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A project was conducted in Wisconsin to identify the competencies needed by youth apprenticeship program coordinators. The descriptive research study used a two-stage survey process to identify the competencies and determine their importance. In the first round of the survey process, all youth apprenticeship coordinators in the state were asked to identify the competencies they had to develop in order to design, implement, and maintain the youth apprenticeship program, and a similar survey was distributed to teachers who taught youth apprentices. Input from the first round was used to develop a rating scale for the second part of the process. Responses from the coordinators were used to identify competencies that were used in the survey instruments sent to coordinators in the second round, with the same process being used to develop a second round survey for the teachers. The study found that the following competencies were regarded as the most important by the coordinators: (1) recruit employers; (2) promote program to students; (3) promote program to teachers, counselors, and administrators; (4) promote program to parents; (5) time management; and (6) apply child labor laws. (Nineteen tables and the survey forms are included in the report.) (Author/KC)

This report describes phase VI of the Equity Staff Development project, an ongoing project to achieve equity and diversity at Wisconsin technical colleges by creating an institutional climate supporting achievement by all students. Among the project's major activities and outcomes are the following: the existing train-the-trainer format of peer coaching, mentoring, and observation was continued through a statewide model staff development course called Creating an Inclusive Educational Environment (CIEE); technical assistance was provided to district staff involved in planning strategies for achieving gender equity and diversity; 60 individuals representing 16 technical colleges completed a staff development needs assessment/interest survey; statewide staff development training was provided to technical college district personnel and members of the Vocational Equity Leadership Cadre; a Wisconsin nontraditional roundtable meeting was conducted for individuals working with women employed in higher-wage occupations; and a self-evaluation instrument was developed to help technical college districts evaluate their programs' equity and diversity. Appendixes constituting approximately 90% of this document contain the following: comparison of an educational diversity certification course and the CIEE course; equity staff development survey instrument/results; Wisconsin Vocational Equity Leadership Cadre agendas and evaluations; equity action research workshop materials; and Wisconsin nontraditional occupations roundtable meeting agenda and evaluation. (MN)

This report describes the Vocational Equity Leadership Cadre Support Project, which was undertaken to develop a mechanism whereby the University of Wisconsin-Stout (UW-Stout) would provide technical assistance and staff development to the Wisconsin Vocational Equity Leadership Cadre who would help local districts meet the equity assurances stipulated in the Perkins Act and Wisconsin's equity goals. The brief report is followed by appendixes constituting more than 95% of this document, which contain the following: 1996-97 Vocational Equity Leadership Cadre participant list; 1996-97 meeting agendas, evaluations and list of handouts; 1996-97 equity resource guide, which provides title, grade level, format, and descriptions of 373 resources available on loan from UW-Stout; 1996-97 newsletter; equity websites and listservs; and 1989-96 composite report. The composite report summarizes data collected over 7 years from 299 schools using the Wisconsin Model for Sex Equity in Career and Vocational Education. It presents the responses of 885 administrators, 626 counselors, 13,335 teachers, and 90,447 students. (MN)

The Wisconsin Technical College System Board Phase V Equity Staff Development project continued staff development efforts to eliminate bias and stereotyping in vocational education. Based upon evaluations indicating a need for a postsecondary equity training model, five technical college equity representatives attended two planning sessions to discuss strategies for development of an equity action research model. A vision statement, mission statements, and goals were formulated. Following two meetings, the project director developed a draft course, Creating an Inclusive Educational Environment (CIEE). Consensus of focus groups was that a great impact on equity awareness had occurred as a result of the adapted Gender/Ethnic Expectations and Student Achievement course and this effort should be continued. Four technical colleges conducted staff development training classes with 56 participants. An Equity Action Research Workshop was offered as a preconference to the Governor's Employment and Training Conference in April 1996. This workshop provided opportunities for 44 persons in the trades, technical colleges, and community-based organizations to discuss programs designed to increase and support women's employment in the skilled trades. (Appendixes include the following: CIEE rationale, vision statement, course outline, and lesson plans; focus group discussions; and Wisconsin Nontraditional Employment for Women Roundtable Meeting agenda and discussion synopsis and notes.) (YLB)

This study sought to determine what, if any, local funding sources are available to rehabilitation service providers as supplements to fee-for-service funding for specific consumers. Chief executive officers at 20 community-based vocational rehabilitation organizations in Minnesota and Wisconsin were interviewed to determine organization financial support, types of services provided, and the effect of Social Security Disability Insurance and Supplemental Security Income on consumer participation. The major findings included: (1) almost half of the organizations' budgets were earned through subcontracts, prime manufacturing, and sales; (2) county social services provided another 22.3 percent of the budgets; (3) in combination, about 70 percent of the organizations' budgets were derived from purely local sources; (4) the rehabilitation organizations had their roots firmly planted in their counties; and (5) programs had few or no unique funding sources. The most common services provided were in employment preparation and community-based employment. Of the programs established by the Social Security Administration, Plans for Achieving Self-Support was the most common program used. The report discusses the need for service providers to have a better understanding of new ways to financially support rehabilitation programs in their communities. (Author/CR)

An evaluation was conducted of the educational programs and facilities at two male juvenile corrections schools in Wisconsin (Ethan Allen and Lincoln Hills). Surveys were developed in cooperation with administrative personnel at both schools and given to all students, instructors, and support staff. A total of 573 students, 76 teachers, and 140 support staff completed the surveys. Results were sent to the evaluation team members prior to an onsite evaluation visit. Following the school visit, evaluation team members shared observations and formed a consensus of conclusions and recommendations. Project staff synthesized the information and shared them with the steering committee for final approval. Major observations and conclusions from the surveys and school visits were as follows: (1) school staff demonstrate genuine concern and respect for students; (2) students experience success and personal growth; (3) many students receive high school equivalency diplomas; (4) successful student transition back into the community is a goal, but success is a concern because of the reduced length of stay; (5) both institutions are very overcrowded and lack facilities; and (6) vocational education needs support to keep pace with technological changes and give students employability skills needed to succeed in the workplace. (The report includes the survey instruments and responses.) (Author/KC)

A staff development program on gender equity was conducted for personnel in Wisconsin's technical colleges using the train-the-trainer method. The training took two approaches: a class for college personnel and career challenge training for project directors of single parent and displaced homemaker grants. The inservice class resulted in increased sensitivity to diversity and raised awareness of staff responsibility for an equitable environment. The model used mentoring, peer coaching, and classroom observation to develop strategies that create a supportive, more equitable learning environment for all students. Participants included 166 people involved in research to improve interaction within the technical colleges. Career challenge facilitators work with single parents and displaced homemakers to help them develop appropriate skills to enter and complete nontraditional courses leading to higher wage occupations. The 1-week course for these trainers consisted of problem solving, trust building, and risk taking to help women develop self-confidence and make decisions regarding future training and work. Four persons now have facilitator training credentials that enable them to train others to conduct career challenge courses. Recommendations were made to continue the staff development efforts and to enhance the training efforts for those who have already completed training by providing continuing support workshops. (Appendixes making up more than half the document include materials from the workshops, materials for facilitating an inclusive college environment, and materials from the career challenge facilitators' workshop.) (KC)

A project was developed to provide technical assistance and staff development to the Wisconsin Vocational Equity Leadership Cadre to enable them to assist local districts in meeting the equity assurances in the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 as well as Wisconsin's equity goals as prescribed in state law. The staff development part of the project included 8 days of training provided to approximately 80 members of the cadre, a group of educators responsible for providing regional training for local school districts. This training was designed to build participant skills and expand their knowledge of equity issues and how they affect school climate, students' career choices, vocational training, and preparation for work and family roles. Technical assistance, resources, and information will continue to be provided on an ongoing basis and as the needs of the members dictate. The project also provided the following: assistance for the University of Wisconsin-Stout Equity Resource Center; technical assistance for schools in processing equity assessment surveys and compiling the results for local school districts; and a survey for the Bureau of Vocational Education of national and state equity professionals to ascertain future directions for Perkins funding. (Six appendixes, constituting the bulk of the document, contain the following project materials: list of cadre participants; cadre meeting agendas, evaluations, and list of handouts; resource guide--an 82-page annotated bibliography; newsletters; composite report summary; and training agenda, evaluation summary, and a list of participants.) (KC)

These materials were developed as part of Wisconsin's tech prep initiative. The 25-page report describes how approximately 500 secondary and postsecondary educators who would be responsible for the initial development, implementation, and assessment of the state's grade 11-14 integrated/applied curricula attended a 2-day training workshop in February 1994. Of those educators, 160 also participated in a 4-day conference in June 1994. Participants were also eligible to compete for minigrants allowing them to implement one or more of the integrated tasks developed during the workshops. Appendixes constituting over 90% of this document include the following: lists of project work team members, leaders, and activities; project agendas and evaluation survey forms; selected raw data; survey formats; project-related correspondence; action plan; and two packages of materials from the integrated and applied curricula workshop and summer conference. Each package includes the following: workshop/conference goals; objectives; activities; agendas; transparency masters; and newly and previously published materials focusing on Wisconsin learner goals and attributes, learner outcomes and development, development of authentic tasks, student assessment, team building, coalition building, cooperative learning, leadership, learning styles, the Developing a Curriculum (DACUM) process, child development, guidance counseling, mentoring, and school improvement. (MN)

The Wisconsin Technical College System (WTCS) Phase III Equity Staff Development project was conducted to determine strategies to eliminate sex bias and sex role stereotyping throughout the WTCS. The following project activities were conducted: (1) the WTCS sex equity advisory committee was formed to provide continuity and direction for state staff development activities; (2) sex equity training and career exploration was taught in conferences and workshops; and (3) career challenge activities were incorporated in the activities of single-parent and displaced homemaker projects in order to encourage more women to go into nontraditional occupations. (The bulk of this report consists of five appendixes that contain the materials from the following activities: a gender and ethnic expectations and student achievement workshop; WTCS sex equity advisory committee meetings; the Wisconsin Sex Equity Conference; the career challenge workshop for displaced homemakers and single parents; and a career challenge facilitators' workshop. (KC)

During its third phase in 1993-94, the Wisconsin Department of Public Instruction (DPI) Gender Equity Leadership Project provided technical assistance and staff development experiences to the Wisconsin Vocational Equity Leadership Cadre (WVELC). The technical assistance/staff development component prepared the cadre to assist local districts in meeting the equity assurances 1990 Perkins Act and Wisconsin's stated equity goals. In a 6-day program, 70 WVELC members received training in building participant skills and understanding equity issues and their impact on students' career choices and vocational training. Technical assistance and resources regarding the following areas were provided to cadre members and local districts: developing/presenting workshops, planning/implementing nontraditional vocational programs, and implementing the five phases of the Wisconsin model for sex equity in career and vocational education. Also during this phase of the project, the DPI/University of Wisconsin-Stout Equity Resource Center (started in FY93) was expanded to approximately 175 resources, and approximately 19,370 equity assessment surveys were processed. (Appendixes constituting 95% of this document include a 1993-94 cadre participant list, cadre meeting agendas and evaluations, a 1993-94 project resource guide, project newsletters, and a 1993-94 composite report summary.) (MN)

The Phase II Equity Staff Development project was revised in response to a need to develop an equity strategic planning model with a vision statement, goals, and objectives. The Equity Strategic Planning Model was presented to administrators of Wisconsin Vocational, Technical, and Adult Education (VTAE) colleges for their use in district strategic planning. One staff development workshop, featuring the best sex equity practices in the VTAE colleges, was conducted for 27 participants. This working conference was intended to assist colleges in identifying successful programs that promote gender equity issues within colleges and curriculum. Another revision consisted of two Career Challenge train-the-trainer workshops. This experiential training was conducted for 29 persons who directed programs that focused on recruiting women into nontraditional, technical and trade occupations. The course included the following: trust building activities, goal setting, problem solving, peak experiences, and environmental and ropes course challenge activities. Participants incorporated activities into existing programs for single parents, welfare recipients, displaced homemakers, and reentry programs. (The seven-page report is followed by these appendixes: materials from the best practices showcase, Equity Strategic Planning Model, Sex Equity Advisory Committee meetings agendas and minutes, information on the Gender/Ethnic Expectations and Student Achievement program, and workshop materials.) (YLB)

The research project described in this paper was conducted for three purposes: (1) to identify the program evaluation needs of secondary vocational educators in Wisconsin; (2) to identify those components of the state's previous evaluation system that educators wanted to keep; and (3) to develop a conceptual framework for revising Wisconsin's secondary vocational education program evaluation system. Input sessions with Wisconsin vocational educators were held in Menomonie, Madison, Appleton, and Wausau. A total of 34 educators participated. The suggestions from each input session were incorporated into a survey form that was mailed to everyone who signed up for a session. The survey respondents recommended that the self-evaluation, onsite review, and evaluator training components of Wisconsin's previous vocational education evaluation system be retained. They also indicated a need for more flexibility in the evaluation process, additional emphasis on evaluating local plans, and expansion of the evaluation process to include the school-to-work transition program. The conceptual framework developed incorporated systems and total quality management concepts and gave local school districts greater flexibility in selecting evaluation team members and evaluation techniques. (Appended are summaries of the four input sessions, a sample survey form, and lists of the input session and project advisory committee members.) (MN)

This report documents a project to provide technical assistance, coordination, training, and resources to programs implementing the Wisconsin Model for Sex Equity in Career and Vocational Education. It describes how technical assistance was provided to all school districts served through a consortium and three special projects. Other project activities are outlined: coordination of the training of the Wisconsin Vocational Equity Leadership Cadre, development of a resource center for use by cadre members and the districts they serve, publication of two issues of "Vocational Equity News," and dissemination of 2,500 copies of each. The eight-page report is followed by extensive appendixes, beginning with the 1992-93 cadre participant list. Other appendixes include cadre meeting agendas and evaluations, a partial listing of resources provided as handouts to each cadre member, and newsletters. The 3-year composite report summary is also provided. It summarizes data collected in the state of Wisconsin from 1989-92 from 72 schools working in the assessment phase and using the assessment instruments in the model. The summary's appendix contains overhead transparency masters depicting some data. The final two appendixes consist of 100 pages of 3-year composite report data tables and 53 pages of 1992-93 evaluation data. (YLB)

Replicating a study conducted 10 years earlier in Colorado, a research project documented current gender perceptions of Wisconsin students and compared responses to those reported in the earlier study. The Wisconsin study included 3,363 students in grades 4, 6, 8, 10, and 12 in 26 schools who were asked the question, "If you woke up tomorrow and discovered you were the opposite sex, how do you think your life would be different?" Findings indicated that almost all girls and boys at all grade levels were satisfied with their gender. However, both girls and boys thought boys' lives were easier and more fun, whereas girls needed to be more reasonable and serious. From about the sixth grade on, there was no doubt that both boys and girls thought there was a difference in the quality of treatment by others and agreed that girls were not treated as well as boys. In the upper grades, girls said their parents would be more relaxed and not worry so much if they were boys. Surprisingly, few children mentioned differences in relationships with family members. There was almost no evidence that boys and girls agreed they were treated differently in the classroom. Both boys and girls agreed that the opportunity to be able to participate in sports, both on the playground and on school and community teams, was the major advantage of being male. At all grade levels males and females thought job opportunities were different and that males had more opportunities. (Data tables and instruments are appended.) (YLB)

Promoting vocational gender equity in Wisconsin was the major goal of the Equity Leadership Project. The project provided technical assistance, coordination, training, and resources to 169 new and continuing projects in school districts throughout the state. In addition, the project coordinated the training of the Wisconsin Vocational Equity Leadership Cadre and published two issues of the "Vocational Equity News," which served as a resource to local districts and gender equity projects. The primary focus of the project was on training regional equity leaders responsible for assisting local district staff in implementing the Wisconsin Model for Sex Equity in Career and Vocational Education. Training was provided in three areas: resources, skills, and knowledge for building commitment and direction; assessment of equity in the local school district, and development and implementation of long-range equity plans. (The report includes five appendixes that provide the following information: (1) a list of Leadership Cadre participants; (2) cadre meeting agendas and evaluations; (3) resource handouts; (4) newsletters; and (5) the 1991-92 composite report evaluation data.) (KC)

The Center for Vocational, Technical, and Adult Education (VTAE) Staff Development Workshops and Services project was designed to provide technical support and training to selected VTAE personnel in techniques for implementing equity programs, establish a statewide advisory committee to develop a long-range plan for infusing sex equity concepts into existing strategic planning and curriculum development activities throughout Wisconsin, and provide information on equity and diversity at a statewide sex equity conference. The project was conducted over a 7-month period. Two highly successful training sessions were conducted with 50 participants at each meeting. Eighteen persons took the project workshops for credit and submitted district action plans based on information gained during training. The action plans included sex equity issues, nontraditional training, counseling techniques, and minority equity issues. Many have already been implemented, and others are slated for implementation. Recommendations were made concerning development of a comprehensive equity strategic planning model. (Appended are as follows: a vocational equity planning strategies action plan, materials from the meeting of the sex equity advisory committee, and materials from workshops on the following topics: making friends with change, equity issues and strategies, and meeting the challenges of change. A list of proactive strategies for change agents is included.) (MN)

This document deals with the need for and suggested content of a Parents and Children course for inclusion in Wisconsin's home economics program. Presented in chapter 1 is a working paper on the nature and significance of continuing concerns of families. It examines the current and desired state of affairs regarding parents and children and gaps between the two. In chapter 2 the rationale for a Parents and Children course is developed in the context of the basic assumptions underlying Wisconsin's education, home economics/home economics education, and family and consumer education programs. Chapter 3 includes several cases illustrating the essential concepts of the proposed course, desired student outcomes, and assumptions about the course's content. Chapter 4 contains the rough draft of a five-module course devoted to the concerns of parents/adults and children within the family and personal settings, environment and community settings, and societal context and public policy arena and actions that individuals and families can take to improve their well-being in these settings/contexts. Appended is a summary of relevant statistical data from recent studies. Contains 59 references. (MN)

The effects of an abbreviated vocational evaluation service on client vocational awareness, attitude, and competencies were investigated. Samples for the study were drawn from the 195 clients referred by counselors to the Wisconsin Division of Vocational Rehabilitation Office Concentrated Assessment and Diagnosis in Rehabilitation Entrance (CADRE) evaluation unit. Client vocational awareness was estimated from ratings provided by the counselors and the evaluator prior to and after evaluation on the Client Level of Functional Scale. The effects of vocational evaluation on client attitude and competency were estimated in a separate sample pretest/posttest design, career maturity inventory. While previous research on the effects of a two-week vocational evaluation on vocational development of adolescents indicated improvement in vocational attitudes and some evidence of impact on self appraisal, goal selection, and vocational problem solving, the present research did not confirm those findings with the 4.5 day CADRE evaluation. Where previous research with youthful offenders found that they were aware of their vocational goals but were generally at a less than expected level on other dimensions, the present research found that the vast majority of clients were vocationally aware across all five dimensions. (The goal attainment scale for client awareness is appended.) (LRA)

This final report begins with a three-page narrative of a statewide needs assessment of vocational, technical, and adult education (VTAE) instructors and administrators on technical staff training needs in Wisconsin. Statewide composite results for areas of need are presented for eight survey questionnaires sent to staff in these areas: management (373 respondents); instructional (769); agriculture (73); business education (207); marketing and distributive education (47); health occupations (211); home economics (63); and trade and industry (323). The majority of the document consists of appendixes containing the pilot test critique form; questionnaires; and district data tables, categorized by management staff and instructional staff. Data tables for management staff illustrate major staff development needs in these topical areas: trends and forecasting, delivery systems, needs assessment, curriculum and evaluation, and management. Data tables for instructional staff illustrate major staff development needs in these topical areas: business and industry, curriculum, equipment, public relations, student needs, instruction, and other. (YLB)

A study was conducted to identify the different entry level jobs available and to determine the competencies, qualifications, and/or training important for persons seeking employment in clothing apparel and textile service occupations in the State of Wisconsin. The four occupations studied were sewing machine operator, fabric specialist, alterations hand, and laundry and dry cleaners. Four separate questionnaires were designed and sent out to 151 randomly selected companies: 39 laundries and dry cleaners, 35 fabric stores, 32 alterations establishments, and 45 sewing machine operator employers. To obtain information about the personal characteristics desired in employees, 20 professional visits were made to interview five respondents in each of the four job areas. The data obtained from each questionnaire was tabulated, computed, and evaluated separately within each job area, using means, standard deviation, median, and rank order. The four questionnaires are included, as are the task lists with mean frequencies, and recommendations for setting up a clothing service curriculum based on the study's conclusions. (Author/HD)

The primary purpose of the study was to develop, test, revise, and publish instructional materials which would aid in the implementations of "The Wisconsin Guide to Local Curriculum Improvement in Industrial Education, K-12". A major task was the development of illustrative instructional materials which would make the classroom teachers' work more effective and improve Wisconsin's industrial education program. Methods and procedures are treated in chapter 2 and include material development, population selection, and research instrument development. Chapter 3 reports the project results: identifying and implementing prevocational and capstone applications, designing a model and developing related instructional materials, and field testing, revising, publishing, distributing, and utilizing the materials. Appendix materials include abstracts describing 14 guide implementation materials that have been field tested, abstracts describing 14 that were not field tested, and a form for educator's evaluation of the materials developed to implement the guide survey. (MW)

The purpose of the project was to plan and conduct workshops designed to upgrade the basic teaching skills of part-time vocational teachers in the Wisconsin Vocational-Technical Adult Education System. The project consisted of designating the pedagogical skills to be learned, developing an instructional booklet to be correlated with the workshop agenda, conducting four separate one-day workshops, and evaluating the impact of the workshops and materials on the teaching skills of the participants. Although the immediate response was enthusiastic, the follow up survey two months later indicated that teachers may need more time to develop basic teaching skills. The report summarizes the project, outlines the procedures utilized in developing the workshops, and presents the evaluation results. The 20-page "Improving Instructional Skills" booklet used for the teacher training workshops is appended, along with a teacher evaluation checklist, additional project-developed lesson plans, an inservice workshop procedural outline for call-staff, and project correspondence. (Author/NJ)

The study was directed toward developing a manual for establishing societal benefits and costs of vocational and manpower programs in Wisconsin. After first outlining the background of benefit-cost analysis, problems in establishing cost functions in education are presented along with some important cost concepts and uses of cost information in education. The next section deals with the identification and measurement of societal benefits of vocational programs. Five different methods of analyzing data related to societal costs and benefits of vocational and manpower programs are discussed in the last section. These methods are present value of net benefits, annual value of net benefits, rate of return, benefit-cost ratio, and pay back period. Procedural steps used and the advantages and disadvantages of each method are given. One of the major problems in establishing societal costs and benefits of vocational programs is the lack of relevant data, consequently, a need exists to develop a management information system for vocational, technical, and adult education. The report concludes that data required for the costs and benefits should be incorporated in a management information system. The required information for implementing various steps in establishing societal costs and benefits is outlined for curriculum, faculty, space, equipment, supplies, and administration. (MF)

The project was designed to determine what architectural barriers to physically disabled persons existed in Wisconsin's vocational, technical, and adult education system's institutions. A checklist based on the American Institute of Architects' recommendations was developed and completed for one school in each district to determine the presently existing architectural barriers, including entrances and exits, elevators, fire escapes, restroom facilities, ramps, and corridors. In addition, existing barriers in classrooms, laboratories, learning centers, food service, and recreation areas were identified. Finally, a checklist rating scale was developed to determine the campus modifications required in order to offer programs to persons with physical disabilities. Chapter 2 is concerned with the methods and procedures used to develop the architectural barrier checklist, the checklist guide, and the population of the project. Chapters 3 and 4 contain project results and recommendations. (NJ)

The purpose of the survey was to validate a list of seven goals for a vocational education professional development system. Objectives were to ascertain perceptions of the degree of importance, extent of achievement, and responsibilities for accomplishing the goals. The goals are: staff educational needs, staff supply and demand, efficiency of system, geographic availability, flexibility of programs, effectiveness of system, and certification of personnel. These goals were incorporated into a four-part questionnaire: (1) to identify respondents by type of agency or institution and their area in vocational education, and their perception as to the (2) degree of importance, (3) extent of achievement, and (4) agency responsibilities for achieving each goal. A five-point Likert-Type scale was incorporated into the questionnaire sent to 160 subjects with a 68.8 percent rate of return. Tables and discussions are presented based on the findings drawn from the data. It was concluded that all goals but "certification of personnel" ranked as "High Importance--Goal Greatly Needed.""Certification of personnel" was viewed as a goal of "Average Importance--Goal Needed but not Essential." Recommendations and comments from the survey are included as well as a copy of the questionnaire used for the survey. (Author/EC)

In Wisconsin, different agencies administer vocational education on the secondary and postsecondary levels. Students and educators at both levels have reported substantial duplication of course content, texts, reference materials, equipment, and instructional processes. Therefore, a project was designed to expand and improve articulation (that is, communication, cooperation, and coordination of curriculum) between the two levels. A major contribution of the project was to plan and conduct a series of district workshops for vocational educators designed to upgrade staff capabilities to expand and improve articulation. Approximately 800 educators participated in the workshops. An evaluation questionnaire was randomly distributed to about 100 participants, 86% of whom responded. Responses were positive and supportive of the articulation project and workshops, and most participants indicated they wanted followup workshops. It was concluded that the articulation workshops did help upgrade staff capabilities. Among the recommendations were suggestions that articulation efforts be both horizontal and vertical in nature, that they encompass K-16 grade levels, and that they be expanded beyond just curriculum articulation. Based on responses from workshop participants and on the observations of project staff, a schematic model was generated to provide a guideline for future program implementation. (LMS)

The Western Wisconsin Communications Cooperative (WWCC) was established in 1973 to develop and implement a county-wide, multi-service, broadband, interactive, telecommunications system to enhance the quality of rural life. Eight school districts adopted the system's concept and signed a 15 year lease agreement with WWCC. Funds were procured from the Farm Home Administration for system construction, with a grant from the Kellogg Foundation providing resources for equipment placed in each school, and for technical assistance from four universities of the West Central Wisconsin Consortium. Construction began in 1978, was completed in 1980, and includes: three microwave towers to transmit signals throughout the country; 133 miles of cable which interconnect 9 communities and 8 school districts; a 4.6 meter Scientific Atlanta earth station antenna; intra-school dissemination (all schools have an internal distribution system compatible with the external cable system); two-way transmission capabilities for all schools (allows schools to share staff and facilities to expand educational offerings); and originating receiving equipment (furnished by the Kellogg Foundation). The system also provides opportunities for curriculum and staff development, staff inservice, programs for handicapped or gifted, as well as social services, security systems, and recreational entertainment for rural citizens. (AH)