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OUTREACH AND GUIDANCE STRATEGIES

Draft, 1995

TABLE OF CONTENTS
ACKNOWLEDGMENTS
INTRODUCTION
EDUCATORS AND THE TECH PREP PROGRAM
STUDENT OUTREACH
TECH PREP AND PARENT INVOLVEMENT
INVOLVEMENT OF BUSINESS AND INDUSTRY
CAREER GUIDANCE AND TECH PREP

ACKNOWLEDGMENTS
Recognition and appreciation are extended to those who served in various capacities to brainstorm, write, edit, validate, and produce the Outreach and Guidance Strategies in this document. Valuable contributions were made by educators from the high schools and the community college in the Central Coast Articulation Group, friends of business education from business and industry, and members of the Business Education Unit of the Career-Vocational Education Division of the California Department of Education. Special thanks are extended to Joyce McLean, Regional Supervisor, and Bernie Norton, Program Manager, who served as the grant monitors from the California Department of Education during 1994-95 and to Carol Hirons, Arroyo Grande High School, who edited this document. In addition, thanks are extended to the following:

Business Education Resource Consortium

Central Coast Articulation Group

In cooperation with Business Education Unit, California Department Of Education

Business Education Tech Prep Resource Consortium Staff

Central Coast Articulation Group Council Members

Allan Hancock College Staff:

Lompoc Unified School District Staff:

Lucia Mar Unified School District:

Santa Maria Joint Union District Staff:

Santa Ynez Valley Union High School Staff:

Sharon Ferrer

Parents and Representatives of Business and Industry:

Students from Santa Maria High School:

Students from Righetti High School:

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INTRODUCTION
The American people have said they are ready to move from the old assembly line version of education to a better way of educating their children. They want students to be part of the new, emerging high-tech, high-knowledge economy of the 21st century.

Tech Prep is a national reform movement in education designed to ensure that secondary and postsecondary educational institutions provide students with the necessary skills for careers of the future. Tech Prep provides educational pathways for students, integration of academics and technical subjects, articulation between secondary and postsecondary institutions, and partnerships between employers and education. It includes a rigorous and focused course of study which provides students with essential academic and technical foundations to prepare them with necessary workplace skills.

The federal government has devoted significant funds to the support of Tech Prep. This support is accompanied by increased expectations for integration of occupational and academic learning. The Carl Perkins Vocational and Applied Technology Education Act of 1990 is the primary funding source for Tech Prep programs. Tech Prep is a key strategy for the implementation of the School-to-Work Opportunities Act of 1994, which requires an integrated work-based and school-based learning connection. The Perkins Act and the School-to-Work Act provide supplementary funding for vocational education programs.

Tech Prep will be implemented in different ways in different consortia; however, the basic premises will remain the same. Under Carl Perkins Title III Funding, a Tech Prep program must:

Lead to an associate degree or two-year certificate;
Provide technical preparation in at least one field in engineering technology; applied science; mechanical, industrial or practical art or trade; agriculture; health; or business;
Build student competence in mathematics, science, and communication through a sequential course of study (including applied academics);
Lead to placement in employment.
The success of a Tech Prep program relies on long-term planning to ensure that it survives the test of time. The long-term objectives for Tech Prep include:
The integration of technical and academic curricula with emphasis on contextual learning that combines knowing with doing
An avenue to successful employment with multiple exit points leading to an associate degree, certificate, or further education
Articulation between secondary and postsecondary institutions that will provide a more focused, sequential, and accelerated course of study
Programs that effectively link schools with business to improve the transition from school to work
The demands of today's workplace and the question of whether our young people are capable of meeting those demands were examined by The Secretary's Commission on Achieving Necessary Skills (SCANS) report of 1991. The SCANS report outlines a set of five competencies and a three-part foundation of skills and personal qualities which provide critical benchmarks for success at work.

SCANS Competencies Effective workers can productively use:
1.Resources Identifies, organizes, plans, and allocates resources
2.Interpersonal Skills Works with others
3.Information Acquires and uses information
4.Systems Understands complex interrelationships
5.Technology Works with a variety of technologies

SCANS Foundation Competence requires:
1.Basic Skills Reading, writing, mathematics, speaking, and listening
2.Thinking Skills Thinking creatively, making decisions, solving problems, and knowing how to learn
3.Personal Qualities Individual responsibility, self-esteem, sociability, self-management, and integrity

As information is disseminated to various partners in the Tech Prep consortia, the message must address their particular needs, biases, and interests while emphasizing a common understanding of what Tech Prep is and how it will benefit them. Tech Prep provides clear pathways to development of flexible workplace skills and career skills leading to a workforce prepared for jobs of the future. Tech Prep prepares California citizens for satisfying careers and enhances the state's ability to compete in the global marketplace of the 21st century.

Tech Prep programs need the active support of employers, educators, students, and parents. The key to gaining their support is to ensure that each group strongly perceives the need for reform, is aware that the program exists, understands accurately how the program will meet the need, and can identify themselves with the program. Accomplishing this requires a coordinated and sustained effort.

Tech Prep, or any other educational reform movement, cannot succeed without the involvement of educators, students, parents, and employers. The purpose of this Outreach and Guidance Handbook is to providesuggestions to inform and involve these groups. A variety of methods will be suggested for reaching out to educators, students, parents, and employers. The success of Tech Prep depends in large part on how well the message is communicated to these target audiences.

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EDUCATORS AND THE TECH PREP PROGRAM
Every member of the school staff is important to Tech Prep's success; therefore, it is mandatory to open lines of communication to educators and present the Tech Prep concept to them. Tech Prep is beneficial to all students. It creates high expectations for all students. Tech Prep encourages students to focus their education on their career goals and to link their academic and vocational instruction through interdisciplinary learning. Because of the many benefits that Tech Prep provides to students, it is a concept that should appeal to all educators.

RECRUITMENT OF ADMINISTRATIVE STAFF
Ongoing administrative support at school and district levels is critical for the success of the Tech Prep program. The administrator will be responsible for performing the following functions:
Sell the concept of Tech Prep
Secure teacher and guidance counselor buy-in
Seek outside start-up funding
Develop a long-term plan
Build and draw upon community support

RECRUITMENT OF TEACHERS AND COUNSELORS
Teachers and counselors serve a dual role in Tech Prep programs since they help design the program and then implement it. Teachers collaborate with employers to develop integrated curricula, coordinate with other teachers in delivering the curricula, and often change their methods of delivering subject matter to involve students more actively. In contrast to their role in previous programs, guidance counselors in Tech Prep take a more active role in the development of curricula to ensure a strong career guidance focus. They connect students to the local labor market and a range of postsecondary options. Without strong teacher and counselor support, it is impossible to realize the necessary changes to the school program. To ensure interest in the Tech Prep program:
Educate teachers and counselors about the changing workplace and the wide range of postsecondary options
Link program goals to identified concerns of teachers and counselors
Include teachers and counselors in the design process
Provide staff support through inservice training

EDUCATOR'S ROLES AND RESPONSIBILITIES
For Tech Prep to work, every member of the school staff is important to Tech Prep's success and must feel included. Educators must develop and implement a plan for restructuring the program in collaboration with business and industry.

SECONDARY SCHOOL ADMINISTRATORS WILL:
Inform and gain the support of teachers and guidance counselors regarding the program
Select a school-based coordinator
Ensure that the design of the program includes all students
Ensure that the program encourages paths to postsecondary training as well as leads directly to employment
Improve connections between career counselors and employers
Secure articulation agreements with postsecondary schools
Help develop and implement interdisciplinary, applied, and project-based curricula
Help adopt authentic methods of assessment of student learning
Provide adequate orientation, training, and ongoing staff development opportunities to emphasize the Tech Prep components
Provide joint planning time and regular opportunities for teachers to meet
Encourage employers to visit the school site and teachers to visit the workplace
Integrate Tech Prep with other school reform efforts
Assist in the evaluation and refinement of the Tech Prep program

CLASSROOM TEACHERS WILL:
Develop interdisciplinary, applied, and project-based curricula
Integrate academic and vocational teaching
Develop a sequential course of study for each career path
Incorporate in the curricula academic and work-related skills and knowledge (problem-solving, critical thinking, etc.) that can be transferred to the workplace
Implement applied academics and cooperative learning approaches that draw upon real-life work experiences
Assist in the evaluation and refinement of the Tech Prep program

POSTSECONDARY PARTNERS WILL:
Assist in designing the program's academic and technical learning objectives and curricula
Ensure a smooth transition from high school to postsecondary learning for students, including the acceptance of credits and authentic methods of assessment
Sign articulation agreements with partner high schools
Create certificates or degrees corresponding to area occupational demands and link these to the secondary school programs
Provide orientation or inservice for postsecondary personnel
Assist in the evaluation and refinement of the Tech Prep program

GUIDANCE COUNSELORS WILL:
Develop and maintain methods to keep students informed about career opportunities, postsecondary education, and the requirements for the full range of options after completing high school
Develop career guidance portfolios in conjunction with overall career guidance goals and objectives
Build strong connections with employers and other guidance services
Understand program goals, multiple exit points, articulation agreements, and career opportunities for students
Articulate program goals, career pathways, and requirements forTech Prep to parents and students
Visit classrooms where applied methodologies and project-based learning are stressed
Learn about future trends in work and learning, and communicate them to students
Help all students understand the need for advanced technical skills and education for future work
Assist in the evaluation and refinement of the Tech Prep program

ORIENTATION AND STAFF DEVELOPMENT ACTIVITIES
Implementation of Tech Prep will be enhanced by involving educators in a variety of activities that build on-going relationships within the consortia, develop good public relations, and break down barriers of resistance to change. Orientation and ongoing staff development activities empower educators to adopt new practices required by a Tech Prep program.
Orientation and staff development activities can include the following:
Organize and conduct Tech Prep educator kick-off activities and school-site orientations for all secondary and postsecondary administrators, counselors, faculty, and support staff
Prepare a position paper that outlines the major accomplishments of Tech Prep programs elsewhere and goals to be achieved locally
Conduct guidance and student support training sessions for counselors; provide counselor handbooks
Conduct faculty development sessions on applied academics; provide teacher handbooks
Encourage faculty enrollment in staff development sessions and participation in student recruitment
Distribute and place press releases and feature articles in faculty newsletters
Develop and distribute to all administrators, counselors, and faculty a newsletter focusing on the application of academics and Tech Prep success stories
Create a Tech Prep newsletter for educators to share program descriptions and outcomes
Establish a school site committee for administrators, counselors, faculty, parents, and business partners to direct student recruitment activities
Establish a consortium-wide council which meets monthly for recruitment, guidance, follow-up briefings, and sharing
Produce and distribute a Tech Prep Annual Report featuring success stories and plans for expansion in the consortium
Examples of brochures that could be used to explain Tech Prep programs are shown on Pages 13 - 16.
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STUDENT OUTREACH
Tech Prep programs are designed to provide vital preparation for students who will face unprecedented industry demands as they enter the 21st century. Students should be made aware of the benefits of Tech Prep while they still have time to choose an education that will prepare them for the real world with skills to maximize their earning potential. Tech Prep outreach strategies for students must market contextual, integrated technical and academic curricula in a connected secondary and postsecondary program. Students will choose Tech Prep when they perceive it as a high status program leading to multiple options within their career plan.

No matter what strategies are used, student outreach should include in-depth information which will help students see Tech Prep as a superior option.
Tech Prep is funded with federal and state dollars and closely linked with business and industry.
Tech Prep has an excellent track record across the country; it is growing because it is meeting the needs of both students and industry.
Tech Prep is a program for all students, including those who plan to pursue a B.A. degree, because of its emphasis on interrelated high-order skills and critical thinking.
Tech Prep allows students to earn college credits in high school through the articulation process.
Tech Prep instruction includes applied and integrated academics in a seamless, sequential course of study leading to job placement.
Tech Prep helps students prepare for the majority of jobs in the21st century that will demand problem solving, computer operations, higher-level communications, reading, math, critical thinking, decision making, and occupational skills.
Tech Prep prepares students for the 21st century in which 80% of the jobs will require at least one to two years of highly specialized technical training rather than a four-year B.A. degree.

Students will choose Tech Prep programs when they realize that it is a choice to:
Take charge of their futures
Set goals
Acquire a head start on postsecondary training
Succeed in school through relevant, high-level academic and hands-on curricula
Obtain salable employment skills for better jobs
Network with representatives from business and industry
Become independent
Become life-long learners

Whether a district is in the beginning or developing stage of Tech Prep, student outreach is one of the key components for success. Tech Prep programs vary, depending on their setting, business and industry in the area, and the size and makeup of the school district. Successful outreach strategies should be geared to students' levels and interests while adapting to the unique circumstances of individual districts. The following guidelines for student outreach have proven successful in Tech Prep programs.

HOW SCHOOL DISTRICTS CAN REACH STUDENTS:
Hold middle and high schools rallies featuring speakers from business and industry, successful Tech Prep students, and Tech Prep videos which target students. Distribute/collect Tech Prep interest cards from students for follow-up counseling.
Provide a traveling Tech Prep Career Center to publicize Tech Prep at lunch, in the library, or in the career center.
Hold school site information workshops to have dialogue with students about their plans and visions for the future, present the seamless Tech Prep career path to success, and provide materials to take home which present Tech Prep programs, courses, and job information.
Provide opportunities for interested students to take learning style, aptitude and ability, and interest tests as part of their preparation for Tech Prep.
Present panels of successful community college Tech Prep students to prospective students from elementary, middle, and high schools.
Make publications available within school site classrooms, libraries, career centers, and transfer centers which project the job market and training needed for the 21st century, such as California Work World from College and Career Publishing.
Hold brainstorming sessions with Tech Prep students to develop ways to advertise Tech Prep to other students, including: video scripts, slogans, posters, comic strips/books, newspaper ads, and scripts for local radio and TV.
Provide opportunities for Tech Prep students to write their success stories for local publications and to create information videos with students' perspectives for school site and local radio and TV broadcasts.
Develop Tech Prep recruitment information and advertising specialties, including brochures, enrollment fact sheets, displays, posters, book covers, comic books, buttons, and bumper stickers, and make them available at school events such as assemblies, rallies, games, theater productions, musical productions, back-to-school nights, and career fairs.
Provide middle schools with high school orientation packets that include Tech Prep inserts: fact sheets, program course offerings, interest cards, and guidance phone numbers.
Provide blanket spring mailings of Tech Prep information letters including specific course offerings to students entering high school the following fall.
Provide visits to high school Tech Prep programs for students in elementary and middle school grades as part of their career awareness and career exploration activities.
Make Tech Prep information available in the community at large through articles and ads in newspapers, in sponsored or public service radio and TV spots, and on bulletin boards in such places as the public library.
Host Tech Prep information luncheons for students who make reservations and fill out interest cards distributed at school functions and sites on campus.
Use Tech Prep students as mentors for interested students in middle schools.

HOW BUSINESS/INDUSTRY CAN REACH STUDENTS:
Plan school site assemblies for industry employees to present local and national industry trends in terms of the Tech Prep advantage in job placement.
Provide quotes from employee participants in Tech Prepprograms which can be used in newspaper articles or information packets.
Host an open house for students, teachers, and parents at industry facilities.
Provide criteria information sheets to distribute to schools which give students a clear idea of what they need to do to participate in a program and succeed in a career path.
Send industry employees and Tech Prep students to give testimonials at middle and high school presentations to recruit prospective students for Tech Prep programs.
Collaborate in joint district/industry Tech Prep mailings to prospective students/parents before registration dates at high schools and community colleges.
Place ads in local newspapers, radio, and TV for local Tech Prep programs in terms of the earning power of skilled vs. unskilled workers.
Provide a public relations person to handle inquires at a publicized phone number, perhaps on a toll-free "800" Tech Prep Hot Line advertised on local radio, TV, and in the press.
Solicit space to promote Tech Prep on advertising materials used by local businesses, including restaurant place mats, calendars, date books, notepads, and billboards.
Publish a handbook outlining the role which industry plays in a Tech Prep program, what industry expects of student workers, and what participating students can expect in the job market.
Place school yearbook ads showcasing local Tech Prep successes.
Create summer-long employment programs for students within their career paths which expose the students to different kinds of processes and training for eight hours a day.
Create paid career path intern programs for consecutive summers in which students practice communications, writing and math skills, decision making, problem solving, and production of a product.
Provide industry display booths which show Tech Prep connections at middle school, high school, and community college sites and other activities to recruit students.
Produce a Tech Prep logo sign for participating industries to display in offices and in their windows.

HOW COMMUNITY COLLEGES CAN REACH STUDENTS:
Present articulation, course sequencing, and certification as components of Tech Prep at middle and high school information sessions.
Host career assessment days at middle and high school campuses to promote local community college programs and course offerings.
Provide a career day at the community college for high school and middle school students. Establish Tech Prep priority exit/placement service through the career center.
Collaborate with middle and high school personnel to provide interest inventory and learning style assessment for students as part of their Tech Prep orientation/information sessions.
Create a student recruitment video for students produced as a joint venture by students at the community college and the local high school or underwritten by local industry and produced locally.
Promote Tech Prep as an important part of the community college program by inviting high school students to
orientation/guidance luncheons with follow-up calls for student recruitment.
Display Tech Prep posters and provide information/interest card centers at sporting events on campus, in the library, and in key offices.
Promote Tech Prep through campus newspapers and broadcasting facilities and through public radio and TV.
Host a new enrollee Tech Prep luncheon or dinner for students, parents, and siblings as part of the word-of-mouth endorsements important to Tech Prep.
Design programs to team high school and community college Tech Prep students for lab work on the college campus to promote student transition.
Hold a mock Tech Prep program registration which high school students and parents attend in anticipation of student transition to college programs.
Institute follow-up data files on employees who finish Tech Prep programs for use in information sheets and advertising.
Host middle school visits to Tech Prep labs with actual hands-on lab time with community college students.
Provide posters, perhaps through the art department, advertising Tech Prep for display in classrooms, libraries, sports facilities, and offices.

Student outreach will be successful if it is a top priority for all partners: K-12 districts, community colleges, and industry. Shared expertise, resources, and funding are variables which each local consortium must address to best promote Tech Prep. Since Tech Prep depends on industry to set the standards for what is needed to be employable and on schools to prepare students to meet those standards, each partner must be committed to helping students achieve all that is needed for high-level employment. Their continuous dialogue, collaboration, and implementation will enable students to keep pace with the ever-changing world of work.

The following section outlines two models of student outreach sessions designed to produce student outreach strategies.

STUDENT OUTREACH SESSIONS
Outreach sessions to advertise Tech Prep are valuable both with students who have no previous knowledge of Tech Prep as well as those enrolled in Tech Prep programs. Outreach sessions achieve the following:
They introduce students to the philosophy and value of Tech Prep in terms of their real-world futures.
They produce language and visuals geared to students.
They raise questions which students have about Tech Prep which can then be addressed.
They embody the Tech Prep message that students are active participants who engage in teamwork, critical thinking, problem solving, and production.
They heighten awareness of Tech Prep among students and personnel on the campuses where sessions are held.

The outreach sessions outlined here took place in two high schools in Santa Maria, California. A community college articulation/Tech Prep technician and a high school Tech Prep teacher planned the sessions with the following criteria in mind:
Students should be given the same in-depth information about Tech Prep as adults since they will be asked to think critically and apply what they learn.
Students should be encouraged to ask questions and engage the adult facilitators in dialogue for shared information and perspective.
Students working in groups for extended periods benefit from access to refreshments; this worked well with adults who worked in Tech Prep curriculum planning sessions.
Students should take charge in deciding how their teams will work best, what they will produce, and how they will present information and products.
Students, like adults, deserve thanks and recognition for their efforts and products.

SCHOOL SITE ONE:
Sessions were held during regular class periods in the Career Center at a high school with no Tech Prep program.

Students with no previous knowledge of Tech Prep were recruited from a cross section of grades and levels by school personnel.

Information Session Agenda (50 minutes, day 1)
1. Introduction of Tech Prep facilitators
2. Overview of Tech Prep nationally and in California
3. Description of task during second session: create an informative and interesting advertising strategy to recruit students to Tech Prep programs
4. Showing of Tech Prep video
5. Distribution of Tech Prep information/fact sheets as preparation for the next session

Strategy/Presentation Session Agenda (100 minutes, day 2)
1. Student selection of groups
2. Planning time/task: develop a strategy to advertise Tech Prep to students in a script, poster, information document, comic strip, interview, or any other format
3. Break
4. Presentation: display products; read, act out, or explain group strategies
5. Closure and thanks

Facilitators' tasks:
Contact school site personnel regarding dates, location, equipment, criteria for student selection, and video production
Provide presentation materials, art supplies, and refreshments
Follow up with letters and certificates of appreciation

SCHOOL SITE TWO:
Classroom sessions were held in a high school offering a Tech Prep program.

Students currently involved in a Tech Prep program met during regular a 90 minute block.

Strategy Session Agenda (90 minutes, day 1)
1. Class discussion/listing of what students already know about Tech Prep based on their own experience
2. Showing of Tech Prep video/notetaking
3. Description of task: develop two strategies to advertise Tech Prep to students, based on classroom Tech Prep experiences (Business/English) and video information
4. Development of strategies: may include overheads and posters with Tech Prep slogans (related to recent work with Animal Farm in the Tech Prep integrated business/English curriculum), dialogue in script or comic book format, interviews with Tech Prep students explaining how a Tech Prep program differs from traditional classes, a Tech Prep board game, and posters outlining a Tech Prep path

Presentation Session Agenda (90 minutes, day 2)
1. Group task, continued from first session
2. Group presentation of both strategies (videotaped)
3. Closure and thanks

Both student outreach sessions were highly successful for several reasons:
They produced a variety of materials, which can be displayed at activities and sites, geared to student interests.
They heightened participants' awareness of national and state Tech Prep involvement.
They elicited student questions and connections about Tech prep, demonstrating that students will become seriously involved in program choice when they understand how their own futures will be impacted.
They demonstrated to participants that the Tech Prep integration of critical thinking, hands-on experiences, and communicationskills produce SUCCESS.

The following pages contain examples of the posters and other materials produced by the students from Santa Maria High School and Righetti High School in their Student Outreach Sessions.

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TECH PREP AND PARENT INVOLVEMENT
Tech Prep educators feel strongly that well-informed and supportive parents will become some of their strongest allies. To become partners in their children's education, parents must have a clear understanding of their role. Tech Prep proposes to provide the answers to the following questions:
"What will Tech Prep do for my child that conventional education does not?"
"How will I be assured that my child is getting the best education available?"
"How can I become an active partner in my child's education?"

CREATING AN AWARENESS
A first step may be to provide parents with an awareness of present and future career opportunities and requirements. Many parents need to be made aware that:
Tech Prep is a fully functional career path, one that can be deliberately planned and pursued, with as much prestige as the 4-year college path.
Fewer than 25% of high school graduates nationwide actually attend a four-year college
Even fewer students will actually graduate with a baccalaureate degree
Many college graduates are either under-employed or unemployed
Only approximately 30% of college graduates are actually working in the area of their majors

Parents need to become aware of the number of high school students who graduate with inadequate job skills and that Tech Prep can provide the proper tools for student entry into the world of work with challenging, rewarding and fulfilling careers. Parents can become proactive, enthusiastic partners in the education process when they understand what Tech Prep offers. Tech Prep is a program that will benefit all students, not just the students who plan to enter the workforce immediately.

SELLING THE NEED, A COLLABORATIVE EFFORT
The initial task of Tech Prep proponents is to sell the need for it. This task should not be difficult since educators have the same goals that parents do, preparing children for rewarding, productive and meaningful careers. To assure that parents understand the need for Tech Prep, it is essential that all educators, administrators and counselors be in agreement on the value of Tech Prep. Because Tech Prep addresses workplace competencies, there must be an ongoing interchange of ideas and support from business and industry. Strong community support will eventually occur when there is a belief that Tech Prep can play an important role in providing the community with a well-trained, competent workforce. When the community senses that the entire school system, in partnership with business and industry, is enthusiastically supportive of Tech Prep, its success will become inevitable.

While word-of-mouth publicity cannot be underestimated, successful marketing will ensure that parents:
Possess a clear understanding of education's challenges
Become familiar with current and future careers options and their corresponding educational requirements
View Tech Prep as a success-oriented program that is student-centered and able to provide the competencies necessary for the work world

SELLING THE PROCESS
Parents will want to know not only what Tech Prep is but also how it will work for their children. Parents must understand the Tech Prep process, including:
How the curriculum is integrated with academics
How the high school curriculum connects with the first two years of college
How active, cooperative, hands-on learning may be the most effective learning alternative for their children
How course selection, content, and sequence of courses can lead to an associate arts degree or further college studies
Parents must be assured that Tech Prep will provide more rather than fewer options for their children. Those responsible for the implementation of Tech Prep can satisfy these concerns and provide a road map of Tech Prep education:
On an individual basis
In small meetings
In counseling sessions
With brochures that explain both the nature and process of Tech Prep

GETTING STARTED
To move Tech Prep to a full marketing stage requires a progressiveeffort on the part of many people. Key parents who are concerned and involved in their children's education must be brought on board. The following strategies can go a long way to establish credibility and to indicate administrative support:
Send an enthusiastic letter promoting Tech Prep to selected parents from the superintendent or principal.
Send a letter inviting parents to attend a Tech Prep informational meeting.
Make follow-up phone calls reminding parents about the informational meeting.
Provide parents with career path information.
Consider providing materials in appropriate foreign languages for student population.
Produce public television and radio announcements to introduce the public to the concepts of Tech Prep.
Encourage parents to participate in 10th grade career counseling.

STRUCTURING THE MEETING
The Tech Prep informational meeting should be broad in scope, entertaining, and informative. It should be structured to stimulate interest and create a desire for further meetings. The presentation should include:
Handouts that thoroughly explain the nature of Tech Prep and why it is so necessary today.
One of a number of videos that portrays Tech Prep as an exciting and worthwhile alternative.
An activity that includes parents in determining how best toinform and involve other parents; when parents become part of the process, they endorse Tech Prep through their own involvement. Thus empowered, these parents may become valuable supporters of, and contributors to, a Tech Prep Steering Committee.

BUILDING STRENGTH THROUGH DIVERSITY AND COMMITMENT
A crucial step in attaining credibility for Tech Prep is establishing a Tech Prep Steering Committee. Ideally, it should be comprised of:
Educators and administrators
Business and industry representatives
Counselors and students
Parents

Selecting group members to work with is vitally important since they will be asked to assist in establishing goals and objectives for each year. After member selection, meetings should be open to the general public and announcements can be made through the local media inviting input from the community at large.

SHARING THE RESPONSIBILITIES
Subcommittees should be created for purposes of publicity and public relations. When possible, members with expertise in fields such as advertising, marketing, and the electronic or print media should be encouraged to join the steering committee and lend their talents.

Because publicity and public relations are vital to the success of Tech Prep, a good news writer should be recruited to write news releases and other articles for newspapers, newsletters, or company publications. When parents become more aware of Tech Prep through the media andcommunication with the high school, they are more inclined to become involved.

Once interest in Tech Prep has been generated, it is recommended that a Tech Prep contact person be identified for the school district. This person can answer questions from counselors, students, parents, and members of the business community.

The steering committee should form a presentation bureau manned by volunteers who will assist in making presentations to schools and community or civic organizations within the boundaries of the community college school district.

PROMOTING THROUGH PRESENTATIONS
Students are never too young to be introduced to various careers and ways to reach their career goals. Through Tech Prep presentations, parents of elementary school children can be made aware of education and career options. Through this process, parents may become some of Tech Prep's more valuable advocates as their children enter high school.

At the middle or high school level, presentations can be made through parent/teacher/student associations, school site committees meetings, and faculty association meetings. Other excellent opportunities for presentations include in-service workshops, industry and education council meetings, open house or back-to-school nights, as well as days set aside for career exploration. A good time to make presentations is prior to registration for each semester.

Community college teachers can validate the Tech Prep program as presenters by showing the connections between high school and community college courses and the benefits of getting college credit for articulated high school courses. They can explain to parents and high school students the advantages of matriculating to their college, explaining the opportunities for advanced training and the financial benefits of attending the community college.

Community college Tech Prep teachers can make presentations during College Night. Flyers can be inserted along with the general invitations sent to all seniors and their parents whose high schools are part of the community college district. To make Tech Prep more marketable, it is a good idea to have displays, posters, brochures, a video, and refreshments available.

Utilizing More Promotional Strategies
At its most successful point, Tech Prep will have active volunteers from education, counseling, administration, and business and industry, as well as Tech Prep students and parents who participate in delivering the Tech Prep message. Experts in marketing often suggest that word-of-mouth advertising is one of the most effective ways to sell a product. In addition, here are other strategies where parents can provide assistance:
Design Tech Prep letterhead stationery, envelopes, and business cards.
Develop career awareness brochures to hand out or mail to parents at all levels, informing them of present and future careers that will be in demand, along with educational requirements.
Sponsor Tech Prep career fairs at the elementary and middle school levels, in partnership with business and industry representatives, to assist parents and children in formulating regarding career alternatives.
Take advantage of the numerous national and state Tech Prep flyers, banners, notebooks, notepads, stickers, placards, pens, pencils, name tags, pins, posters, cups, badges, videos, and brochures.
Place posters and flyers in strategic locations including libraries, government offices, classrooms, school bulletin boards, and places of employment where businesses can show their support.
Take advantage of free public announcement opportunities,especially when promoting a community activity.
Create a Tech Prep video with the support of local businesses promoting Tech Prep in the community.
Produce informational flyers for distribution.
Design and produce postcards depicting students learning or at work.
Create, in collaboration with the English department or the Dramatic Arts department, a Tech Prep skit to be presented to elementary and middle schools and parents.
Plan a career orientation day for students. Include distribution of flyers and/or brochures on Tech Prep.
Hold informal meetings to explain Tech Prep to small groups of parents.
Invite parents into classrooms at selected grade levels to make presentations on appropriate topics including:
Invite college instructors to a career orientation day to speak to parents and students about the advantages of selecting career paths while in high school.
Display the Tech Prep name and logo at school and community activities, including program insertions.
Display Tech Prep information at the local Chamber of Commerce.

Mass mailers, flyers, posters, brochures, and banners can all be used effectively to promote Tech Prep. A sample brochure for parents is given on pages 51 - 52. However, the role of parents in supporting and promoting Tech Prep in the local community is of inestimable value. Nothing succeeds like success, and the community will value Tech Prep as a successful program through the efforts of concerned and committed parents.

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INVOLVEMENT OF BUSINESS AND INDUSTRY
Successful business/education partnerships require planning, time, patience, flexibility, understanding, and commitment. This is truly a TEAM EFFORT.
BUSINESS PARTNERSHIPS
In the beginning stages of developing a partnership with business in the community, it is important to sell business on the benefits they will derive from such involvement. A business partnership will provide opportunities for students, and it will determine what should be taught in a given course to produce a result that would be acceptable to an employer.

Business personnel realize that they are an important part of the process of molding our future work force or, more specifically, a future employee for their own company. Being an equal partner, with on-going support and communication from the school gives business personnel an opportunity to contribute to the SUCCESS of the student.

PARTNERS WILL:
Invest in tomorrow's leaders, employees, consumers, and citizens.
Develop students to their highest potential to avoid the economics of the failure, dropout, and poverty syndrome.
Develop a climate of trust, confidence, and open communication between schools and business.
Allow employers to share in the development of their community's youth.
Help to create the quality work force capable of meeting the challenges of world competition.
Positively influence the non-college bound students toward productive careers and/or technical training.
Save on their own training and retraining costs.

RECRUITMENT OF EMPLOYERS WILL:
Involve employers in program planning to give them significant responsibility and sense of ownership.
Clarify the expected roles and responsibilities of employers.
Highlight the short- and long-term benefits of participation to employers.
Utilize business leaders to recruit their peers with whom they share common concerns and expectations.

WAYS TO INVOLVE BUSINESS/INDUSTRY
The best way to approach business and industry people initially is one-on-one. Meeting with employers to explain Tech Prep and how it will benefit them is a top priority and can be done in several ways.
Invite business leaders to an informational meeting. Let themknow how they can contribute, and encourage them to select the activities they find most meaningful.
Express to them, by actions as well as words, that you expect them to be equal partners. Provide opportunities for them to take ownership.
Create an awareness of how Tech Prep relates to the local economic future. Solicit information to assist in curriculum design that effectively prepares students for work.
Establish volunteer business visitation teams comprised of an educator and a business person to visit business sites as well as technical and academic programs.
Invite business representatives to participate in Tech Prep events, such as Career Day, Technology Day, School Open House, Parent Night, and other school activities.
Invite business representatives to teach a class for a period of time--not just as a guest speaker.
Establish strong working relationships between educators and business and industry.
Ask business representatives to feature Tech Prep in their company publications; public relations or marketing personnel can also help with a publicity campaign.
Sustain ongoing one-on-one contacts aimed at employers who started at the onset.
Stress the key message to business: with their support and involvement, Tech Prep can produce the workers they need.

STUDENT INTERN PROGRAMS
The Student Intern Program will provide an internship which will result in students becoming competent and knowledgeable about, and employable in, a specific field. They will learn first hand about working in an organization of their career interest, enhance their organizational and communication skills, have an awareness of the basics of career choices, and develop appropriate interpersonal and employment skills for the workplace. Both paid and unpaid intern programs provide an opportunity for students to develop a variety of social and technical skills. In addition, intern programs can be motivational to both the student and the employer.

Employers can provide an internship in a variety of ways. Employers should be given the option of paid or unpaid internships. In some businesses, there could be other types of compensation provided such as a discount on merchandise or services. Internships can also vary in the length of time involved. Providing options to the employers will encourage a successful, ongoing relationship with the program.

STUDENT INTERNS WILL:
Experience real-life work in a specific career environment.
Come in contact with a variety of career experiences.
Complete job tasks successfully.
Receive feedback and enjoy the rewards of improved performance.
Learn effective ways to interact on a professional level with adults.
Become entry level trained in a specific career environment.
Understand the relationship between educational experiences and occupational choices.

ROLES OF THE STUDENTS
Students have a role and responsibility for having a successful work experience. They should practice good communication skills, demonstrate good work habits, and share their knowledge with other interns in the program.

ROLES OF THE TEACHERS
Each teacher has a part in ensuring the success of the students at the work site. Teachers will monitor attendance and students' progress. They will develop a working relationship with the work site supervisor to improve the students' worksite learning.

ROLES OF THE EMPLOYERS
Employers should be prepared to provide the student with a training program that will benefit both the student and the employer. The employer would be responsible for giving the student a variety of tasks to provide the student with a comprehensive view of the career path involved. Evaluations of the students progress is important to the success of the internship. The employer should be prepared to communicate with both the student and the teacher involved.

MENTOR PROGRAMS - BUSINESS INDUSTRY PARTNERS
A Mentor Program seeks to encourage each student's personal growth and academic success for the development of a self-sufficient, motivated community citizen. A mentor program can give students the support and motivation that many of them need. Today's students are the workforce of tomorrow. Human resource needs continue to grow, and we must ensure that we promote activities that will prepare students for the ever-changing work world.

The mentor has an opportunity to make a positive influence on the youth of today. A mentor is a role model, a friend, and an information giver. The mentor program provides an opportunity for students to work side by side with community leaders they can emulate. The program can influence the dreams, goals, and self image of students.

MENTORS WILL:
Give support and motivation to students.
Serve as role models for students.
Serve as resource providers for students.
Help build self worth and self esteem in students.
Give students an information source for the work world.
Help students see the link from school to work.
Assist students in setting and achieving goals.
ADVISORY COMMITTEES
The use of advisory committees was conceived to implement the development and improvement of educational programs. Advisory committees will play a vital role in Tech Prep programs. With the rapid change in this technological age, there is a growing appreciation of the help provided by industry representatives serving on local advisory committees.

Students must be trained for today's jobs as well as for new opportunities that become available. Advisory committees can assist educators to stay abreast of these changing employment trends and opportunities. Increased interest in Tech Prep programs that include internships, work study, mentorships, and other types of on-the-job training will require close coordination with business and industry representatives.

Increased attention needs to be given to the education of at-risk, disadvantaged, and other special needs students. Advisory committees can provide valuable assistance that is necessary for the success of these interrelated programs and can offer many opportunities.

AN ADVISORY COMMITTEE WILL:
Review and evaluate existing programs, courses of study, facilities, and equipment.
Revise existing programs, suggest changes or deletions, and develop educational specifications for the programs.
Propose new programs and/or courses when needed based on solid data for this community.
Recommend changes needed for the future in areas of interest to keep the program up to date.
Assist in placement and evaluation of performance for Tech Prep students.
Help to evaluate the effectiveness of a Tech Prep program.
Help to review and establish curriculum that has a hands-on and technological approach.
Assist the teacher(s) in finding suitable intern work stations, work study, and mentors for students.
Assist in determining skills needed for particular jobs at entry, technical, and professional levels so that all students may be included in the instructional program.
Provide the teacher(s) with technical assistance and keep them aware of new developments in business and industry.
Serve as guest speakers for classrooms, open houses, and career days to solidify school-industry partnerships.
Identify current standards for new equipment, computer hardware, and software.
Assist in obtaining opportunities to upgrade the technical skills and knowledge of the teacher(s).

Selling a Tech Prep program will become much easier once employers start seeing positive results from students who have successfully completed the program. The best marketing strategy to win employers is to provide them with results that are tangible--students who are prepared to work.

A brochure to solicit involvement of employers is shown on pages 63 -64.

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CAREER GUIDANCE AND TECH PREP
This section of the Outreach and Guidance Handbook is to help schools develop an educational and career guidance program that will assist all students in completing a challenging program of study. Tech Prep calls for teachers and counselors to work together. The aim is to create a team of educators--academic and vocational teachers and counselors--working together to help students achieve at a higher level.

PRINCIPLES FOR REDEFINING GUIDANCE PROGRAMS
Restructuring the guidance program at a school is as necessary as restructuring the instructional delivery system. Four principles suggested by the Southern Regional Education Board for High Schools That Work also apply to Tech Prep guidance programs.
Guidance is a program designed to help all students make informed decisions about a program of study that prepares them for continued learning at work and in an educational setting.
Teachers and counselors must work together to integrate guidance activities into the curriculum and involve every teacher as an advisor. The guidance team must understand that career and educational guidance activities are more effective when they are an active part of the curriculum. Guidance is a process--not a person.
A guidance program helps students make key decisions. Students must decide in high school what to do after graduation and what path to follow in preparing for employment and/or postsecondary education. In order to make wise decisions, students and their parents need to be familiar with a range of educational and employment options. A guidance program can provide information and experiences to help students and parents become proactive toward achievement of long-term goals.
Career and educational planning is a partnership involving students, parents, and the school.

A guidance curriculum begins with a team of teachers and counselors who prepare a framework for integrating career-related activities and assignments into existing academic and vocational courses. The team uses the experience of parents, business representatives, and academic and vocational teachers to identify competencies and activities to incorporate into the instructional program. Career awareness activities are essential for promoting Tech Prep and recruiting students for the program. To increase intelligent career choices, programs in career awareness, career exploration, and career/educational planning should begin at the elementary school level and continue throughout the college experience. The effort includes familiarizing students with many different job/career options, providing information on what is required to be successful in these positions, and guiding students to discover and explore their own interests and aptitudes.

Career guidance programs stress that varying degrees of career information are important at all levels of development. Developmental programs are based on student competencies. The National Career Development Guidelines, established by the National Occupational Information Coordinating Committee, is an excellent resource as it lists specific student outcomes for pre-kindergarten through adult.

CAREER DEVELOPMENT COMPETENCIES BY AREA AND LEVEL
Elementary school
Middle/junior high school
High school
Adult
Self-knowledge
Knowledge of the importance of self-concept
Knowledge of the influenceof a positive self-concept
Understanding the influence of a positive self-concept
Skills to maintain a positive self-concept
Skills to interact with others
Skillsto interact with others
Skills to interact positively with others
Skills to maintain effective behaviors
Awareness of the importance of growth and change
Knowledge of the importance of growth and change
Understanding the impact of growth and development
Understanding developmental changes and transitions

EDUCATIONAL AND OCCUPATIONAL EXPLORATION
Awareness of the benefits of education achievement
Knowledge of the benefits of educational achievements to career opportunities
Understanding the relationship between educational achievement and career planning
Skills to enter and participate in education training
Awareness of the relationship between work and learning
Understanding the relationship between work and learning
Understanding the need for positive attitudes toward work and learning
Skills to participate in work and life-long learning
Skills to understand, and use career information
Skills to locate, understand, and use career information
Skills to locate, evaluate, and interpret career information
Skills to locate, evaluate, and interpret career information.
Awareness of the importance of personal responsibility and good work habits
Knowledge of skills necessary to seek and obtain jobs
Skills to prepare to seek, obtain, maintain, and change jobs
Awareness of how work relates to the needs and functions of society
Understanding how work relates to the needs and functions of the economy and society
Understanding how societal needs and functions influence the nature and structure of work
Understanding how the needs and functions of society influence the nature and structure of work

CAREER PLANNING
Understanding how to make decisions
Skills to make decisions
Skills to make decisions
Skills to make decisions
Awareness of the interrelationship of life roles
Knowledge of the interrelationship of life roles
Understanding the interrelationship of life roles
Understanding the impact of work on individual and family life
Awareness of different occupations and changing male/female roles
Knowledge of different occupations and changing male/female roles
Understanding the continuous changes in male/female roles
Awareness of the career planning process
Understanding of the career planning process
Skills in career planning
Skills to make career transitions

National Occupational Information Coordinating Committee

STRATEGIES FOR IMPLEMENTING THE CAREER DEVELOPMENT GUIDELINES
In any educational setting or format, the National Career Development Guidelines provide standards for creating comprehensive, uniform, and sequential programs and activities to lead students through the career development process. A variety of strategies should be used at the various educational levels in order to implement the National Career Development Guidelines proposed by National Occupational Information Coordinating Committee.

At the elementary level, the major activities should focus on self-awareness, attitude development, decision making, and knowledge of the broad characteristics and expectations of work. Suggestions for implementation of the Career Development Guidelines at the elementary school level are to:
Involve parents and community persons in presenting career information
Give attention to self-knowledge activities, especially as they relate to the development of a positive self-concept
Increase the use of media (computer programs, videos, films) presenting careers of the future
At the middle school level, students should learn more about careers, their requirements, and the life-styles they represent. Greater business and industry involvement is needed. Strategies suggested for the middle school level are to:
Emphasize self-knowledge competencies
Involve business persons with students to help them with educational and occupational exploration and career planning
Increase attention to the benefits of educational achievement
Emphasize skills to seek and obtain jobs

Occupational and educational exploration activities are predominant at thesecondary level. Suggestions for the high school level are to:
Increase the emphasis on activities that relate to the awareness of the interrelationship of life roles
Emphasize the relationship of work to the economy and how work influences life-styles
Provide opportunities for students to improve skills in interacting with others

At the postsecondary level, counselors and teachers continue to be the primary facilitators for career information delivery. Suggestions for implementation of the Career Development Guidelines are to:
Involve community college students in understanding how the needs and functions of society influence the nature and structure of work
Involve more business and industry personnel to aid students' understanding of and transition to future employment
Emphasize the self-knowledge area in helping adults look at potential changes and transitions in their lives
Increase the exposure to career planning activities to include the impact of work on individuals and family life and the continuing changes in male/female roles

WAYS FOR COUNSELORS TO SUPPORT AND PROMOTE EFFECTIVE GUIDANCE PROGRAMS
A major emphasis in the Tech Prep program is the development of new partnerships between academic and vocational teachers, high school and postsecondary institutions, and educators and business/industry. Counselors can use their skills to become catalysts in creating successful partnerships in these ways:
Counselors can work with instructional staff to infuse the curriculum with awareness activities and experiences.
Counselors can help bridge the gap that often exists between academic and vocational teachers and enlist teachers as advisors in a comprehensive guidance program.
Counselors can be catalysts for a school environment in which students and staff are respected and valued for their contributions.
Counselors can participate in partnerships between education and business/industry to become aware of the skills young people need for employment.
Counselors can provide business, industry, and community leaders with a deeper understanding of the issues facing educators and students.
Counselors can increase interaction and communication with their counterparts at postsecondary institutions.
Counselors can participate in staff development activities.

Although counselors often coordinate career guidance programs, the most effective means of delivery comes from a linkage of school, home, and community. Working together can provide endless possibilities to help the workforce of tomorrow reach realistic career goals.

STRATEGIES THAT INVOLVE COUNSELORS
As schools develop a comprehensive career guidance program, the following strategies will assist in the integration of the Tech Prep concept into the comprehensive guidance activities:
Appoint a coordinator for Tech Prep guidance counseling. Survey counselors regarding career information useful for Tech Prep.
Design counselor training sessions and workshops to help build an awareness of, and support for, the Tech Prep concept.
Provide counselors with useful information about Tech Prep.
Update and utilize existing programs. Building on what already exists can save time and energy as well as reduce resistance to change.
Support the uniqueness of each school. Tailor the Tech Prep emphasis to the school's strength in academic and technical programs.
Establish district-wide goals for Tech Prep and a common Career Development Portfolio to unify schools.
The purpose of the Comprehensive Guidance Program is to help students take responsibility for their personal growth, development, and preparation for their future. Samples are provided on the following pages.

CONCLUSION
The role of career guidance is critical to the success of Tech Prep. Parents and young people need to understand their career options, the education required, and the importance of maintaining adequate flexibility for change of direction. Career guidance is beyond the role of the school counselor and must include all teachers, administrators, and business/industry personnel. Career guidance has to be delivered via the curriculum, giving students the opportunity to explore a variety of options on which to base their decisions.

COMPREHENSIVE GUIDANCE PROGRAM EXAMPLE
ARROYO GRANDE HIGH SCHOOL
GUIDANCE AND COUNSELING PHILOSOPHY
Guidance services shall be provided to assist students to make the best use of their educational opportunities so that each individual receives an appropriate education. Guidance services shall be directed toward the growth and improvement of students in the school and are provided by appropriate staff members with the recognition that some students are in greater need of individual guidance than others.

The goal of district guidance services is to assist students as they achieve a successful school experience, recognize their individual worth as persons in American society, and develop a commitment to their responsibilities as members of that society.

Guidance services will include provisions for correction and prevention of anti-social behavior of pupils when necessary to help students develop a sense of responsibility and self respect in a manner appropriate to individual needs. All members of the professional staff will contribute to the guidance services for students of the school district.

MISSION STATEMENT
The Arroyo Grande High School Guaranteed Guidance Services Plan is designed as a guidance and support program for all secondary students.
This systematic and comprehensive program covers the areas of Academic Planning, Personal and Social Development, Career Planning, and Special Needs Students, including those identified as At-Risk, Bilingual, GATE, and Special Education.

GOALS FOR GUARANTEED GUIDANCE SERVICES

ACADEMIC
Provide opportunity for students to develop an understanding of their academic potential and how it relates to school performance and future goals.
Provide opportunity for students to use the resources available to assist in their educational success and career planning.
Provide opportunity for students and parents to become aware of graduation requirements.
Provide opportunity for students to pursue a challenging course of study.

CAREER
Provide opportunity for students to become aware of their career interests and to explore various career opportunities.
Provide opportunity for students to become aware of the disciplines necessary for success in the world of work.
Provide opportunity for students to relate educational objectives to their career goals.

PERSONAL
Provide opportunity for students to develop abilities in problem solving, decision making, and goal setting.
Provide opportunity for students to develop an awareness and understanding of self and the discipline necessary for future success.

SOCIAL
Provide opportunity for students to become aware of the social characteristics of being a responsible person and a positive contributor to society.

Provide opportunity for students to recognize the importance of positive interpersonal relationships and to understand individual differences among people.

SPECIAL NEEDS - (At-Risk, Bilingual, GATE, Special Education)

SAMPLE OF ACTIVITY AND RESPONSIBILITY FORM
COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAM
ACADEMIC STRAND
GOAL # 1: Provide opportunity for students to develop an understanding of their academic potential and how it relates to school performance and future goals.
OBJECTIVE # 2: Based on an awareness of interests and abilities, and through consultation with a school counselor, 9th and 10th grade students will begin developing a 4-year educational plan that will satisfy graduation requirements and which will help meet future goals.

WHAT IS TO HAPPEN?	HOW IS THIS GOING TO HAPPEN?	WHO WILL BE PARTICIPATING?	WHEN IS THIS TO HAPPEN?	HOW WILL THIS BE MEASURED?	WHO IS TO BE RESPONSIBLE FOR THIS HAPPENING?*
B. All students will follow an educational plan that will satisfy graduation requirements and prepare for a post-high school career.	1a. Presentations of information regarding the four-year plan in English classes 1b. Individual conferences as needed 2. Evening presentations to parents and students providing information and guidance regarding four-year plan 3. Developed plan to be distributed to student, cum folder	8th - 12th Graders 8th - 12th Graders and Parents Students, Parents, Counselors	Ongoing Ongoing Ongoing	a. Number of presentations made and plans developed b. Number of conferences held Number of participants at evening meeting Number of plans distributed	Counselors, Teachers Counselors Counselors

*Person most responsible for activity

This document was developed and published under the auspices of the California Department of Education, Career-Vocational Education Division, 721 Capitol Mall, Sacramento, CA 95814, and paid for with Carl D. Perkins Vocational and Applied Technology Education Act, 1990, funds (PL 101-392). The development of this document was supported in whole or in part by the United States Department of Education and the California Department of Education. However, the opinions expressed herein do not necessarily reflect the position or the policy of the United States Department of Education or the California Department of Education, and no official endorsement by either organization should be inferred.

Last update: January 6, 2000 (DD)

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