Question 13: Is there any particular stateholder group that you are having difficulty engaging for meaningful participation in your STW system?

		If You're Having Trouble . . . Which Group and Why?
D	Classroom teachers - because 1. There are so many of them. 2. They're afraid their jobs are threatened. 3. It is hard to find them (and) get to them.
L	To date none. All areas support the STW efforts 100%.
K	No major problems with participation.
E	All businesses. Most are small and have no time/resources.
B	Yes. The [. . .] community college, governed by the [local] school board, recently lost over six million dollars in state funding as a postsecondary institution. The community college was a [. . .] stakeholder written into the original STW grant proposal, and at this time their status is unclear. There is talk, but nothing definite, that they may restructure as a two-year charter school with a vocational education focus. Lacking any definitive answer as to the future of the community college, any "meaningful participation" in the [. . .] project has been put on the back burner until some resolution is reached.
O	Business representatives for paid work experience because of liability question.
J	--
I	Yes, administrative support is still lacking. In part, this is a problem which stems from lack of discerning the impact [it] can have on areas such as student performance and test scores. Administrators are invaluable. However, until there is an effort to incorporate the initiative into school improvement plans, there cannot be the level of commitment in teachers that's needed.
C	Educators are one of the groups in which we have a few barriers. They are comfortable delivering their classes a certain way, which is not applicable to today's changing world, and it is difficult to change teaching attitude.
F	Administration. This group is proving more recalcitrant than expected--especially about changing processes.
M	The business community and labor.
A	Labor - minimum age requirements and job security
H	Parent engagement is moving slowly.
G	(The program is . . .) too new (to tell).
N-1	Faculty within the public schools - while we have many individual teachers who are excited about STW and its potential to enhance student success, as a group, faculty still represents the largest stakeholder group resisting the broad-based implementation of school-to-work. There are several possibilities as to why this is a difficult group to engage. Our belief is that many teachers have become somewhat jaded or cynical to educational reform efforts over the years as one reform initiative after another has come and gone. It can be difficult to "sell" STW as true systemic change that is here to stay; this is further complicated by budget cuts, repeal of the STW Act, block granting, etc. From the perspective of a mid-career teacher, STW can look like any reform initiative that has been a flash in the pan, then disappears.

Question 14: Are you having any difficulty moving partnerships from a planning phase to an implementation phase? If so, why?

D		No. We're having trouble advancing to next steps of implementation.
L		No.
K		We have been patient with the partners and all are ready to implement.
E		No. Progress is halting and slow, but we are making headway. Time and other commitments get in everyone's way.
B		We have experienced minor difficulty in moving partnerships from a planning to implementation phase, stemming from the timing of Summer Recess in our district. That is, in order to train and prepare high school students for specific job placement and work experiences, it is imperative that school teachers and faculty are themselves formally attuned to STW practices. Teachers and administration training began in earnest during the third week in August of this year, when approximately 40 teachers and administrators participated in the Summer Institute, a weeklong [. . .]-sponsored training session for STW introduction and philosophy.
O		Barriers include employee liability, resistance to accept paid work experience at an expanded level. We are fine on shadowing and internship. Paid work experience is building slowly.
J		No.
I		We are finding that partnerships are formed rather easily. However, it is important that there be regular and ongoing activities to keep all parties involved. The business entities tend to want follow-up and action; hence, it is important that the school-related members work diligently to recognize the value of time invested by business and community participants.
C		Not yet.
F		Administration. This group is proving more recalcitrant than expected--especially about changing processes.
M		Partially true. Teacher knowledge base. Equipment is old. Resistance to change. Difficulty getting a system approach.
A		No. The [program] has earned the support of the business and educational communities because of its reputation for effectively serving youth and industry in STW efforts over several years. Partners take an active role.
H		No.
G		No. Several partners all expressing concern over the overall amount of time and/or resource requirements.
N		Most of the difficulties we are experiencing are not connected to partnership-building, but, rather, to special needs and barriers associated with both a rural and a poverty-impacted region: lack of public transportation, lack of technology (and money with which to acquire it), limited employer base--both in terms of size and diversity.

Question 15: Who makes policy decisions in your STW system? (Check all that apply.)

Place	School District Administrators	Program Coordinator	Employer Representatives	Local Government Representatives	Other
D					x - Partnership committees (Business Education - Parents)
L	x	x	x	x	x - School-to-Work Planning Team
K	x	x	x
E	x	x	x	x
B	x	x			x - Project co-investigators
O	x	x	x		x - Labor, parents, students
J	x	x	x
I	x	x	x		x - Teachers occupational specialists, etc.
C	x	x	x	x
F	x	x	x		x - Teachers
M	x	x	x	x
A	x	x	x	x
H	x	x	x	x	x - Board of Education - Superintendent
G	x	x			x - County Office of Education, parents, postsecondary education
N	x	x	x	x	x - Students, parents, community representatives

Question 16: Who is responsible for distributing the STW funds? Who is the fiscal agent?

Place	Who Distributes STW Fund?	Who Is the Fiscal Agent?
D	The [. . .] Chamber of Commerce	The [. . .] Chamber of Commerce
L	Educational Service Agency [. . .] (to the schools) Education Service Agency [. . .]	[. . .] Employment Program
K	Spending decisions are controlled by the partnership.	The School District
E	[. . .] School District	[. . .] School District
B	[. . .] State University [. . .]	[. . .] State University [. . .] Director of Vocational Education
O	[. . .] City Board of Education	Project Administrator (Director of Vocational Education)
J	School-to-Work Opportunities Act	[City] Public Schools
I	Office of [. . .] STW Initiatives.
C	[. . .] County Public Schools
F	[. . .] County Public Schools
M	[. . .] O/C Perkins basic Tech Prep Youth Apprenticeship	[City] Public Schools [City] Technical College [City] Public Schools
A	Project Director and Project Manager	[. . .] Community College
H	District - Supervising Director - Workforce Preparation Department	[City] School District
G	[. . .] County Office of Education
N	[. . .] County [through] the Department of Employment and Training	County

Question 17: In the area covered by your STW system (refer back to Question 1), how many companies are involved in the following activities?

	Providing Paid Work-Based Learning	Providing Unpaid Job Shadowing, Mentoring, and so on	Providing Unpaid Internship	Providing Opportunities for Teachers	Helping To Develop Curriculum Integrating School/Work	Helping Develop Curriculum Integrating Academics/ Voc. Ed.
D	lots of co-op sites	approx 200	36 youth apprenticeships	--	--	very few
L	--	--	--	--	420 companies	--
K	over 100	over 100	0	20	10	10
E	--	--	--	--	--	--
B	14	42	6	7	4	4
O	18	31	31	31	40	8
J	--	150	--	20	--	--
I	--	--	--	--	--	--
C	--	(80%)	--	(50%)	(50%)	(50%)
F	0	4	4	4	4	4
M	250	400	--	--	10-15	10-15
A	300	400	0	32	unknown	unknown
H	75	100	35	40	10	10
G	0	25	0	10	25	25
N	66	148	27	1	23	20

Question 18: In the area covered by your STW system, what percentage of high school juniors and seniors are participating in the following integration of academic and vocational activities? If none of the following activities exist, explain why?

	a Integration of academic skills within vocational courses	b Integration of career related applications within academic courses	c Cooperative work between academic and vocational teachers on projects that count for credit in more than one course	d Courses team-taught by academic and vocational teachers	e Career academies enrolling students for 2+ years	f Career Clusters	g Tech Prep
D	--	--	--	--	--	--	--
L	--	--	--	--	--	--	--
K	--	--	--	--	--	--	--
E	40%	40%	5%	0-1%	2%	40%	40%
B	40%	20%	5%	10%	0%	25%	10%
O	100%	40%	10%	0%	0%	0%	28%
J	--	--	--	--	--	100%	--
I	70%	70%	25%	25%	0%	40%	5%
C	100%	50%	90%	40%	--	20%	50%
F	--	--	--	--	--	--	--
M	100%	100%	100%	10%	100%	100%	100%
A	100%	--	--	--	10%	24%	--
H	100%	50%	10%	10%	10%	70%	10%
G	--	--	--	--	--	--	--
N: School District 1	25%	25%	10%	0%	0%	30%	10%
N: School District 2	30%	70%	80%	50%	0%	0%	70%
N: School District 3	75%	100%	40%	75%	0%	100%	75%

Question 19: At what grade level is career awareness and exploration introduced?

		At What Grade Level?
D	Varies by district. In middle school, all classes and individual kids have access to [. . .] a regional career exploration center at a local mall.
L	Pre-K for career awareness and exploration. Records are kept as early as the sixth grade. Records are kept using a career portfolio.
K	Formally 9th grade but many students participate in a 7th-8th grade [career orientation] program.
E	Kindergarten - Ceres material.
B	The [program] is sponsoring job and career awareness experiences for students in elementary schools, and the earliest grade level (so far) is fourth.
O	We begin career awareness in K and continue through 6. Exploration is 7th-9th grades.
J	--
I	This concept is introduced in grade 9.
C	Awareness - Elementary level (1-5) Exploration - Middle School (6-8)
F	9th grade.
M	5th grade. K-16 pathways 5th or 6th grades.
A	4th grade early awareness program. Activities continue from this point through to high school graduation.
H	Pre-K
G	9th grade now, but planning for K-8.
N:	School District 1 - 10th grade School District 2 - 9th grade School District 3 - 8th grade

Question 20: In your efforts to establish effective linkages between secondary and postsecondary education, what has been accomplished? (Check all that apply.)

Place	a Earn College Credits While in High School	b Tech Prep Curriculum Development	c Youth Apprenticeship Linking Secondary & Postsecondary	d New Admission Requirements for Four-Year Colleges	e Other: Agreement with Local Job Corps Center
D	x	x	x	x	--
L	x	x	x	--	--
K	x	--	--	--	--
E	x	x	--	--	--
B	x	x	--	--	x
O	x	x	x	--	--
J	x	x	--	x	--
I	x	x	--	--	x
C	x	x	x	--	--
F	x	x	--	--	--
M	x	x	x	--	--
A	x	x	x	--	--
H	x	x	x	--	--
G	x	x	--	--	--
N	x	x	x	x	x

Question 21: In the area covered by your STW system (refer back to Question 1), what percentage of students are involved in the following work-based activities?

	Work Experience	Job Training Coordinated with School	Workplace Mentoring	Instruction in Workplace Competencies	Broad Instruction in Various Industries
D	--	--	--	--	--
L	23%	18%	23%	18%	18%
K	100%	100%	100%	100%	100%
E	--	--	--	--	--
B	5%	4%	4%	3%	2%
O	5%	5%	30%	65%	65%
J	--	--	100%	100%	--
I	5%	40%	10%	100%	70%
C	5,000 students	14 schools
F	--	--	--	--	--
M	--	--	--	100%	--
A	12%	12%	17%	100%	12%
H	380 150 40	380 150 40	380 150 40	380 50 40	100% (?)
G	--	--	100%	--	100%
N: School District 1	5%	0%	0%	100%	0%
N: School District 2	30%	30%	30%	50%	40%
N: School District 3	75%	12%	1%	100%	100%

Question 22: In the area covered by your STW system (refer back to Question 1), what percentage of students are involved in the above activities through the use of the following?

	a Paid Work Experience	b Job Shadowing	c School-Based Enterprise	d Internships	e Service Learning
D	--	--	--	--	--
L	5%	6%	1%	--	1%
K	100%	100%	--	100%	--
E	--	--	--	--	--
B	4%	7%	10%	3%	3%
O	5%	30%	0%	5%	0%
J	--	100%	2.5%	40%	5%
I	10%	10%	0%	5%	10%
C	5,000 students	--	--	100%	100%
F	--	--	--	--	--
M	50%	25%	5%	50%	25%
A	12%	45%	0%	12%	--
H	8%	5%	100%	5%	5%
G	5%	100%	--	--	--
N: School District 1	3%	10%	20%	0%	10%
N: School District 2	60%	20%	0%	30%	50%
N: School District 3	2%	25%	0%	5%	100%

Question 23: Can you provide more detail and examples of the activities in Question 22?

Place	Details and Examples
D	--
L	Youth Run Enterprises: 3 in school districts are doing custom wood products and 1 doing custom wood drying; 1 school district has a community newspaper they have developed.
K	All students experience job shadowing and paid experiences as a student intern.
E	--
B	In April of 1995, a multi-branch community banking entity, [. . .], opened a "mini-branch" banking outlet at [a local] school in the [. . .] school district. The mini-branch is staffed by students of the school, and is a very popular and successful model of school-based enterprise in our [. . .] system.
O	We will build from this level over this school year. Numbers next year will be much better. Paid work experience occurs in insurance, medical insurance, educational and manufacturing offices as well as in printing and in electrical supply and contracting businesses. Job shadowing has occurred in many of those mentioned above, plus in engineering, childcare, schools, and nursing homes and dental offices. Internship occurs at all of the above. Community-based learning occurs at schools, hospital, childcare facilities, and nursing homes.
J	--
I	--
C	[. . .] County Public Schools is involving the entire population in 13 Senior High Schools 1995-1996 academic year. The work experience program offers paying jobs. All the students in the [. . .] program have to fulfill an internship upon graduation in area of interest. Community service is one of the graduation requirements for all the students in [. . .] County Public Schools for the 1996-1997 academic year.
F	At this date, our grant is only at the point of providing career awareness to 9th-grade students. Hence, no answer can be provided to Question 22.
M	Youth Apprenticeship [. . .]'s student business
A	--
H	School-to-Work Transition Video
G	Each student will job shadow for 12 hours; 1st semester and 2nd semester they will have mentors.
N	Paid work experience, job shadows, and internships are available to students across a very broad spectrum of careers representing all aspects of industry and all of our career pathways. We have students completing job shadows and interns in such careers as printer, court recorder, dental and medical assistant, computer repair, construction, auto/diesel repair, and numerous others. School-based enterprises include an agricultural project that combines flower growing, marketing, and computer-based graphic arts and another that harvests and markets Christmas trees. Community service learning is completed by all students at one of our schools as a graduation requirement, and at another school by select students as a part of a leadership course. The types of community service are too varied and numerous to list here.

Question 24: In your efforts to connect school- and work-based learning, which of the following activities have occurred in your STW system? If none have occurred, why?

	a Matching Students with Work-Based Learning Opportunities Offered by Employers	b Providing a Mentor To Work with Employers and Community Partners	c Integrate School and Work-Based Learning and Academic and Vocational Learning	d Encouraging Employers To Implement Local Activities
D	x	x	x	x
L	x	x	x	x
K	x	x	x	x
E	x	x	x	x
B	x	x	x	x
O	x	x	x	x
J	x	x	x	--
I	x	x	x	x
C	x	x	x	x
F	x	x	x	x
M	x	x	x	x
A	x	x	x	x
H	x	x	x	x
G	--	x	--	x
N	x	x	x	x

Question 25: In your efforts to integrate school- and work-based learning, which of the following types of technical assistance have occurred in your STW system? If none have occurred, why?

	a Providing Training for Teachers	b Providing Training for Workplace Mentors	c Providing Training for School Site Mentors	d Providing Training for Counselors
D	x	x	x	x
L	x	--	--	x
K	x	x	x	x
E	x	x	x	x
B	x	--	x	x
O	x	--	x	x
J	x	x	--	--
I	x	x	x	x
C	x	x	x	x
F	x	--	x	x
M	x	x	x	x
A	x	x	x	x
H	x	x	x	x
G	x	x	x	x
N	x	--	x	x