Rep
ort,
Sec
tion
2.5)
5.0
Est
ablis
h In
stru
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nal t
Man
agem
ent G
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lines
5.1
Pla
n ad
viso
ry b
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5.2
Rec
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and
sele
ct a
ste
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to r
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f the
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and
cond
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& li
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rs fo
llow
s In
Sec
tion
2.8.
1)
6.0
Rec
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and
hire
inst
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l sta
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adm
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supp
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l6.
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hire
4 te
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3B
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cer
tific
atio
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6.4
Rep
ort o
n re
crui
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t pro
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res
and
resu
lts (
see
Ann
ual
Rep
ort,
Sec
tion
2.8.
2)
A
Rio
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s
0114
II
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Ser
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7.1
7.2
7.3
8.1
8.2
8.3
9.1
Pro
gram
Obj
ectiv
es a
nd A
ctiv
ities
1141
.47 PP
41/4
1.
.e
e.
SaO
vaL
da.
^ .
4,
Set
up
and
cond
uct i
n-se
rvic
etr
aini
ng w
ith S
tu::-
of .
J.'s
on-g
oing
pro
gram
in m
obile
educ
atio
nIn
itiat
e an
d ex
pedi
te c
orre
spon
denc
ebe
twee
n W
m.
Com
mis
sion
er o
f Ed.
and
N.J
. Com
mis
sion
erof
Ed.
Coo
rdin
ate
sche
dule
ofN
.J.
mob
ile V
oc. E
d. U
nits
vtii
hM
ass.
Pro
ject
MO
DE
LE
xped
ite tr
avel
, pro
gram
itin
erar
y,sc
hedu
le a
nd e
xpen
ses
for
Mt t
each
ing
staf
f for
5 d
ays
ofin
-ser
vice
trai
ning
in N
.J.
Too
l-up
4 m
obile
uni
ts a
nd in
divi
dual
pro
gram
sof
inst
ruct
ion
Dev
elop
inst
ruct
iona
l str
ateg
y in
volv
ing
stat
e,lo
cll &
civ
icbu
sine
ss a
nd in
dust
rial a
genc
ies
1n-s
ervi
ce s
emin
ars
cond
ucte
dby
Pro
ject
Dire
ctor
to in
itiat
ecu
rric
ulum
dev
elop
men
t, tr
y an
d te
stin
stru
ctio
nal e
quip
men
t,
corr
ect m
alfu
nctio
ns,
take
inve
ntor
y an
d re
port
on
"Str
oke
dow
n"M
eet w
ith P
roje
ct C
AR
EE
R to
initi
ate
curr
icul
um in
puts
&es
tabl
ish
rapp
ort f
or s
harin
g in
form
atio
n &
expe
rienc
es
Con
duct
info
rmat
ion,
dis
sem
inat
ion
and
publ
ic r
elat
ions
Mai
ntai
n lo
w v
isib
ility
pro
file
until
offi
cial
laun
ch d
ata
ises
tabl
ishe
d. P
refe
rabl
y, th
e G
over
nor's
Con
fere
nce
on
Edu
catio
n
..&-s
ipt..
s .
cp.&
71.4
Sfl
' ..,
3144
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'72
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ctiv
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10.0
10.1
11.0
10.2
10.3
10.4
10.5
11.7
Join
t pro
gres
s re
port
with
Pro
ject
CA
RE
ER
(see
Ann
ual R
ci.v
ri,
Sect
ion
2.8.
3)D
evel
op b
roch
ure
Dev
elop
cri
teri
on f
or R
ecip
ient
Age
ncy
sele
ctio
n (s
eeSU
RG
L)f
Dev
elop
app
licat
ion
form
s an
d ap
plic
atio
n pr
oced
ures
Res
earc
h lo
gist
ics
of o
pera
ting
and
tians
port
ing
mob
ile c
lass
room
sE
stab
lish
com
mun
icat
ions
with
Sta
te A
genc
ies
in D
ept.
ofPu
blic
Saf
ety,
Dep
t. of
Ed.
, Leg
al O
ilier
, Dep
t. of
Tra
nspo
rtat
ion
Res
earc
h re
quir
emen
ts a
nd r
egul
atio
ns p
erta
inin
g $r
mth
ilesc
hool
bui
ld-u
p &
tran
spor
tatio
n th
ereo
fD
eter
min
e co
st f
acto
rs u
sing
pri
vate
or
cvam
erci
al m
over
sE
xped
ite in
sura
nce
and
vehi
cle
regi
stra
tions
Obt
ain
blan
ket p
erm
its f
rom
Dep
t. of
Tra
mpo
riat
ion
Con
duct
in-h
ousa
, in-
serv
ice
pilo
t pro
gram
with
sam
ples
of
antic
ipat
ed p
opul
atio
nsC
onta
ct a
genc
ies
repr
esen
ting
4 sa
mpl
e po
pula
tions
Sele
ct s
ampl
e pi
lot p
opul
atio
nA
rran
ge tr
ansp
orta
tion
and
feed
ing
of s
tude
nts
Con
clud
e 3
wee
k pi
lot a
nd d
iscu
ss r
esul
ts in
-hou
se w
ith s
tuff
Shar
e re
sults
of
pilo
t with
adv
isor
s an
d co
oper
atin
g ag
enci
esH
ire
cons
ulta
nts
to c
ondu
ct I
n se
rvic
e se
min
ars
to s
tren
gthe
nvo
id a
nd a
ppar
ent w
eakn
esse
s in
inst
ruct
ion
Plan
for
mob
ile in
-ser
vice
pro
gram
FY'7
21
P173
* Su
gac:
sted
tiliz
atio
n of
. Res
ourc
es a
nd G
uide
lot E
xpen
ditu
res,
Bur
eau
ofA
dult,
Voc
atio
n an
d T
echn
ical
Edu
catio
n, U
.S. M
ice
of E
duca
tion,
FkA
rt.s
ery
19 /0
.
Mon
ths
vaw
ie-w
4.e.
tri\I
-.1
Div
isio
r 1:
Occ
upat
iona
l Edo
ru
lion
Pro
grah
l:
Num
ba
Irr
ylcv
Ycc
.r-
IS73
Apr
i S
72
-- J
ur it
: 73
--
%. .
..s.
e..J
..
Pro
ject
MO
DE
L 1'
0188
73
Pro
gram
Obj
ectiv
es o
nd A
ctiv
ities
.101
4. it
,.te
. el
tr...
= r
ete
ese
-..
LA
:. .
11.1
4.1.
7 e.
, .e
ea 0
412
.0B
egin
exp
erim
enta
l mob
ile in
-ser
vice
pro
grom
to c
c..o
rdin
ate
logi
stic
s in
Iran
por
iing
units
and
del
iver
y of
inst
ru.ti
;ral
prog
ram
12.1
Sel
ect p
opul
otio
ns h
avin
g lit
tle o
r no
exp
erie
nce.
by
PM
ska
f12
.2B
egin
dis
burs
emen
t of r
eady
ant
is a
nd s
taff
for
on-s
it,in
- se
rvic
e tr
aini
ng in
cor
soct
iolis
12.3
Dep
loy
units
as
read
y (s
ee M
ilest
one
char
t of m
obile
uni
tac
tiviti
es in
Sec
tion
2.9
of A
nnua
l Rep
ort)
12.4
Dev
elop
refin
e cu
rric
ulum
to s
trit
need
s of
bein
g se
rved
12.5
Rep
ort p
rogr
ess
and
eval
uate
act
iviti
es: s
eree
ni,o
, pro
arct
ra,
staf
f, po
pula
tion
plac
emen
t, et
c.12
.6S
tatu
s re
port
on
staf
f cer
tific
atio
n12
.7E
stab
lish
prog
ram
gui
delin
es (
expe
rimen
tal p
aram
eter
s) o
nea
ch u
nit a
nd p
rogr
am12
.8D
evel
op a
nd p
rint c
ertif
icat
es o
f ach
ieve
men
t and
par
ticip
a-tio
n fo
r st
uden
t pop
ulat
ions
12.9
Con
duct
firs
t for
mal
gra
du6t
ion
for
one
com
plet
e pr
ogra
m In
corr
ectio
ns
8
13.0
Dev
elop
firs
t ope
ratio
nal y
ear
sche
dule
to te
st p
rogr
am p
arom
ete;
;13
.1P
rint b
roch
ure
appl
icat
ions
13.2
Dev
elop
mai
ling
list
13.3
Mai
l bro
chtfr
es (
1700
)13
.4R
ecei
ve r
eque
sts
for
and
com
ply
to w
ith a
pplic
atio
ns13
.5E
stab
lish
dead
line
for
rece
ivin
g ap
plic
atio
as
.r.
ee
Tee
.'
IF
Y'/3
1.1
-
Div
isio
r I:
Pr
(Nor
ma:
Nut
aber
a.
Mi l
i ;to
rs.,
;
)(co
s ic
i:3A
i.: if
72
- Ju
:r:
Or
..-d
ribLi
a'D
Ma.
..,-
MO
Pa.
a-
Occ
uela
tiona
l Edu
catio
nM
P.O
tt.aa
.,,A
kira
.. a
a.4
1011
..aa
Pro
ject
MO
DE
LgD
1887
3a
. 4.
atA
O.
agor
aea
ray,
...4
+..s
-.
4 ,
Pro
gram
Obl
ectiv
cs a
nd A
ctiv
ities
..:...
arr.
ad,
.W
W1
111,
...
13.6
Fol
low
-up
indi
vidu
al r
espo
nses
13,7
Dec
ode,
tabu
late
and
sco
re;a
pplic
atio
n:13
.8E
stab
liA fi
rst y
ear
itine
rary
13.9
Not
ify in
stitu
tions
and
age
ncie
s of
(mai
ds
13.1
0E
stab
lish
liais
on a
nd c
onta
ct w
ith fi
rst 4
rece
ivin
g oj
e ra
cks.
13.1
1M
ake
read
y al
l sup
port
ser
vice
s an
dco
oper
atin
g tig
er, s
ic=
s
13.1
2B
egin
FY
'74
oper
atio
nal y
ear
11.0
Pre
pare
Ann
ual R
epor
ts
14.1
Gat
her
data
14.2
Pro
pose
pio
n fo
r fo
llow
ing
oper
atio
nal y
ear
14.3
Dev
elop
bud
get
14.4
Dev
ise
time
fram
e14
.5S
ubm
it in
com
plet
e fo
rm to
Div
isio
nof
Occ
ueat
ion
Edu
catio
nan
d LE
A S
uper
inte
nden
t Dire
ctor
14.6
Rev
ise
and
cond
ense
for
popu
lar
vers
ion
14.7
Prin
t and
dis
sem
inat
e
I . .)co to, . Al 4.
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-
....a ie.:. . ...* tf. Q ;67,
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:
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M.. FAN.? R. Gonzciesz.t.azoang:
/yr. Thomas LaficnatisR.;04/* V1.4.47 G. ?rice
Cet:erner
%**8#41.
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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
:avyrnZnc.
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Abr.:101.j C; 4...; .^6 ...t; Ca rec..
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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:
. .
a ;,Z.:.; . ;4:0 .OW 4. te"Al'a* MOJi *43 .4:1JS Cita OXpite44:114:
.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
a. .4r 4;...4. 44 &tr. Q.*. IV: t"6%4. / b. so tali we W. We 11.0 .* I s Yr 90,
c..: r '40 *c. Nef -"_.. :1( VII _ iaur A...
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
id I am*. , grim 11%. LP *0 I IMO* 110 0.11: w.m.;
et 1.1 . C a. . . I .
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. . re A %..6).7.A1 .... Vs' %.:1V 70 is Ail*) CA
41. Ai,. *v. AI .4.*;17.7. rt) ***%*4 .0 ** %a a u.*Aa tAistrt 40CClo avecra Thil
of w:-.:cn wi:.
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d AO 43:,' .n.o.meo C. 77414 At7. /41utter. OS: 4
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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VERMONT
V M.
pkw HAMPSINI,
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CONNECTICUT
THE COMMONWEALTH OF MASSACHUSETTS
DEPARTMENT OF COMMUNITY AFFAIRSBUREAU'Or PLANNING PROGRAMS
CITIES, TOWNS AND COUNTIES
lasameseseutSCALE IN MILES
VO
NOTt NonroutBROOM.,
ISL
V INCLUDE.
CONSSE,
HAMPSNI RS4*
ft%
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.*
READING DIAGNOSIS
AND
EVALUATION UNIT
Agencies Served: 4
wog
ISLAND
rINCLUDES
CIIINASsiT
-, 00,01. , eheceamts
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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
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014.14 /V 6/0 :e Se
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6,01 %Os .1:00 ;11.014 CO:a: ?4:
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.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
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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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:.;?:.,,,.::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 )
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dalir.quent youth
eri 0....e h
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youtn
7 ... Is / . 42; 4. .76041
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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
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to
PATIN IIAMt::11 111 E; ti :;p:n
1 V.*0401,10N7
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JUNE 28, 1973
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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.
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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.
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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
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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
tivie
ct .M
OU
LLB
UD
GE
T A
CC
OU
NT
ING
Per
iod
from
Jul
y 19
72 to
Jun
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73
Sup
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sA
dm.
Inst
.&
Tex
ts
No.
Acc
ount
1000
2000
2400
02 S
alar
ies
03 S
ervi
ces
Non
-Em
ploy
ees
06 H
ouse
keep
ing
Sup
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s
08 H
eat &
Oth
er P
lant
Ope
ratio
n
10 T
rave
l
II A
dver
tisin
g &
Prin
ting
12 M
aint
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ce &
Rep
airs
13 S
peci
al S
uppl
ies
& E
xpen
ses
14 O
ffice
& A
dmin
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atio
n
15 E
quip
men
t
16 R
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ls
20 P
ensi
on &
Ben
efits
Exp
ende
d to
Dat
e
Bud
gete
d (w
ith a
utho
rized
Cha
nges
)
38,4
2834
,396
6,76
42,
840
600
200
4,10
55,
022
1,84
723
9
4079
0
340
975
13,3
4145
7
933,
116
357
1,28
21,
110
---
67,1
9749
,145
67,1
9749
,145
14
551
1,88
6
553
3,00
4
3,00
4
Bal
ance
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-0-
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Dis
adva
ntag
ed!I
f1`
.
Yea
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Jun
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, 197
3
Pla
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ent
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er70
00 (
0)E
quip
men
t70
00 (
E)
TO
TA
L
72,8
24
9,60
4
800
840
1,59
011
,557
2,10
0
5458
12,
016
2,08
238
05,
663
3,38
115
217
,884
5,95
129
,113
38, 2
73
2,91
43,
271
2,39
2e
-0-
15,2
2231
,816
166,
384
-0-
15,2
2231
,816
166,
384
-0-
-0-
-0-
.-0
-
.cco
unt
1000
2000
2400
7000
(0)
7000
(E
)
Cat
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Ope
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vant
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Fun
ds -
Yea
r E
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uno
I), 1
973
byA
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umbe
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sa.P
IWIM
MIg
aftia
wm
as,
Ope
ratio
nal -
$82
, ;9
= 4
9.5%
Inst
ruct
iona
l - $
83,9
65 =
50.
5%
Inst
ruct
ion
- 20
00
$49,
145
- 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 B Disadvantaged
PL 90-576Part IO2.BDischivantaged
PL 90-576Part B Disadvantaged
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
For operational and FY '74To be expended prior to6/30/74 - $166,000
For operational and FY '74To be expended prior to6/30/75 - $25,301
-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.
-
.
One Seater Blue Chair
.00049
None
28,00
1None
5Like Nvw
.
.
ppa
:P
IISIS
II.
i^'
Ile
1 Id
-
.
..
.
One Seater Blue Chair
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
Unit # and Description
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
Five Drawer File Cabinet
with Lock
Green
Q009
...is
nme
4.,-
5Q .p0
$kg
moue)
T..
Like
Like
Mow
--
Five Drawer File Cabinet
Lock
Green
--
...with
Five Drawer File. Cabinet
without Lock -- Blac
00071
None
181.12
1021
New
Five Drawer File Cabinet
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
Unit # and Description
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
OR
! A
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EN
DU
M
TE
AC
HE
R A
IDS
---n
igru
suar
erro
r"P
RO
IRT
ME
-117
"'.
it
1.
ate
Vol
ume
I &
II
The
Sev
enth
Sien
tal M
easu
rem
ents
Yea
rboo
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Voc
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in C
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Shou
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ndin
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urce
Condit
''Disposit ou
.&
Rem
arks
..
4.
.
Har
ley
Dav
id:
-
En
ine
M65
0010
075
2122
50.5
0N
one
1N
ew
PM.
.
Gro
wle
r T
este
r .
0010
123
559
0010
0N
one
1N
ew
PM.
Star
ter
Mot
or00
102
4102
C00
100
Non
e1
New
P14
Ben
ch V
ise
175
.
0010
3N
one
0010
0N
one
1N
ew
.PM
IgPo
wer
Ann
--
0010
4N
one
0010
0N
one
1N
ew
ItPM
--
Sunu
ori B
rack
et00
105
Non
e00
100
Non
e1
New
Mar
k 9
Slid
e/ S
ound
..
BC
Pro
ject
or00
106
1175
612
00.0
0N
one
1N
ew
1124
PM
Saw
yert
si M
irar
reen
0010
705
000
106
Non
e1
New
PM'.
..
.E
ngin
e--13B --92
Oral & Roberts
0010g
None
00100
None
1N
ew
..PM
..
Pow
er A
rm00
10N
one
0010
0N
one
1N
ew..
PSI
'.
Mou
ntin
g B
rack
et00110
None
None
1Ne14
Kark 9 Slide /Sound
I'
00111
11770
1200.00
None
1New
.
----.1.11C'F212212E.-.......-
111
i
PROJECT MODEL
INVENTORY Ll SiT
71015Automotive Unit Desc
pt
NIk
oIN
O
Item
&Model
#
.
4
A DProjec
Model
#
Serial
#Cost
P.O. 'Funding
#Source
Condit.
Disposition
.&
Remarks
....&..
PM
Torque Wrench
00113
11127
00100
None
1New
...ad
mIM
Oor
naI%
.....
....
a...
PM
.
Icni
tion
Analyzer
0011
.2
00100
None
1N
e
Lawn Bo DLO8Envine
0011
6 8
22 0.00None
1New
Lawn Boy D408 Engine
00116
5847
635
PM
00115
None
New
.5847
PM
mawn B.
IL..08 Enrine
0011
6.8
0011
None
1New
.A
NIM
INO
. .
5847
PM
Lawn Bo D408 Far n-
00118
6 7
0011
None
1New
6012
PM
.
.
Lawn Bgy DLO8 Enmitie
00119
001
00115
None
1N
C218
BriggaStratton 3 HP Digin.,
00120
946
2250.00None
1New
--....................
C737
PM
.
Pry fm&Stratto
Pt-ine
00121
000120
None
1New
..
C250
PM
rirr
rsP:
Stra
ton
3HP
ine
00122
88
00120No ne
1.N
ew.8
400.
C250
PM
...-7,r Witratton
P En The
0012
608
00120
one
_...........
C218
PM
"wir
trrn
slSt
iine
0032h
600120
mme
1New
.............*........m.....
....
C21
8Pill
..,
...Tr,
-..?
.ri
ll 7
KC
Pn
f"-
1 )"
i es
I`
-,+
-
PRO
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T M
OD
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INVENTORY LIST
.
71015 --Automotive Unit
OfirririErgaari:iion
.1es
tP*0
5D/20,
ate
Item
& M
odel
#fl
tPr
ojec
t,Pr
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t,Se
rial
Cos
tP.
O:
Soudrinceg
Con
dit
Dispoiniou
.&
Remarks
T ecumseh 3.411, Engine
00126
1334A
00100
101
None
.
::ark 9 Slide/Sound
Projector
00127
11768
1200.00None
..
Eark 9 Slide/sound
Pro ector
00128
11750
1200.
None
Kart 9 Slide/Sound
Pro ector
00129
11748
1200.00None
11111
New
. ..............................
:,:ivek 9 Slide /Sound
5?rojector
00130
11779
1200 itNone
:ark
9Sl
ide/
Soun
dPro ector
.
00131
e
11774
1200.0'
None
New
.
.!.ark 9 Slide/Sound
Pro ector
00132
11767
1200."
None
1New
.
EArk 9 Slide /Sound
Projector
I00133
11782
1200.#4
.
None
New
.
......
Earle 9 Slide/Sound
Projector
S7forlsylicrascreen
S:iw
yert
sMicrascreen
I00134
11764
1200.
None
New
.
a...m
m.0
mM
00135.
None
PM
00127
None
New
.
.
....................
0013
6.N
one
PM 0012
8N
one
1N
ew
-.1.
y.9r
.t....
P..7
1.-;
cITscreen
L00137
None
PM 00129
11
ero
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11
None
3 1
New
..:.
...
..
1 'N
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, .
,%
ie...
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Dis
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&Remarks
§aw
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;1
aras
dree
n00
1N
one
PM 001
1N
one
1N
ew
Mic
rasc
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I00
140
Non
e
None
rSaw
yer's
0013
2
014133
Non
e
......
......
......
......
Saw
yer's
Mic
rasc
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I
...r..
00141
None
1N
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Saw
yer's
Mic
rasc
rden
0014
2N
one
PM 0013
4N
one
1N
ew.
-
oShe
tland
Sw
eepe
r V
acuu
m00
143
Non
e43
.5 I
Non
eN
one
New
DO
NA
TE
D
IPen
a A
ll B
C 2
3/4
Fire
Ext
in. i
sher
14.
. 20
00144
None
12.5o
None
...-
Nee
ds R
echa
rgin
g
Dad
coBu .lar Alarm
100
145
Non
e50
.N
one
1N
ew
Dad
co B
urgl
ar A
larm
0014
6N
one
50#4
Non
e1
New
.
Polaroid Colorpack III
00147
None
93
New
......
......
......
....
.
Am
pex
Mic
ro C
artr
idge
AV
VF.
ISt
ereo
8,7
R00
148
2100 31
924
.2.0
1N
one
1N
ew
10.~
1111
1011
10.1
.
......
......
......
...
.Joh
nson
& J
ohns
on. F
irst
Ai,
0014
9N
one
15.4
Non
e1
Nev
i
Car
d....
......
...:
Tim
e C
lock
Hol
der
......
......
......
0015
0.
..8
Non
e8.
0 +
'10
433
New
.1 .
- m
t. cv
: ....
O.
nrn
clC
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161
A.
1nt.
'Aq
......
......
PRO
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LIS
T
71015Automotive -Unit
tan Descriptionon
Date
Item & Model #
AProject
*Model
#
Serial
#
...,,______,........_....
Cost
P.O.
P.0;
#Funding
Source
Condit
isposfirai----
&Remarks
.....
Sony AV3650 Video Tape
Recorder
001 2
1.10
$'
le
None
l,.
Like
N-w
Sony AVC 3210 Video
Camera
00153
22611
800.0/
None
4Like
t1-w
-
Sony Electronic View-
finder AVF 3200
00154
56592
800.0*
None
4Like N-w
Sony F16 64 mm Zoom
Lens
00155
2252
94
190.so
None.
4Like N-w
.
.
..
Sony VCT -2A Triood
00156
61217
49 e.
None
4Like lk.-w
...M
o.&
Remote
.
Sony Channel 4RF Unit
III
0015
745572
45.0'
None
4Like
................
Colortron Floodlight
108=00 with Holder
International ST 16E4
Pro actor and Lens
IIII
0015
8
00159
None
25503
'
15.2
600.'
None
None
4 1
Like
New
If
Sankor Zoom Converter
00160
None
65.6
1None
4Like
'
Dukane Cassette I4icromatic
Slide Sound Pro factor 28N
00161
81401
. 220.5.
None
1New
'
.
........-1.........
.........
489/0EopenturyOverhead
...'_obile -Equipment Carrier
00162
944.6
138.'4
None
1Ned'
00163
None
76.24
None
1New
........____________.........._
...
...
.E493
...
I.
411A
. imai
e
-PR
OJE
CT
MO
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71015Automotive Unit
Uni
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eara
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120
.
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r
Item
& M
odel
#p.P'
Project
Mod
ell
#
Q.riai
'#e`
'
Cos
tP.O:
#di ng
Source
Con
dit
DisposDisposition
.&
Remarks
Black Two Drawer File
Cabinet
Kodak godel AF2 with F3.5
Lens Carousel Projector
00165
00166
None
40.0G 1099
17k.41
None
3New
New
.
.M.W
M.a
M.a
..1.
, ana
ar.a
.a. .
.0 r
aa Y
am.
.
'
_. a
.
1769
708
Pana
soni
cPencil Sharpener
00167
00096
15
None
New
_________...........
.0=
VP
......
......
......
......
....
..-...
......
.....
......
.Coxco Slide/Sound Projecto
w. Remote gicroDhcine
00 6
1201
L.
ii,
-14
1111111
Sun Scope SS87
.
iarnostic Scope
631A4
ipso
014.
......
.40.
.;I
; i Operatin. !Ilene :oa..0
Auto wine Testin. Board
e 00171
None
c.o.
..
PM00170
None
111111111111
Auto Engine Testing Board
00172
None
PM00170
None
111111111111
....
Auto EnFine Testing Board
.-0017
None
PM
00170
None
New
.
Auto Enfdne Testine Board'
001
None
PM
00170
None
1New
Auto En ine Test%
,Board
001
5None
PM 0017
0None
1N
evi
......
..11-
Ism
... 0
..011
..
Auto Frir:ine TqrtInP Board
00176
'
Hone
Phi
00170
None
New
.....n
m.o
. e.
.. .
. . .
1PP
liera
,,
PROJECT MODEL
INVENTORY LIST
71015Automotive Unit
Unit # and Descilption
1.11
1111
1.41
1.1i
1I00
.5420
at47
.
Item & Model I
Et
Project`
1:1W
Serial
Cost
P.O.
ding
Source
Condit
.
Dispoinii:-in
&Remarks
Auto Engine Testing Board
I I I
00178
None
P1,11
00170
PM
00170
None
None
.
1 1
New
New
.
............................____
... ,.
.,
Auto Engine Testing Board
Auto Engine Tes
J'
;Wks.
Auto I
ition l.1.
_; o :
.
Auto Ignition Virin Board
00179
OA"
I 00182
None' -
None
PM
..V.
PM
1111
PM
00170
Ia
T 9
1
None
L. .
01
.A
NA
fra
%
1
4:..q
New
:P.
1..
......
...m
......
......
ON
sw.w
.
......
Auto Iinition WirPig Board,
00183
None
PM
00170
None
1New
Auto I
ition
irin. Board
00184
None
PM
00170
None
Auto IFnition Mirin, Board
Auto ImilissOlrine Board
I I
00185
None
14
00170
None
New
00186
None
PM
00170
None
1New
..
1.0.
.
0018/
None
PM
003.70
None
1New
.
Auto 1
ition Virin Board
Auto
ition Virin. Board
00188
None,
FM00170
None
1Nevi
..
.............................
.
.IN
IN. .
4..a
..A
A.
IN.
,,I.itoIII;nitioN rim
Board
0018
None
PM
00170
Hone
1New
.Pt
i..
.
9fee
itif4
104/
444.
4
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7101
5Aut
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&R
emar
ks
.....
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Aut
omot
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Igni
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Boa
rdI
0019
1N
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PI4
0017
0N
one
1N
ew...
......
....-
-....
......
......
......
......
.....
Aut
o Ig
nitio
n W
irin
g B
oard
III
I III
I I
0019
2
001
001
001
001.
6
Non
ePM 00
170
Non
e1
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.IA
A14
1br
44: a
. a
uto
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ii_
n B
oard
;t1 ti
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. Boa
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o"i
i__
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uto
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Wir
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ePM 00
170
Non
eN
ew...
......
......
..
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ePM 40
1N
one
New
.
.
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e
Non
e
PI4
0017
0PM 00
170
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e
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e
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ew
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0019
?N
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ritt
0017
0N
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lN
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tI
Ioi
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I P'
Oa
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AtI
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e
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.
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Mon
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an 1
920
III00
1 8
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0060
0
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ePI
400
170
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e1
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Non
ePM oc
azo
Non
eN
ew.
.
Zon
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].0
Non
e1
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____
so,.
0060
2
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e50
.15
Non
e3.
Nev
i'
......
.....
1570
427
0.00
Non
e4
Lik
e I
ew...
......
..
....e
..."
......
.4PI ek
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e:.
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- -
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....
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*i'
At
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P.O.
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Condit
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Disposition
&Remarks
. .1.
1110
..
::obile Tripod
111
111
00604
11111
None
45.00
None
4Like tow
''
.
New
=11
......
.....M
i.m.M
INN
...........................
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NW
.. ...
I..
.1.
I
Sincer Gravflex Stuovi at-
8°137
..
......1.......JUnt
1Sinrer/Grayflex Studymate
00606
S008011
77.76
None
sinayaluriox Studymate
00607
500855
77.78
None
1
'Sinner Gra flex Stud' ate
00608
500774
77.78
None
1New
..................................
....
............
Singer GravflexStud ate
00609
S00817
77.78
None
1New
Singer Gravflex Studvmate
00610
506760
77. 8
None
1
.
New
...._........._
Singer / GravflexStudvmate
00611
S00734
7 .78
None
1New
.
Sinr.er/Gravflek Studvmate
-00612
S00836
77.78
None
1
.
New_
.
SI-rifrer/Gravflox Studvmate
006f
5008
58
None
1New
1..s
...b.
s..1
10.-
................ _
Sinrcr/Gravflex StudvmateIII
IIIII
00614
SOO ,41;'
7 .78
None
1New
41..;.rr criGravfl ex Stud nate
006
500762
nag Won e
1A
.Now
....._...........
, 4.
,^t
wo
rtr"
.tr
teV
1'ti
......
17
ST ..
9..
PROJECT
MO
DE
LINVENTORY LIST
71015Automotive Unit
Item & Model. #
0.
c4
Project
Model
6,..,,4 ,,i
"Air"
Cost
P.0;
#randing
Source
Condit
Disposii1E1
&Remarks
.
Sinrer Gravflex Studmate
0061
S007744
$ 77.7'
None
New
.
...............---................__
4...
Singer/Grayflex Studymate
00618
SOOses
77.7
None
1N
ew
PM
Ampex Stereo Speaker
00619
None
00148
None
1New
........_............................
P141
.
Am.ex Stereo Speaker
-00620
None
00148
None
1New
Training With the Pros
PM
2M
eter
8:Lead
00621
7533
00170
None
1New
.M14
110.
...
.,Thlt
Training with the Pros
PM
Volt peter & Lead
0062
251
2500
170
Non
e1
New
......
.-...
._.
Training with the Pros
P14
Vol
tte
r &
ead
00623
7530
00170
None
1New
Training with the Pros
Vol
.- e
/1..
e.d
00624
5123
PM00170
None
1New
Training with the Pros
,
A.,BallfatztxJdeasj
00625
7529
PM00170
Vone
New
.
Volt eter & Lead
PR
ICi 0
t1
it*00626
7784
00170
None
New
...................
_
Training with the Pros
III
PM
.cpruj
00627
5005
00170
None
1N
evis
..............
0. I
iMm
0.4.
.1...
. ./.0
Vol
Training with the Pros
PM
AsAllasdarfratad__
00628
7516
00170
None
1New
....,______........_____.
.
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PR
sere
nba.
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.
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7101
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Date
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odel
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el#'#'
Cos
tP.
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-----76IspositiE-----
Rem
arks
Tra
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ith th
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olt M
eter
0063
047
35P1
400
170
Non
e1
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Fast
For
war
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Rew
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.
006 1
None
$89.50
1068
3New
.
Mem -0-Tronic
Tachometer
006 2
2255T
PM00170
None
1New
TR
/SIT
Dre
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lmes
ser
006
Non
ePM 00
170
Non
e1
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.........._
.
Service Eouirment Cart
00634
None
78.80
None
1'New
4
. ....
.
nlve
rsa
la li
'1gi
ne.
00635
0063
6
None
400170
None
1New
41.1
0....
.....
Tes
t Sta
ndCOmpression Gauge 300 lbs.
302
Non
e8.
9010
333
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Gau
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bs. 3
0300
637
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e4.
0810
333
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1972
302
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d21
100
6 8
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C08
2000
.00
6None
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.
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tem
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-On
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l Set
a00
639
24.:.
3PI 00
170
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e1
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.
.
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00640
2651
400170
None
1New.
.
......
......
..
.
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rim
/woo
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abin
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641
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e27
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105
3ne
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__-.................
,...
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....
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......
......
......
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7101
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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
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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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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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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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68.00
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.
68.0
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Teacher Ads
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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
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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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Man
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SET-43M-A08
Using Troubleshooting Charts
ET-UPS-WI
Tecumseh Engine Disassembly
SET-U3WS-A10
Tecumseh Engine Clean & Inspect
SET-U3WS-All
Tecumseh Engine Assembly:
SETI--U3WS-Al2
OM Engine Disassembly
SET-U3NS-A13
O&R Engine Clean & Inspect
SET-O3:1S-A14
OA
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Harley Davidson Engine Clean &
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SET-U3WS-A17
Harley Davidson Engine Assembly
SET-U3S-A18
Disassembly
SET-U1WS-A10
Clean & Inspect Major Components
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SET-U1WS-Al2
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Theory
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Assembly
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cower Head Group
SET-U1WS-A08
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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
396.0911) 2017 1 1 Combluatioa Wrench I/4" 0=0 1 1Mom:sing Pocket (T. H.D.) 2026 1 1 Combinatioe Wreath&wort Set (UX) 2s27 I 5)16" 02X100 1 1
Bomb Vise 2161 1 A Combia.titio Wave'Viso JayaC.pecrow H.H. 1/4" .
2162 1 1.
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24 NC x I" 2125 6 .1 3 3/3" OEX-1110 1 1O-iiscrew U.S.. 1A - Combust** Womb
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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
INtPECTION TOOLSDeep Socket 8/4"spark Plug Sorest
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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ENGINES AND ASSEM8L1ES
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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
011 Can 06A 1 1S.'"CIAL TOOLS
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
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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
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Items Supplied . 1 .
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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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If vf.ii ccsi
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
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 11/82"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
HOLDING FIXTURESPower ArmMounting BracketSub Base
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
;
_1kf
lL
" '
......
......
......
......
.
-.
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
Black Typewriter Chair
00308
None
29. ;.
None
1'
.
New
.
.
-
iiii,
orL
Si!
i,*I
s-
.:.6.41A"
1;l
.
.
Black Typewriter Chair
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
Infe
.1
aim
:
eare
oPri
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
Black Typewriter Chair
0031
3
00314
00 1
Non
e.
None
None
29*
t
29.8.
2* 8.
T Nona
vt
A -
.
...".
......
..
Black Typewriter Chair
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
--
7P3/
73Given to Div. Oce.
;ducat
Remington Standard
"--,killf3--Gord'er
00 20
M78
1'
6to
'
,.
Rem
ingt
on S
tand
ard
ewriter and Cover
Remington Standard
Typewriter and Cover
.
.
e I
.
0032g,
M76
1 0
)169
5795
..
IA
-
IiII
MII
I.a '11*
1I
.f :
11W
/3.
liven to Div. Occ. v
.
.
!:cmington Standard
Typewriter and Cover
00323
M763
777
li
U C
ning
ton
'Sta
ndar
dTnszatzmitnitamsr
00324
M76
1667
225,
00iole
..
:..,
,.
7/20
/73
--Iv
en to
Di-
v. O
cc. r
.d.
7/2n
/73
4 V
1,
!ni
llne
e!1.
eitl
eT.
lingt
on S
tand
ard
.,..
...
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
Typewriter and Cover
00326
562
$225.00
None
New
.
Remington Standard
781
..
Typewriter and Cover
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
Hitachi Cassette Player
00334
381D
29.95
None
New
..
Hitachi Cassette Player
0°3"
00335
48294
2770
29.95
None
1New
.
48293
Hitachi Cassette Player
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
---
Hitachi Cassette Player
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.
rid-
yr, e
sI
Like
.
t
..
.
1101
. 1,04
,
PROJECT MODEL
INVENTORY
LIST
71016Business Education Unit
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
-
Singer Grayflex GK323076
Aud
..
goo
-lit:
:t
i..-
-
_tud .a
Singer Grayflex GK.323076
?.
Singer Grayflex GK323076
) 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
1'
New
.
.npp
e. Conit oning
ouch
"ynInt! Coll.mr;AblIg4ZT.T.4-c;-)
rinIfIr
vrInp
19 nt
rone
1_
now
.
saig
iorf
tbut
t
PROJECT MODEL
INVENTORY LIST
71016Business Education Unit
Unit if and Description
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
Applied Conditioning Typing
Cour e Phase I-- esson
00 6
None
10.32
None
New
.
Applied Conditioning Typing
,ou se 'ha e I-Aesso
00
None
10. 2
None
1New
Applied ConditioningTyping
00
None
10,22,
None
1New
o_
aesson
Applied Conditioning Typing
00
2None
10. 2
None
1New
.
.
a
Applied Conditioning Typing
SOr
one
10. 2
None
1New
;-
:-
!I f
Applied Conditioning Typing
a11
'+on
e10
.2None
1
.
,
Applied Conditioning Typing
;T
None
1New
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:
_fAf
Oxilled Conditioning Typi
Lt
ii,
84r C
OPY
PROJECT MODEL
INVENTORY
LIST
71016- -Business Education Unit
Unit # and Description
31
ate
Item & Model #
a P.Project
Model
"`
Cost
P.O.
#Funding
Source
Condit
Disposition
&Remarks
Applied Conditioning Touch
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
71016--Business Education Unit
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
r. ,1
Use
ortran VITO-Lite 10
...
.,t :
JLike
A1.
,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
Ampex Stereo Speaker
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
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iewriter
0081
2 0.4
I11
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Paula has number for Oliv
?Fou
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raw
er P
ileCabinet Green
00816
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le,...
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PROJECT MODEL
INVENTORY LIST
7101
6--Business Education Unit
n t
an D
escr
iptio
n
Item & Model ,
ti' c P
PmiectN
Model.
#Serial
Cost
P.O.
#r
' ding
Source
'Condit
Disposition
&Remarks
Kodak Ektagraphic Slide
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ecto
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00 8191398
76820
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Ro -1 560 Elec.
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00820
13985
6 96
485.00
None
5Like
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writer
00821
13995
1768
485.00
Non
e5
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,
0, 1
60 -
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c.A
.w
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rI
0082
21673985
90
485.00
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7_
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0082
13990
856
485.00
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5Like
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Ro =1
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0082
13995.
42
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613985
6801
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..
..
..
..
..
.
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..
8470OPY4V411481.E
-P.R OJECT 14
.INVENTORY Al) D E N.D
14
Consumables
IINIII
IMO
MO
ITIIW
ICrij
o6C
IEX
peic
iar.
..11.
1111
1111
411W
P
`nolkcY1WWW-f-- -
1 Box FileTolders
6 Doz. Pencils
10 Typewriter Ribbons
12 Typewriter Type Cleaner
1 Box Typewriter Erasers
2 Typewriter Cleaning Kits-
2 Boxes Paper Clips
7Boxes Binder Covers1Plastic)
4 Reams of Colored Paper
1 Box Thermal Copy Paper
11 Scotch Tape
Dis
pens
er w
/tap
ec.2,3 Boxes Hecto Masters
if-1 Box Thermal Perforated Labels
'1 PasteUp LayOut Pad
2 Boxes Spirit Masters
8 Bottles Correction Stencil Fluid
22 Gestifac Stencils
24 Typing Plates for Stencils
1 Pkg. Infrared Stencil Masters
4 Boxes Stencils
1 Box Staples
4 Boxes Duplicating Paper
3 Boxes Mimeograph Paper
17 Tubes Black Mimeograph,Ink
11 Cans Duplicating Fluid'
1 Box IBM Cards
2 Boxes GestifileStencil Folders
1 Box Gestifile File Hangers
2 T
ypew
rite
r B
rush
esPk
gs. I
ndex
Car
dsTape Dispenser
'n,
11qr
.," t
Tn
neb
6.
1 Type Cleaner
.1 Gestetner Cleaning Pad
. Royal Electric Black Ribbon
2 Typewriter Eraseis
1 Blank Royal Ribbon Spool
1 Gestetner Stencil
4 Gestetner Stencil Pens
5 Typewriter Key Cleaners
4 Reams Parsons Greem Mimeo
7 Reams Parsons Pink Bond
6 Adding Rolls
2 Boxes 10x12 Spartan Clasp Env.
1 Case Manila File Folders
-
2 Cases White ReclamationMimeo
2 Cases Blue Reclamation Mimeo
.1 Case Pink Reclamation Mimeo
1 Case Green Reclamation Mdmio
1 File. Box
..
7 Black Typewriter Ribbons
13 Gestetner Stencils (Boxes)
6 Star Type Cleaner (Box)
1 Bottle
Blu
e M
imeo
grap
hCor, Flui
1 Pkg. Empty Typewriter Spools
2Boxes Round Erasers
.
1 Ream Blue Reclamation Mimeo Pape
.B
ox M
anila
Filing Folders
1 Alpha Stencil for Gestetner
1 Gestetner Silk Screen
3 Gestetner Cleaning Pads
15 Gestetner Tubes of Black Ink
l Black Felt Stamp Pad
1Onstetnetr Stencil Traeinr Pnrtfn
7 1 0 1 6
'111
0RE
1MIT
T"'
Auxiliary Equipment
pROJ E.0 T.M.O
..IN
VE
NT
OR
Y A
DD
.EN
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M
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sum
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sra
g D
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-
6 Reams Parsons Bond Green
1 Ream Parsons Bond Canary
9 Bottle Blue Gestetner Cor. Fluid
1 Desk Pad
2 Bottles Glue
1 Doz. Pencils
2 Reams White Reclamation Mimeo.
1 Box Oxford Rol-Lables
5 Vehus Typewriter Erasers
2 Tubes Red Gestetner Ink
.12 Remington Black Typewriter Ribbons
(.6.4. Case Parsons Canary Bond
/44 Pkgs. Green Construction Paper
' 1
'Ty
on H
air
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sh12 Pads 5 x
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Pa
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e
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e
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1011
1
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11JK
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bEhD
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Miscellaneous Equipment
ITERMSUMPTIOR
Aux
iliar
y E
quip
men
t1 Swingline Stapler
1 Screwdriver
2 Letteropeners
3 12NRuler
1 Olivetti Typewriter (Portable)
1 20,000 Words Book
1 Webster's Dictionary
2 B.O.S. Print-Outs
.
1 Scissors
3 Staple Removers
1 Stylus
193 Sets Ear Tips
ksw 1 Timer;
.
13 Ashtrays.
3 Wastebaskets
1 Connector Cabld
2 GE Wall Clocks
13 Earphones
1 Slide Tray for Coxco Slide
Sound.Projector
11 AC Adapters for Cassette Playe
1 Pencil Sharpener
4 1 Hr. Video Tapes
2 1
Hr.
Used Tapes
3 Empty Video Take-Up Reels
2EKG Projection Lamps
1 Carousel Projector Case
1 Twelve Slot Cartridge Tray
Small Automated Instruction
Rear Screen Text Panel
.
X-Acto Knives.
nr-0-= 7414 (TnAme)
anTRWIEDT YODEL
Cos
t
$25.50
Auxiliary Equipment
a 6.
Cos
tMisc. Video Equipment--Such as
Cables, Microphones, Phonejacks,
Microphone Holders, Etc.
. .
PR O
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C T
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EN
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AD
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CD
Uri
..111
1111
1101
1111
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0110
1111
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iliar
y E
quip
men
t
TEACHER AIDS
------nigMSraXWL-Crir-----'`.
"---
PRW
EC
TIT
ON
L-#
77.
12 Introductory Typing Workbooks
6 Basic Typewriting Drills
6 Typing Speed Workbooks
6 Duplicating Machine Process
Workbooks
3Numeric Filing on-the-Job
Workbooks
2 Type With One Hand 'Books
1 Ten Key Adding Machine Workbook
1 Full Keyboard Adding Machine
Workbooks
,012
Bas
ic R
ules
of
Alp
habe
tic F
ilm412
Inde
Wor
kboo
ks$11 Automated Instruction Textbooks
6How. to Use Stencil Duplicating
-Process
3Gregg Type Series1-12 Part I
2 Gregg Type Series 1-12 Part II
1 Duplicating Machine Process
1 How to Use Business Machines
16 Twentieth Century Typing Books.
3Dictionaries of Occupational
Titles
1 Alphabetic Indexing Workbook
1Teacher's .Guide to Business
Mat
h9
Gre
gg I
I T
ypin
g B
ook
1C
entu
ry 2
1 T
each
er M
anua
l13 Spelling Drills & Exeivises
15 Gregg Quick Filing Practice
'5.5x8 Classification.GATB Cards
3
1111
11N
IMM
IN11
Cost-
Auxiliary Equipment
.5v/31J
atc
1111
11P
,
Cos
t1
Examination Copy of Business
Filing & Records Control
1 Examination Copy of Typewriting
Office Practice
1Successful Secretarial Book
1Twentieth Century Typewriting Book
1Webster's Pocket Dictionary
1 Operator's Instruction Booklet
for Remington Typewriter
13 Workbook Exercises in Alpha Fil
1General CUrriculum Guide for
Business and Office Occupation
1Time Clock
(Typ
ing
Speed. Tests)
.1
Instructional Booklet for Royal
560-565
.16 Punctuating Drills *ft Exercises
for Typing
14.-
Off
ice
Mac
hine
sCourse
for
Add
and
Cal
cula
ting
Mac
hine
s16 English Drills & Usage
1High School Equivalency Exam
Preparation Book
1Production Typewriting
1Journal of Business Education
.1 Box 15 Tapes of Twentieth Centu
Centry Typing Inst. Tapes
g
IIMIN
N.M
1111
1111
1NY
`.-7
Rop
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11 Lesson #3
7Lesson #4
.7
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1RE1 to 1135
PRO
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DU
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Typing Course Phase 2
00360
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asse
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.111
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asse
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Applied Conditioning Touch
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=maw-
00361.
---morguirmanc-f-7--
Aux
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y E
quip
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t
19.C
assettes
Cos
t
7Lesson #12
7Lesson #13
1 Lesson RE1 to RES
$19.
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1
Aux
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quip
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Cos
t
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AV
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6--
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f
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AD
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.
71016
"'"K
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INV
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RT
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Appli ©d Conditioning Touch
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0036
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19Cassettes
7Lesson N1
1 lesson N2
1 Lesson N
1 Lesson
/111
.4
Lesson S.A..
1 Lesson 1181 to R45
$19.
00
BESTtor; routodu
PROJECT MODEL
INVENTORY LIST
71017 Distributive Education Unit
tJAY?Li
ate
Item & Model #
-
a,
,..
ea P
Project
Model
#
Serial
#Cost
P.O.
ir
dinff
Source
Condit
Dispouition
&Remarks
Ampex OR KM7yri Stereo
assettelam........,.......400200
Ampex Stereo Speaker
r211.)242
00
None
w.
.
None
1ew
.
00200
00201
00200
Ampex Stereo Speaker
00202
PM
PM
00200
None
ew
.fte
l .1
...re
a...
..
Johnson First Aid Kit
0020
None
1 .00
None
iii.
'....157ELETT-55T6-Two-
-Irawer File Cabinet
00204
None
40 00_1099
Sew
.
rower ac
5 lbs. Fire Extingdisher
00205
1390261
None
12.50
40.00
aNone
1099
1ew
3ew
Black Two 'brawer
File Cabinet
00206
Black Two-Drawer File Cabin.t
00207
None
40.00
1099
3ew
Oasis Water 'Cooler
00208
E452
502
106.77
None
1ew
..
.in erne. lona
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ro
emf ST-OH with Take Up &.
0020*
26222
600 -.
None
11111111111111
.
;'lack Executive Arm Chair
00210
None
50.00
None
1New
rolaroid Lind Camera
:?.iner ColorPack
00211
Ncne
:::"R-Class 24 Register
32-98
1I
BE
ST C
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AV
AH
AB
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it
PRO
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T M
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71017--Distributive Education Unit
-On t aWr's..3.pt
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Ma
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Item &
Mod
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Cost
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P.0; FundingCondit
Disp6Liiti,on
it,
t:
.
#i
#Source
Rem rks
art Model 'Su Cartridge
2011.
..
alf-Contained Proj./Screen
00213
69S
.$474.00 None
1New
.
..
boden Shelf for
sartj,indalifiLt.....1
002:14
,__None
1 .00 None
1N
ew
:etal Scotch Tape Dispenser
00215
None
5.99 None
1New
Iwinm ire Staple Gun
.00216
None
.None
'
1New
.
,oa
Carrouse Side Pro
,r2 w/F3.5 Zoom Lens
00217
7390
174.44 None
1New
angetrOkayflex Study Mate
00218
000494
77.78 None
1New
..
eem Ca if9ne CR5
..
.assette Recorder
0021
2826
1 1.1
None
1New
Kessler Century Vu-Graph
00220
Y63061
138 of None
1New
Wetland Sweeper Vacuum 132
00221
E24713
43.9, None
DONATED
..
Bulletin Board Cork
00222
None
7.54 1073
New
.
;Teen Chalkboard
.00223
None
7.
1073
3New.
..
teelmas.tei 5" x 7$1 Index
.
ii.'iz.
21one
210
New
TR.Photo Slide File*-
00225
None
33.04 1026
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1
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AV
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71017--DistribuOve Eduention
Unit if and Description
ate
......
...,
Item
& M
odel
#.6
1-'P
roje
cts
P. PM
odel i
Seri
al#
Cost
P.O.
P.0;
#Funding
Source
Con
dit
isposition
.&
Remarks
-
NCR Hotel Register 5-681
00226
r 3094
23849
$3010.00None
1Is.lw,
/
New
.
Coxco Slide/Sound
Projector SP-120
00227
1200
947
474.00
None
1
Colortron 108-005 Floodlite
00228
None
1$.00None
4Like
New
iemingtonStandard*Tyfiewritu
00229
M772
515
225.06None
New
(17/31/1(1Div. Occ.
'Ed
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Black Typing Chair
'athout Arms
00230
None
29.0`
1110.4'
None
None
1 1
New
New
.P_ZCR
Cla
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4Re
ster 24201
.
00231
3296
86199
Black
Chalkboard
00232
None
7 el
1073
New
Concord Tem-2Q Video
Camera with 1.1.8 Lens
00233
None
295 00
None
4Used
Setchell-Garison
TV Monitxm.M2100Cd
002 4
58 3
2 0.0
None
Used
.
..
Singer Grayflex StudyMate 3,1%
00235
008034
77.7i3None
1New
P&R Camera Tripod '1106
00236
None
45.0.0None
Uied
.
.
.......
I)ukane MiCromatic
Cassette 28AA
002 7
86 51
220.5`7 None
1New
_.......-_____
NCR Change Dispenser
". f
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2-956
916'4
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All
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.
BEST COPY AVAILABLE
PROJECT 1.10.DEL
INVENTORY LIST
71017Distributive Education Unit
Unit # and Desci5tioii----
1. -
left
Item & Model #
.
-1p.
13.
a. P
Project
model i
Serial
Cost
P.O.
#ding
I
Sour
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ondi
tD
ispo
sitio
n.
&RemArks
NCR Class
5Grocery
Register
5-15
100
239
30958
2251
42970.00
None
1New
.......................
t a l S g s u b j e g i n t e r Z a b l e
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44
1 . -
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JCP1OR4
00244
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.
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00245
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8.00
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.
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00246
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12.50
.
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..
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5-34
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PROJECT MODEL
INVENTORY 3,I ST
71017 -- Distributive Education Unit
Uni
tIM
a D
esci
gFE
MT
----
----
ate
Item & Model #
11
Project
Model
#
Serial
#Cost
P.O:
#Funding
Source
Condit
.
Disposlt on
&Remarks
Black Vinyl Chair
00252
cs
None
None
$ 19.001
19..nn
19.00
1049.
3New
.
..
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Black Vinyl Chair
00254
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Item
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0491
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Station I Basic Tools
#00934
None
$900.00
None
1New
Sin-er Gravflex Studvmate
00**
00 $08
8o e
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00
62
PM
one
Machinist Vise
00907
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PM
00904
None
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.
.
Station 2 Bench Assembi
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1
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00909
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77.78
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00910
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225
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and Souare
00913
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131
00913.
None
1Ne
..
Station 4 Electricity
*00914
None
$30.+0
None
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00915
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354
77.
None
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BESTCOPYAVAILABLE
PROJECT MODEL
INVENTORY LIST
71013Guidance & Evaluation Unit
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Item & Model#
aProjects
Model
Serial
#Cost
P.O.
#Funding
Source
Condit
Disposit
&Remark3
Electronic Soldering Gun
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00917
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PM
$00914
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7
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00919
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835
77.7
None
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....... - ......
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*00920
None
945.,
None
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00921
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77.7
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.
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Station 7 AirConditioning
*00922
None
820.0
None
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.
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3092
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193
77.7;
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.
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*00924
None
840.04
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00925
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.939
77.7
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t
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.
Station 9 Business& Saled
*00926
None
870..1
None
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............................._.....
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00927
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IiIVENTORY *LIST
71018Guidance & Evaluation Unit
5 /1/.4_,/
Date
Item & Model #
Project
Model
Q,n,i,,,
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Cost
P. O:
1 unding
Source
Condit
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Sony Electronic View
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Sony Video Camera
AVC 3210
1 I
00943
56503
$400...
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........ .....
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.111
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Like
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.............._.............
..............
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Sony F16 64 144 Lens
00946
224529
65.00
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00948
14723
1950s
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.
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00950
434953
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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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1Case White Reclamation Paper
..
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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
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10 Sheets I x
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200 Blank Credit Card Forms
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1Blackboard Eraser
2Swingline Staplers
1 Desk Pad
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4 Murdock Headsets
3Carousel Slidetrays ($)
6Oxford Pendaflex Drawer Frames
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Argus 560 Electromatic Remote
17
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1 Typewriting Style Manual
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
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16 English Usage Drills &
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16 Able Level II Form A Test Pack = -es
10 Able Level I Form A Test Packs es
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6Full Vided Tapes
3"Full Time Employment" 100 Se
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1Socket
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1Allen 'drench V32
1Allen Wrench 3/16
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1Pegboard Single Double Loop
3Pegboard Clamps
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1Long Cassette Tape
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1Plastic Film Tikeup
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1Study Mate Light Bulb.
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1Pencil Sharpener
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1Roll Drafting Tape
1 Sanding Board Post 3000
1Board Brush 6"
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112
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1Small Bow Compass
1 Large Bow Compass
200 Dozen .j4 Pencils
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1 Vellum Sheets 11" x
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1 Filmstrip
1 Long Cassette Tape
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1Studymate
1Plastic Film Takeup
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BEST COPY AVAILABLE
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.
For
FY
'74
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alea
mia
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..
-..
w^
.4.
1.-
firr-
A
Fed
eral
.101
1.11
12P
9175
2975
1387
517
918
J 14
001
1200
0T
.:sa
inE
ID4.
--I
6200
Fun
din;
For
Adm
inis
trat
ion
Tot
al S
tate
-0-
Tot
al F
eder
arw
sroi
---
Pro
gram
Tot
al,9
78
For
Dis
burs
emen
t:
Tot
al S
tate
-0-
Tot
al F
eder
alP
rogr
am T
oto1
$18T
,-3-
2:1-
-
Per
sonn
el
Cur
rent
Tot
al P
rofe
ssio
nal
4P
rofe
ssio
nal (
Aut
horiz
ed)
6P
rofe
ssio
nal (
Adt
i'l. r
egd.
)1
1/2.
Cur
rent
Tot
al C
leric
alC
leric
al (
Aut
horiz
ed)
Cle
rical
(A
ddil.
reg
d.)
I11
Div
isio
n:J.
..
Pro
gram
:10
00. 0
0.2.
4..
"...a
s a.
Num
ber 1.3
1.4
1.5
Mi
Rc
t01
,c:r
atio
n-A
19;
July
73
-Ju
l.:*/
-1
a.. e
a.. =
..C
-.:
,O
ccup
atio
nal E
duca
tion
....
ma.
.,....
Pro
ject
MO
DE
L0.
1.11
0, 0
0 .
-S.a
i. :*
.0..7
X, .
a..
..Al.
41 "
biti
Pro
gram
Obj
ectiv
es a
nd A
ctiv
ities
4114
.4.
........
-.40
0 go
.0.s
. - .
Com
plet
e In
-Ser
vice
Tw
inin
g
Rep
lace
Pro
gram
Coo
rdin
ator
Voc
atio
nal E
vcal
uatio
n an
d R
oc:d
ing
Dia
gnos
is.2
.1R
epla
ce T
/C a
nd T
/C/A
.2.2
Tw
in fo
r M
enta
lly H
andi
capp
ed.2
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rain
for
Phy
sica
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andi
capp
ed.2
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rain
for
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f.2
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rain
for
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adva
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rban
Pop
..2
.6T
rain
for
Cor
rect
ions
Dis
trib
utiv
e E
duca
tion
.3.1
Tra
in fo
r M
enta
lly H
andi
capp
ed.3
.?T
rain
for
Dis
adva
ntag
ed U
rban
.3.3
Tra
in fo
r P
hysi
cally
Han
dica
pped
.3.4
Tra
in fo
r D
eaf
Bus
ines
s E
duca
tion
.4.1
Tra
in fo
r M
enta
lly H
andi
capp
ed.4
.2 T
rain
for
Dis
adva
ntag
ed U
rban
.4.3
Tra
in fo
r B
lind
Han
dica
pped
.4.4
Tra
in fo
r P
hysi
cally
Han
dica
pped
Sm
all E
ngin
e R
epai
r1.
5.1
Tra
in fo
r U
rban
Dis
adva
ntag
ed1.
5.2
Tra
in fo
r B
lind
Dis
adva
ntag
ed1.
5.3
Tra
in fo
r F
eder
al C
orre
ctio
ns P
opul
atio
n
44%
484
2.
-...
.I
-41/1
Div
isia
irO
ccup
atio
nal E
duca
tion
Pro
gram
:P
roje
ct M
OD
EL
-1 e
lesi
ele-
eael
ee41
0.11
..aat
Jee
r ..
Num
ber
Mi I
sick
tz. i
kO
pent
lion.
4 Y
col 1
.74
July
73
- Ju
n..:
74
.-w
ee.
.
....
4'
..
.
401.
6 af
t,O
ft. A
tal
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er...
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el..
.--
-a-
.4 -
ea.,
Pro
gram
Obj
ectiv
es a
nd A
ciiv
iiie3
111.
6.0.
4et
aea
lle L
...le
see
.4. ~
ere-
.:
.'
rase
a.
2.0
3.0
4.0
Beg
in O
pera
tiona
l Yea
r
2.1
Est
ablis
h sc
hedu
le J
an.-
Juno
, 197
42.
2S
ecur
e lo
catio
ns fo
r de
liver
ing
serv
ice
2.3
Per
form
ser
vice
for
appr
oxim
atel
y 23
0 st
uden
ts d
urin
g F
Y '7
4
Dev
elop
info
rmat
iona
l Film
3.1
Sec
ure
bids
3.2
Sel
ect c
ontr
acto
r3.
3D
evel
op fi
lm a
nd s
eque
nce
over
full
year
3.4
Com
plet
e w
ith 6
cop
ies
for
diss
emin
atio
n
Ant
icip
ate
seco
nd o
pera
tiona
l yea
r
4.1
Eva
luat
e re
sults
to d
ate
(see
5.0
)4.
2R
evis
e br
ochu
re4.
3R
emov
e kw
pro
file
4.3.
1G
over
nors
con
fere
nce
4.3.
2 O
ffici
al la
unch
4.3.
3 M
ass
med
ia c
over
age.
4.4
Pre
pare
App
licat
ions
4.5
Pre
pare
Dat
a P
roce
ssin
g4.
6S
core
and
Aw
ard
4.7
Est
oblis
h F
Y'7
5 S
ched
ule
4.8
Sub
mit
FY
'75
Bud
get
TS
Mar
t-. 1
1.Le
1.. e
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lee
Slee
lte.
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Div
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War
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1011
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Pro
gram
:
Num
ber
5.0
5.1
5.2
5.3
5.4
5.5
6.0
Pro
ject
MO
DE
L..1
111.
1...
......
....r
eraW
earw
roar
ear.
......
......
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aria
ra.
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r.
Pro
gram
Obj
ectiv
es a
nd A
ctiv
ities
1111
111b
r41
1.4.
1111
1111
11rh
ose
Com
plet
e 3r
d P
arty
Eva
luat
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(pre
limin
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Sec
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plet
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riter
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Initi
ate
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se 1
1 (if
bud
get a
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luat
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(Fin
al R
epor
t)
Est
ablis
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ompu
ter
Ass
iste
d In
stru
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n (C
AI)
. yr.
...
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a. ..
1111
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. .1.
.... .
......
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ty (
FY
173)
6.2
Sec
ure
com
pute
r an
d 1n
-ser
vice
Tra
inin
g fo
r P
roje
ct M
OD
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staf
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Nas
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Tec
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6.3
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t fea
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6.3.
3 A
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rd te
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offic
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3.4
Tes
t fea
sibi
lity
6.3.
5 S
ecur
e re
mai
ning
2 te
rmin
als
(roc
. Eva
luat
ion
and
Bus
ines
s E
d.)
6.4
Com
pute
rize
and
data
pro
cess
Pro
ject
MO
DE
L da
ta fo
r ea
ch o
f the
4.
prog
ram
s6.
5S
elec
t and
dat
a pr
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s P
roje
ct C
AR
EE
R6.
6C
onve
rt D
.E. s
tora
ge a
nd r
etrie
val t
ope
6.7
Sto
re a
nd r
etrie
ve d
ata
on s
tude
nt p
erfo
rman
ce v
is-a
-vis
gra
duat
ions
ond
cert
ifica
tes
A
...e
- .-
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t.
.111
1135
t$7.
29.1
ftai
SL=
0111
3ara
MM
7rt.1
11.M
.*
Pro
gram
:11
1111
111M
atIV
IIIM
INO
Num
ber
7.0
7.1
7.2
7.3
7.4
7.5
7.6
7.7
8.0
8.1
8.2
8.3
8.4
9.0
9.1
9.2
9.3
9.4
9.5
9.6
9.7
20. -
.
Milt
AoL
R..
poi:
Ope
rui
I Y. u
r 19
74Ju
ly 7
3 -
June
74
. ea.
..111
,ai
lle .r
a,
11 r
ilb.
Nr.
Occ
upat
iona
l Edu
catio
n40
1.r.
t s.
ir V
I A
VIC
:Mila
.
Pro
ject
MO
DE
L...
.ftef
tiley
.ae
1 1
....
a.44
.
Pro
gram
Obj
ectiv
es a
ndA
ctiv
ities
-4/1
Stee
".14
1121
a...1
1101
1411
10.4
14s
410,
-, -
.111
111.
1ft..
.....1
711.
410
.aft
/ ore
.-
..a
te
Pla
n an
d de
sign
car
eer
educ
atio
n pr
ogra
m fo
r E
lem
enta
ry "
Tec
hnol
ogy
for
Chi
ldre
n"
Obt
ain
appr
oval
from
DO
EP
lan
Cur
ricul
umH
ire C
onsu
ltant
(1A
) (T
4CP
)D
esig
n C
urric
ulum
Inte
rvie
w te
achi
ng s
taff,
T/C
& T
/C/A
Des
ign
Labo
rato
ryS
ubm
it pl
an a
nd c
osts
for
Fun
ding
FY
'75
Dev
olop
Pro
paga
tion
Pro
posa
lsH
ire T
echn
ical
Writ
er (
Con
sulta
nt)
Hire
Edu
catio
nal R
esea
rche
r (C
onsu
ltant
)T
rain
Tea
m to
Dev
elop
Pro
posa
lsP
repa
re fi
rst D
raft
Pro
posa
ls fo
r4
of 1
6 va
riabl
e po
pula
tions
4 P
rogr
ams
(4 D
raft
Pro
posa
ls'
Sub
mit
seco
nd A
nnua
l Rep
ort
Gat
her
data
Pro
pose
futu
re p
lans
Dev
elop
bud
get (
FY
'75)
Pro
ject
tim
e fr
ame
Sub
mit
to D
OE
and
LE
AE
dit f
or p
opul
ar v
ersi
on (
Abs
trac
t)P
rint a
nd D
isse
min
ate
...IN
. ...
....
teI .
Jr-.
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d Ls
it' 1
At-
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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
ept.
II, 1
973
(Dis
adva
ritug
ed)
Ham
pshi
re C
orre
ctio
nal S
ervi
ce,
Nor
tham
pton
:S
ept.
12 to
Oct
. 31,
197
3(C
orre
ctio
ns)
Eas
tern
Mas
sach
uset
ts A
rca:
Nov
. 1, 1
973
to J
an. 2
4, 1
974
(Phy
sica
lly Il
andi
capp
cd, B
lind)
Mas
sach
uset
ts II
:My/
ay H
ouse
s, In
c.B
osto
n:Ja
n. 2
5 to
Apr
il 22
, 197
4(C
orre
ctio
as)
Nor
folk
M. C
.1.:
Apr
il 22
to J
uly
15, 1
974
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rect
ions
)
I1Jul
yA
vg.
S..v
t .
19 2
)1'
) 23
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tt
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CONNECTICUT
*4014
. THE COMMONWEALTH OF MASSACHUSETTS
DEPARTMENT OF COMMUNITY AFFAIRSBUREAUV PLANNING PROGRAMS
CITIES, TOWNS AND COUNTIES
I
11111DIMM=1.111
'ODE
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AND
14)20 30
SCALE IN MILES
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THE COMMONWEALTH OF MASSACHUSETTS
DEPARTMENT OF COMMUNITY AFFAIRSBUREAVOF PLANNING PROGRAMS
CITIES, TOWNS AN D COUNTIES
CONNECTICUT
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CONNECTICUT
THE COMMONWEALTH OF MASSACHUSETTS
DEPARTMENT OF aNAMUNITY AFFAIRSBUREAU OF PLANNING PROGRAMS
CITIES, TOWNS AND COUNTIES
1Jal
IntendedProposed
.. -2Mhi°
HAMPSHIRE
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READING DIAGNOSIS AND
EVALUATION UNIT
Agencies Served: I I
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3.5 ACCOUNTABILITY AND DISPOSITION OF ALL FUNDING SOURCES
OF FY '74 °4'FROM INCEPTION TO PROPOSED TERMINATION 0
Ake* Funded in FY '71
PL 90-576 (178,000)I. Disadvantaged (87,000)
Handicapped (91,000)
2.
*
3.
6.
7.
8.
Funded in FY 72
PL 90-576 (16,526)
Part C -- Research
Funded in FY '72
PL 90-576 (166,384)
Part B -- Disadvantaged
Funded in FY '73
PL 90-576 (166,000)
Part 102b - Disadvantaged
Funded in FY '73
PL 90-576 (40,000)
Part - Disadvantaged (73)
PL 90-576 (25,301)Part B - Disadvantaged (74)
* inventory Codes to Sources(4 & 5) Surplus Equipment Sources
-398-
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
1
Total 74 Operation $231,301
Total Operating Costs for2 Years $592,211
Pro
ject
MO
DE
LE
stim
ated
Bud
get -
Com
bini
ng P
arts
B &
102
b.P
erio
d fr
om J
uly
1, 1
973
to J
une
30, 1
974
Sub
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o.A
ccou
ntA
dm.
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upp.
& T
exts
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cem
ent
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er7=
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arie
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ervi
ces
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ploy
ees
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08,
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500
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ouse
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ing
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plie
s10
010
020
0
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eat &
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er P
lant
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ratio
n
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rave
l2,
500
18,3
002,
900
1,10
0
11A
dver
tisin
g &
Prin
ting
875
100
200
8,00
0
12M
aint
enan
ce &
Rep
airs
275
1,30
040
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000
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peci
al S
uppl
ies
& E
xpen
ses
275
1,90
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ffice
& A
dmin
istr
atio
n10
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06,
060
15E
quip
men
t40
0
16R
enta
ls1,
000
3,60
07,
400
20P
ensi
on &
Ben
efits
1,92
53,
300
500
Mis
cella
neou
s17
530
0
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imat
ed B
udge
t49
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138,
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2,40
014
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uste
d 10
2b.
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-0-
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17,2
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art B
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014
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7,40
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art B
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-0-
-0-
Equ
ipm
ent
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(E
)T
OT
AL
135,
778
16,7
80 400
4, -ty 44
.24
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4 Is9,
175
2,97
5
3,87
5
17,9
18
1,00
01,
400
12,0
00
5,72
5
475
1,00
023
1,30
1
1,00
016
6,00
0-0
-40
,000
-0-
25,3
01
Proj
ect M
OD
EL
Est
imat
ed B
udge
t - C
ombi
ning
Par
ts B
& 1
02b
Peri
od f
rom
Jul
y I,
197
3 to
Jun
e 30
, 197
4by
Acc
ount
Num
ber
Acc
otm
tC
ateg
ory
L.
1000
Ope
ratio
nal
2000
Inst
ruct
iona
lT
240
0In
stru
ctio
nal
2700
Indr
uctio
nal
7000
(0)
Ope
ratio
nal
7000
(E
)In
stru
ctio
nal
Ope
ratio
nal
- $
50,9
78 =
22.
04%
Inst
ruct
iona
l - $
180,
323
= 7
7.96
%
Equ
ipm
ent -
700
0 (E
)
$100
0 -
.43%
Supp
lies
& T
exts
-24
00
$2,4
00 -
1.04
%
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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