APPENDIX:
1995 TELEPHONE SURVEY RESPONSES

Question 1: How large an area will your STW system cover?

* For the questions presented in this and the following tables, site N reported information on three different schools. Where relevant, this information is disaggregated. Otherwise, the information presented refers to the aggregate.

Question 2: How many 11th- and 12th-grade students attend high school(s) in this area?

Place		Response
D		approx. 5,600
L		approx. 1,550
E		Entire region 14 school districts 10 high schools
K		no response
B		445
O		670
J		550
I		450 11th-grade students 350 12th-grade students
C		9,000 11th-grade students 7,504 12th-grade students
F		400 11th-grade students 300 12th-grade students
M		2,017 11th-grade students 1,693 12th-grade students
A		2,571 11th-grade students 2,138 12th-grade students
H		1,293835
G		500
N		836

Place		Response
D		None. However, we have youth apprenticeships.
L		Yes. Communications, Health Care, Hotel/Motel, Construction, Finance, Insurance
E		6 [. . .] Strands 1. Arts & Communication 2. Business & Management 3. Health Services 4. Human Resources 5. Industry & Engineering Systems 6. Natural Resource Systems
K		1. Health and Human Services 2. Information, Communication & the Arts 3. Science, Engineering & Technology 4. Business & Commercial Services
B		Yes. The [. . .] Project offers three career tracks: 1. Health Occupations - Nursing, Nursing Assistant, Physician, Medical Office Specialist, and so on 2. Manufacturing Technology - Materials Maintenance, Robotics, Computer-Aided Design, Computer-Aided Manufacturing, and so on 3. General Business & Technology - Information Processing, Systems and Systems Analysis, Finance, Human Resources, Law, and so on
O		Career majors are . . . Clericals, Computer Applications, Childcare, Clothing Production, Cosmetology, Carpentry, Auto Body, Auto Technology, Drafting, Health Care, Science & Technology, Small Engines, Welding, Masonry, Electronics
J		Yes - Six Career Families: 1. Business/Management 2. Arts Communication 3. Human Services 4. Health Services 5. Manufacturing/Engineering Technology 6. Natural Resource Systems
I		We are trying to put in place a career pathways model that includes health-related fields, performing and visual arts, JROTC, industrial arts, and several other areas.
C		We have identified areas of concentration such as Health, Business & Finance, Applied Business Technology, Marketing, Public Service, Trade & Industry, Agriculture, TV Production.
F		Performing Arts JROTC Industrial Science Academic/Human Arts Science/Health Business/Computers
M		We use clusters, business and health. The Tech Prep has Business and Finance, Arts and Communications, Automotive, Business, Medical and Health, Travel and Tourism, Aviation and Aerospace.
A		Yes. 1. Business/Communications 2. Engineering/Technology 3. Health Services 4. Human Services/Arts
H		Arts Communications Financial Services Firefighting Health Careers Law & Government Manufacturing Skilled Trades
G		Business/Computer Technology Production Technology Medical Health
N:		[First] School District Health and Human Services; Arts and Communication; Environmental; Natural Sciences, Technology and Engineering; Business and Marketing; Recreation and Hospitality [Second] School District Health and Human Services; Business and Marketing; Agriculture and Natural Resources; Arts and Communication; Industrial Technology [Third] School District Business and Marketing; Health and Human Services; Engineering and Science; Industrial Technology; Arts and Communication

Place	% Juniors	% Seniors	Other Response
D			N/A
L	5%	5%
E	100%	100%
K	100%	0%	We are building the program with an additional grade added each year. Currently no 12th graders are involved. In September 1996 all 11th- and 12th-grade students will participate.
B	20%	32%
O	19%	21%
J	100%	100%
I	75%	75%
C	100%	100%
F	100%	0%
M	30%	30%
A	25%	23%
H	70%	70%
G	0%	0%
N:	15% 45% 100%	15% 45% 100%	[First] School District [Second] School District [Third] School District

Place	Response
D	N/A
L	In looking over your survey only junior and seniors seem to be the target. We look to start these activities much earlier than the junior year.
E	Career Majors - curriculum STW - job shadow, mentoring, work experience, exploration, internship, apprenticeship, curriculum, community service learning
K	After career orientation, field visits, and career shadowing, the students select a career sector as a major. That constitutes two years of time in which the students are learning bout the career sectors and themselves. Students who participate in the two years of preparation are considered to be in STW. Those students who select a career major and experience a 11/2 year intern are participating in career majors.
B	[. . .] high school students begin participation in the career track process by taking a career assessment program [. . .], and a two-week, ten-hour workshop known as Discover, which provides vocational assessment, job acquisition and retention strategy, résumé writing, and computerized career assessment. General participation [. . .] includes fields trips and career awareness experiences for all students in the entire K-12 system. High school students, upon completion of the career assessment programs, may then elect to enroll in school-based curriculum and training in their respective career track field of interest, ultimately leading to job site placement for shadowing and/or mentoring within their fields.
O	Students enrolled in the Tech Prep course of study and the STW-based learning initiative for the 1995-1996 school year. Career major identified as 4 or more credits in a technical area.
J	Career majors include one to two class periods per day for all four years of high school. STW programs are integrated into the career majors. All students participate in both simultaneously.
I	We define participation as taking a series of classes which emphasize a particular career objective and which contain school-based learning, work-based learning, and connecting activities.
C	The entire population in the 13 participating schools will involve all their students in the STW local implementation transition.
F	Major must contain the necessary activities.
M	Defined as students who are enrolled in a Tech Prep program.
A	All 10th-12th-grade students at [two] high schools choose from 3-5 career majors and follow a curriculum designed around these majors. All students from grades K-12 enrolled in the [local] public schools receive early awareness, career exploration, career counseling, job readiness training, job shadowing, and internship opportunities as part of a comprehensive competency-based guidance program.
H	Those students enrolled in a particular magnet school program are considered in a career major. All students PreK-12 are involved in STW programs encompassing school-based, work-based, and connecting activities.
G	Full involvement in a three-period academic coreblock and one, and later two, periods of career major activities.
N	Defined as exploration and selection of a possible future career within a district's career pathways, then taking steps both in the classroom and in the workplace to ensure that educational efforts are consistent with that choice.

Place	Response
D	51 students in apprenticeships 2,200 have spent time developing career plans 5,000 (?) in dual credit/Tech Prep classes
L	2,475
E	NA
K	Approximately 50 of 175 students have participated in STW and have not selected to pursue a career major.
B	200
O	In grade 9 we have 290 enrolled in an orientation program which is the first step. This will be a recruitment focus and efforts for work ethic and SCANS objectives.
J	All students participate in career majors.
I	Any student participating as a part of our STW effort.
C	During the 1995-1996 academic year, the goal is to involve all the students in the 14 participating high schools.
F	none
M	See response to Question 5--(Define as students who are enrolled in a Tech Prep program).
A	100%
H	All of those not in magnet areas are receiving STW Career Awareness experiences.
G	zero
N	None. All students counted above as participating in STW activities have identified a career pathway/major.

Place	% Juniors	% Seniors	Other Responses
D			NA
L	100%	100%
E	100%	100%
K	90%	90%
B	85%	85%
O	50%	50%
J	100%	100%
I	100%	100%
C	100%	100%
F	100%	100%
M	25%	25%
A	50-75%	50-75%
H	75%	75%
G	38%	38%
N:	100% 100% 100%	100% 100% 100%	[First] School District [Second] School District [Third] School District

Place	% Juniors	% Seniors	Other Responses
D	100%	100%
L			We do not keep this kind of information.
E	40-60%	40-60%
K	100%	100%
B	75%	78%
O	50%	50%	Most will complete all requirements except foreign language.
J	20%	20%
I	100%	100%
C	100%	100%
F	100%	0%
M			Moving towards 100% but is articulated with two-year colleges/Tech Prep.
A	75-100%	75-100%
H	100%	100%
G	no % given	no % given	The intent is for all juniors and seniors in STW to be enrolled in courses which satisfy college requirements.
N:	60% 60% 25%	60% 60% 25%	[First] School District [Second] School District [Third] School District

Place	a Work Full-Time and No School	b Full-Time 2-Year College and No Work	c Full-Time 4-Year College and No Work	d Full-Time Other Postsecondary	e Combination of 2-Year College with Work	f Combination of 4-Year College with Work	g Combination of Other Postsecondary with Work	None of the above
D	0%	0%	0%	0%	1%	0%	0%
L	50%				25%	25%
E	--	24%	20%	--	--	--	--	56%
K	--	--	--	--	--	--	--	--
B	15%	2%	5%	2%	25%	22%	7%	22%
O	5%	0%	5%	0%	60%	0%	20%	10%
J	28.1%	--	--	5.4%	40%	21%	4%	1.5%
I	80%	10%	10%	0%	10%	10%	0%	--
C	40%	5%	5%	5%	25%	10%	10%	--
F	75%	5%	5%	18%	0%	0%	0%	0%
M	30%	NA	NA	NA	60%	5%	5%	--
A	--	--	--	--	--	--	--	--
H	35%	20%	20%	5%	10%	5%	5%	0%
P	10%	20%	--	--	30%	10%	30%	--
N: School District 1	30%	7%	12%	5%	8%	13%	5%	20%
School District 2	30%	0%	0%	0%	30%	30%	10%	0%
School District 3	25%	10%	20%	5%	2%	2%	2%	34%

Question 10: After completion of a program in your STW system, what percentage of the students will have the following?

Place	High School Diploma or Its Equivalent	Skill Certificate	Certificate or Diploma Recognizing Successful Completion of 1 or 2 Years of Postsecondary Education	All of the Above	A and B Only	A and C Only
D	100%	1-2%	0%	--	--	--
L	100%	25%	--	--	--	--
K	75%	100%	--	--	--	--
E	90%	--	--	--	--	--
B	83%	0%	0%	0%	0%	0%
O	100%	100%	80%	80%	100%	80%
J	100%	12%	--	--	--	--
I	100%	5%	10%	--	--	--
C	--	--	--	91%	--	--
F	60%	5%	--	--	--	--
M	100%	5%	5%	--	--	--
A	--	--	--	--	--	--
H	100%	5%	0%	0%	100%	0%
G	100%	100%	90%	--	--	--
N: School District 1	80%	0%	5%	0%	0%	5%
School District 2	100%	0%	2%	0%	0%	2%
School District 3	60%	0%	15%	0%	0%	15%

Question 11: In your efforts to create and implement a new STW system, which of the following component(s) do you feel is your system's strength--school-based learning, work-based learning, or connecting activities? Why do you consider it to be the system's strength?

	System Strength		Why?
D	Work-based learning	Excellent ties to the business community
L	Work-based learning
K	School-based learning Work-based learning	The business community has responded to the call for a partnership in preparing young people for the world of work. The school staff has by and large also reacted positively to the need for change.
E	Connecting activities
B	Work-based learning	The current [. . .] system inherited several work-based learning partnerships that existed in 1994. These partnerships, already in place, offer superior work-based training and job experiences. An example is [a local hospital's] program, wherein students are given worksite placement experience in all facets of a hospital. Another is [a Corporation's project], which provides significant work-based learning experiences in the manufacturing technology career track.
O	School-based learning	We have this element in place with some fine-tuning needed. The work-based learning and connecting activities are only 7 months old for implementation. We also have a strong dropout prevention and dropout recovery program in place.
J	Work-based learning	The work-based learning component is Roosevelt's strength. The positive experiences and energy connected with the work-based activities stimulate all parts of the project.
I	School-based learning Work-based learning Connecting activities	We consider all these areas a matter of strength due to the fact that our efforts are concentrated at a single school. We have the ability to get fairly good results in each of these areas.
C	School-based learning Work-based learning	Our county has . . . very strong school-based learning and work-based learning. We have the Curriculum-Based Comments and one of the strongest Cooperative Education programs.
F	Work-based learning	no explanation given
M	School-based learning	Work-based learning and connecting activities are getting stronger but we need all three.
A	School-based learning	Comprehensive, competency-based guidance program targets all students K-12.
H	School-based learning Work-based learning Connecting activities	School-based learning - Emphasis on applied learning competencies and [. . .] Career Development, PreK-12. Work-based learning - Excellent WSC, YA, & co-op programs. Connecting activities - School-to-work transition activities grid.
G	School-based learning Connecting activities	School-based learning - We are integrating high academic curriculum with career path experience. Connecting activities - Tutorial support for participating students who presently don't have the necessary skills.
N:	School-based learning	As we initiated our STW effort, it was the most clearly defined area. Numerous efforts related to education reform were already underway prior to STW and we have been able to tap into and build on these efforts. These reform initiatives include Tech Prep, Running Start, Readiness to Learn, and others. Further, [State] legislation [. . .] had already mandated changes in the public schools, including career pathways and work-based learning opportunities prior to the passage of the STW Act. This made the task of entry into the schools somewhat less formidable.
	Connecting activities	Having a Private Industry Council as the administrative entity has been a strength in several ways: 1. PICs have natural and well-established linkages to the private sector in a way that schools don't necessarily have. 2. As a JTPA provider, the PIC has extensive experience providing work-based learning opportunities. 3. The composition of a PIC is broad-based in the same way STW envisions and describes partnerships that represent all elements and key stakeholders in a community.

Question 12: In your efforts to create and implement a new STW system, which of the following component(s) do you feel is your system's weakness? What are your efforts to address the weakness?

Place	System Weakness		Efforts To Address Weakness
D	School-based learning	Other than YA, school is reluctant to make changes in curriculum, schedules.
L	no weak areas
K	--	The present challenge is to connect the school-based and work-based learning. Time, trust, and hard work will address that problem.
E	Work-based learning	We have partnered with our local PIC representative (JTPA provider) to teach our facilitators how to develop formal, structured, work-based learning opportunities. We are also exploring the options of having a business-education compact.
B	School-based learning	The [. . .] team is currently constructing school-based training programs at [a local] high school consistent with career tracks. Although the high school has existing vocational education programs in graphic arts and automotive repair, resources have been very limited in terms of implementing other vocational training and technical programs at some high schools. This was system weakness inherited by the [. . .] team, and one which the [. . .] team is now turning into a strength. In September, the high school was able to hire a full-time health occupations instructor for that career track. Also Manufacturing Tech program is currently being negotiated at an off high school campus location, possibly at a B-area vocational center or private employer. Manufacturing and Health Occupations curricula are being drafted with the aid of Wayne State University faculty and private employers.
O	Work-based learning	We are slowly building on the Paid Work Experience. The efforts are primarily public relations.
J	--	The challenge is to train teachers to utilize the students' experiences at work-based learning sites in classroom activities. We began the process of strengthening this part of the system by training ten of the [. . .] staff in the City-As-School model from New York City. In this model education takes place at community sites for four of five days a week.
I	School-based learning	In order to get the classroom impact needed, there must be administrative support that is evident and ongoing. There is a common implementation issue.
C	Connecting activities	[. . .] County Public Schools is planning to strengthen the connecting activities by having educators in industries, mentoring, workplace, school available to community members, integration workshops, and technical assistance.
F	Connecting activities	--
M	Work-based learning (?)	Connecting is weak. (?)
A	Work-based learning	Developed Program Management Councils (around broad industry clusters) comprised of business representatives to develop a continuum of work-based learning activities.
H	No weaknesses	Just need time and personnel to roll out the strategies.
G	Work-based learning	We will need many locations for our students; we will have to train businesses on the concept of an "all aspects of industry experience."
N	Connecting activities	Even though we have clearly defined and functional school-based and work-based learning activities occurring in all of our districts, the degree to which there is true coordination of effort between the assignments and tasks completed in the classroom and those encountered by students in the workplace is not inherently apparent. Our efforts to address this include the establishment of a curriculum committee with primarily private sector representation. This committee will research and recommend those curricular changes within the school which will best serve to connect school-based and work-based learning. An increased emphasis on teacher internships will also be initiated to ensure teachers have a realistic understanding of expectations in the workplace.