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FINAL REPORT

Project No. 6-3046Grant No. OEG-4-7-063046-1612

UTAH COORDINATING UNIT FOR RESEARCH INVOCATIONAL AND TECHNICAL EDUCATION

September 1969U.S. Department of

Health, Education, and Welfare

Office of EducationBureau of Research

_PIILA2fa E-E12072

Project uo. 6-3046Grant 1:o. 0MA-7-063046-102

UTAH COMMIT= TEM F.OR EAFEH 3.11VOCATIONAL .07D erist:taLiCAL ED CI

John F. Stephens, Director

Office of State Superintendent of Public Trstruction

Salt Ieke City, Utah 84111

Sent' ember 1969

The research reported herein was performed pursuant to a contractwith the Office of Education, U.S. Department of Health, Education,and Welfare. Contractors undertaking such projects under Governmentsponsorship are encouraged to express freely their professioraljudgment in the conduct of the project. Points of view or opinionsstated do not, therefore, necessarily represent official Office ofEducation position or policy.

U.S. DEPARTIMal OFIEMITH, EDUCATION, AID WELFARE

Office of EducationBureau of Research

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT .ECFSSARILY REPRESENT OFFICIAL OffICI OF EDUCATION

POSITION OR POLICY.

T.

CONTE2TS

Page No.

1

1

1-1-tOMMICN

Sur=ary

Introduction

OOOOO al 1. OOOBackgtound

1Review of Related Research 2Mission a 2

Method 2Organization 2Establishment of Research Needs 3Supervision and Conduct of Research 4Development of Research Competencies 4Dissemination of Research Information 5Assistance In Preparing Research Proposals 6

TT, FRiDUZGS ii.ND ANALYSIS 7

Results 8Projects 8Consulting and Other Activities 15

CONCLUSIONS AND RECOMMENDATIONS 17

Conclusions 18Establishment of Research Needs 18Supervision and Conduct of Research 18Development of Research Competencies 18Dissemination of Research Information 19Assistance in Preparing Research Proposals 19

Recommendations 20

IV. APPENDIX 21

PERT 22-47

Manpower 48

Funding 49

Final Report, Grant No. OEG-4-7-063046-612(1 December 66 to 30 June 68) 50

Introduction

ADDENDM

Page 1

Background

(Parzgr2ph 1_ Tip following is added in compliance with "Notificationof Grant Award," June 30, 1969-August 31, 1969; "The report should coverthe entire period of operation under the present Grant number throughAugust 31, 1969.")

The second RCU Grant period (December 1, 1966 through June 30, 1968)operated under the Grant No. OEG-4-7-063046-1612; the third Grant period,reported herein, has operated under the same number. The final reportof the second Grant period December 1, 1966 through June 30 1968) wascompleted and forwarded previously, and should therefore be referred toas a part of this final report. That report is also attached as asupplement at p. 50ff.

T. 111TRODUCTION

.71=-_ar7

Problan ant: !,:izsion: Coordintin7 Unit ( CU) was est31-lizhed to te of cervicea ta all p:escns in ..7tat! interested in research

efforts mLich could ultimatek; k.-provet the vocational and technical educa-tion. pro,:ra:_s of the: ;'-tate. The :CC was partieulaay interested in: (a)

Zstalilishinr; recearch neelz; Crriuetinr: and sweervising vocational

research projects, (c) Developin, research corretencies amonc the Derscn-nel of the Ztate, (1) Dissednatiro, vocational ark technical education

research infornation; and (e) Providing assistance in Preparing research

Proposals.

.1...:ethod of Operation: The Utah ECU is a small orp:anizaticm with the equiv-alent of two and one half professional Personnel headquartered in the()Trice of the State Superintendent of Riblio Instruction and in a branch

office at the Utah State University. The =all professional staff wassupplemented with zraduate students who were trained and then assignedspecific projects toperformmder the direction of the Professional staffmembers. In addition assistaace and direction was given to other graduatestudents, teachers, administrators and personnel from other disciplinesin the PerforrPrce of vocational and technical education research projects.

Results: The ECU was involved in one way or another in approximately 30projects during this report period, and the results of those completedwere forwarded as enclosures to interim reports to the USOE ard, underseparate cover, to ERIC. Projects completed since submission of the lastinterim report are enclosed herewith, or will soon be submitted.

Recommendations: It is recommended that the Utah Research CoorrlinatingUnit be continued in the future and at gradually increasing finding levels.

Introduction

ProblemStated most concisely, the basic problem was the need for immediate andultimate expansion and improvement of vccatioms1 and teelnical educationin the State of Utah.

BackgroundThe original Research Coordinating Unit (ECU) contract expired 30 Rovember1966 and a second ECU Grant was in effect 1 December 1966 through 30 June1968. This final report of activities covers the third grant period of14 months, 1 July 1968 through 31 August 1969, for Project Io. 6-3+3461entitled, "Extension Grant for the Utah Research Coorainating Unit forVocational Education".

The Utah WU was headquartered throughout this period in the Office ofthe State Superintendent of PUblic Instruction at the University ClubBuilding, 136 East South Temple, Salt Lake City, Utah. The Director was

located within this office. A. branch office of the ECU, under an Asso-ciate Director, was located at Utah State University, Logan, Utah. Intra-

state coordination of research activities in Utah was assisted by weansof frequent contacts between the ECU staff members and State specialists,local school district personnel interested in research, and with represen-tatives of the institutions of higher education throughout the State.

-1-

F.-view of Ee1at.-1 Les?areti

review ef researPh was rrrorvill 1-cLdut-t41 co.;unetic.r rzitl

Path proje.tt uLderta?en or spas cored by the ita ECU am' was iLcludeithe firal quarterly interim rerorts. It is rot. therefore, aPprepriat..:to resubmit each separate "Eeview of Literature" with this retort of theFCU.

MissionThe Utah ECU was established to be of service to all persons in the Statewho had concern and interest in research efforts which could ultimatelyimprove the vocational and technical education programs and opportunitiesfor youth at the high school as well as the post-high school level, andfor those adults who are in need of retraining to meet the demands of afast changing world-of-work.

The missions of the Utah ECU, listed below, were selected as the areasmost in need of study and systematic scientific investigation to provideanswers to the many problems and questions faced in the solution to theoverall problem, the improvement of vocational and technical educationprograms in the State of Utah.

The missions of the RCU were:

a. The establishment of research needs;b. The supervision and conduct of vocationel research projects;c. The development of research competencies among the personnel

of the State;a. The dissemination of vocational education research information;e. The provision of assistance in preparing vocational education

research proposals.

Method

OrganizationAs mentioned earlier, the Utah ECU was headquartered in Salt Lake City,Utah, in the Office of the State Superintendent of Public Instruction,with a branch office and Associate Director at Utah State University.The Director reported to the Administrator of the Research and innova-tion Division in the State Office. Close liaison and daily contact wasmaintained by the Director with the Administrator for Vocational andTechnical Education and with the State VocationP1 Specialists.

The Utah ECU was manned mostly by Research Assistants recruited fromamong the graduate students of the Utah State University, and the Uni-versity of Utah. The Director and the Associate Director trained thesegraduate assistants in the techniques of educational research, assignedresearch tasks to them, assisted in planning projects, monitored progress,and consulted in preparation of final reports. As these assistants gainedexperience they were able more and more to operate almost independently.In such a fashion, a maximum amount of research was undertaken with aminimum commitment of funds, and full time staff I, :e freed to work withlocal district personnel and assist them in planning and implementingprograms. This method was referred to as the team approach to research;the graduate assistant served as the Principal Investigator, the RCUDirector or Associate Director served as the Project Officer, and subjectmatter or single discipline specialists throughout the State served asconsultants.

Eztabldshmant of :_ :- search %eeds

everal techniques were erployed to establin the vccaticnal and tech-

nical eincation research needy in th,_ Ztate, and all of the methods were

focused at the needs of the Practitioner. The solution of real and

i=ediate problems was the over-riding factor in the establishment of

research needs and of priorities within the needs.

Research needs were identified at several levels within the educational

hierarchy in the Ztate:

Secendari Teacher Level: In workshops and briefings teachers were en-

couraged to submit descriptions of problems which they faced in their

awn environs which ware in need of study and solution. Also, meetings

were held with individual teachers to discuss particular problems in

need of research. Many suggestions were received and some resulted in

research projects which culminated in recommended solutions. An example

of such a project is "Science in the Home Economics Curriculum.°

District Specialist and Administration Level: Under circumstances sim-

ilar to those mentioned above, district administrators, vocational direc-

tors, and discipline specialists were also encouraged to contribute to

the research efforts of the ECU by indicating areas of deficiency or by

proposing answers to problems. Meetings with Vocational Dire !tors were

scheduled tc discuss research needs and the assistance required to meet

these needs. Projects instigated on this level include the "Central

Region Project," and the "Feasibility Study for Establishment of an

Ogden Area Vocational School."

Post-Secondary Teacher and Administration Level: By maintaining close

liaison with the presidents of the technical colleges, through dissemi-

nation of research literature, and as a result of encountering problems

in student placement and teaching, teachers and administrators in post-

secondary institutions suggested a number of problem areas in need of

research and remedy. In some cases the research was done by the instiga-

tor; in others it was done by the ECU or someone appointed by it. Ex-

amples are: "Qualitative Requirements for Heavy Equipment Operators,"

"Chemical Process Operator Survey," and "Buildings and Grounds Mhpagement

Course Survey."

State Specialist Level: Since the State Specialists were very aware of

many of the problems in their on areas of specialization, they found in

the ECU a way to approach solutions of those problems; the ECU investi-

gated, or provided for investigation of, many of these problems. Also,

daily contact with the State Specialists in the office and at schools

often led to discussion sessions, planning meetings, and the design of

projects. Examples of investigations prompted by the State Specialists

are the "Eye Safety Study," and "Evaluation of Special Needs Ounmer

Program."

RCU Recommended Projects: Certain needs for research were also identified

by RCU personnel as a result of conversations with other states and a

knowledge of local conditions. In addition, one research project frequently

revealed the need for another. Problem areas thus identified were always

discussed with the Vocational Coordinators, Specialists, and/or Directors

before being formally classified as a vocational area in need of research,

and research projects were cleared with the State Administrator for Voca-

tional Education before being undertaken.

-3-

The method used to st* 3y identifiel problems was: (1) discuss then withthe Person or Per:ens who brcurr_ht them to the attention of the ECU tofurther deliniate and de? them, (2) assign a principal investigatorfrom anon the mduate students or some other interested and qualifiedPerson, (3) appoint an advisor; ca=l-ttee +There appropriate, (1) begindetailed Planning and initiation of the study, (5) complete the studyand disseminate the results to tLe originator and others, and (6) assistin Pilot programs to demonstrate the feasibility of the proposed solution.This method of operation helped to insure that the research would fill adefinite need in the State and that the results would be used.

The ECU also sought graduate students willing to do their theses or dis-sertations in areas of interest to the Vocational Division of the Officeof the State Superintendent. several students accepted such subjects,and in these cases limited financial support was Provided to helpthe expenses involved. One such project was the "Site election Study."in addition, recently retired school teachers and adninistrators were en-couraged to undertake vocational education research nrograms. "ChemicalProcess Operator Survey" is an example of a project initiated in thisnanner.

Supervision and Conduct of ResearchThe ECU had, upaer its immediate auspices, the conduct of several researchprojects carried out by the graduate research assistants regularly hiredon alielf time basis in both offices of the ECU, besides larger, morecomprehensive projects requiring full time supervision. In both cases,the Director or Associate Director acted as the immediate supervisor,lending direction and assistance as required or requested, and occasion-ally the more experienced of the graduate assistants also acted as super-visors of projects.

This supervision was exercised constantly throuphout the conduct of pro-jects. It began at the earliest planing states, and carried throughduring the proposal preparation, at significant points during the conductof the project, during evaluation of data, in preparation of the final re-port, and finally, in submitting the report to the U.S. Office of Educa-tion for review.

Several methods of supervision were utilized at all of these points, themost significant and encompassing of which was the Project Evaluation andReview Technique (PERT) . With the constant use of PERT in planning andcarrying out research, supervision could be exercised at critical points,for spot checking, debriefings, visits to projects, and over-all reviewof the status of the project.

RCU professional personnel attended national and regiorel conferences onresearch, and the Director as member of key research committees in theState. As a result of these meMbel-rhips and meetings, the Director be-came acquainted with the research in progress and planned, and could thenexercise a more effective supervision during both the planning and theconduct of vocational education projects- and duplication was minimized.Also, the Director was able to inform inquiring agencies about RCU coor-dinated projects, and these agencies could then also avoid duplication.

Development of Research CompetenciesThe RCU attempted to develop research competencies among the personnel ofthe State through such activities asa)encouragementorgvaduatestudents bp do

-4-

Lrl uicc-.:rtations i vor:atIcLai rueation :r_fcts; (2) reer4itneLt

o:* retired eLlucational r-77rzc-r.22r2a. to carry cul neaa1:, res-:areL Pro:Jects; (3)

wonshopc ani confcr-:nc,.:c to ay.ivaint pot_.1ntial researchers with

nr,els and mt2thcds in vocational e-.:1:2Aion research; and () discfr-.ir-,tien

of completed research to interest el p2cmle.

ECU cpancorel or contrihulpefk to ..7.veral worllefcps or conferct.rcr.c in thrl

preccinr. i1. Lonths int.211ded to enccurare educational personnel to activelyparticipate in findinr answer s to their own problems, or to find alleguate

_cans of Implementir7 2-T.:search findinP.s. These walk:L.:hops and conferenceo

resulted in an increased numLer of educaticral personnel actively on ringin, developinz,; or implementing answers to a variety of probler's in vcca-

tiOrni education.

In an effort to dispel some of the aura of mystery that surrounds the ideaof educational research, and thus encourage individuals to at least attemptto learn more about it, the Ear was in the habit of briefing the results ofon-going and completed research projects to educational personnel through-out the state. In this way also, people interested and competent in re-search were identified as they inquired for further information or brought

additional problems to the attention of the ECU.

Dissemination of Researc;:., nformationAlthorn the dissemination of vocational education research informationwas a.tesirpted or accomplished by several methods, the ECU was unable tofind adequate means of getting all the appropriate information to all theright people at the most appropriate time in order to maximize the possi-bility that they would wake use of the work already done by others. Dur-ing the first grant period, an attempt was wide to blaigset the entireZtate with information in the form of abstracts sent to local and Statedirectors of research, vocational education, and other evidently appro-priate individuals; this means of dissemination was found to be imprac-tical and inadequate however, and different nays were attempted.

Also used as a means of dissemination of the results of research accom-plished were presentations to teachers and students in graduate classesat the universities, and in workshops and conferences for in-servicetraining and/or recertification. By this means it was expected that in-formation would be related to those most concerned with progress in edu-cation and who could best utilize the information. It was also hopedthat these people would be stimulated to attempt projects of their onto solve problems they encountered.

These methods, however, were found to be too cumbersome, and due toinsufficient staff, difficult to maintain and they seemed to be generallysimply ineffective. The best means of dissemination of information foundwas meetings of the staff and various committees which the ECU Directorregularly attended. These always Included Instructional Staff and Re-search Committee meetings. In these meetings the Director was able toacquaint the staff of the State Superintendentls office with the researchaccomplished and in progress, and the staff in turn often suggested tothe Director research that was needed; the result was often a planningsession and frequently new programs were developed or results were uti-lized. In addition, informal spontaneous contacts with local and StatePersonnel have been found to be an effective, although not comprehensive,

-5-

"4""-C-0.-' 7 ""`

irZ1.1:!AF.'"*".1:C;-'z't 5 C.% ct of t7.,-.! anl landir.i-,r, for ;duea-tional (..E7:1C). Ti Ufice c,45-6 Otate

Inr:tmttion taco naintaIr_ed a partial file ofv-isitin;- and resIdi_Tit

p..a-con.T.,e1 to rt.-tri.nre, read, and r,Fprot-YL:ce arLicles ofdual irtercst. of the fi 2X syste_- periaps ont., ofmos7-1, promizinr: by which researci-. can Le dics=inatc,!dfrom this office.

r..tfin-J.I:-..ticn of r:s.zarc,/Lyv .7 7:et r,...:14rt to tl a U.1".

The zest, com:_-_o.n r- +s of national disse--t-IT3ation the ECU utilizr.d,hieh anei infornel, was t3-le 1iascr. rairita-ined Irith otl.erLIICIs corresponang,...e, and attendance by tle Director at :;aticnalconferences and neetit.7-c of research personnel. Intra- and inter-stateco=unication was also cz......-oried on in correspondence with such agencir...zas lemarents of er:-.ployment see:zrity, Imiversities and co3_leges, andboards of education. In this co=unication, the ECU atte_zipLed to de-terzine the research in progress, cor:pleted, and plPrIned by thesear:encies, and aired at acquainting them with the work of the Utah FLU.

Assistance_f in Preparing Research ProposalsThe ECU made it a practice to be available for the preparation of voca-tiopel education research proposals.

Liaison was maintained with agencies in the Site in which there wereindividuals co:met-ant in research, such as universities, technicalcolleges, and the vocational education and eurricultzi special ists ofthe districts, and within the Office of the State Superintendent ofPublic Instruction. As research needs were established, as describedabove, these agencies were contacted and their interest in par suingan answer to the stated problem was determined. Often one of theirpersonnel would be interested in the question, and from this contact aprincipal investigator was appointed.

In cooperation with this principal investigator, the draft of a proposalto secure State or Federal funding would be begun, and arrangements forconsultants made as this need arose. The ECU either wrote, or assistedin writing of the proposals to conform with State and Federal specifica-tions, and the proposal would then be submitted to the State ResearchCormittee. (o proposals were submitted to the U.S. Office of Educationduring this grant period.)

In connection with this process of preparing proposals, the RCU arrangedfor consultant assistance, graduate student assistance, and administra-tive support for the conduct of research and preparation of interim andfinal reports. Also, the RCU was ready to provide supervision and assis-tance in conduct of the research after it had been funded and begun.

The RCU utilized this activity of supervision and assistance to look forindicators of additional needed research in the same or related fieldsto meet the training needs of youth and adults.

li. FEEIMS .111D) SIS

Vi r .rc ,4f; 7_

1.:A" 7 tt,'?

14%.2-- :11,2 prt.,-r,_iss r1,-2,3xv amA ti. -c! 1-ELT

o: ;d.!. a- ret,rrtr of rnst of t'7_ere pm:eats liie2.1,aT2. lei Lc nL t :ave wAL -1'.1,.rtrarly in-

retcrtr: repertr t'Lcs._1 -tn.:pert are ,are, cr 11;1 fc,r,zarri -; t"! Lear rvttun! iti

a":dit-.117n prt:-:.1.cts in pry-l-rr anqcr7 rt.; --r

prc 7.127r* atti w ti Iii 1-.."!

felf

Undr the auspir.: ILCO duri; 167. pericA 1 tx.

4, the r-svarei project: wt-re carrli-A cut -.,101 the rtatusor results as iniicatrA.

1. Vocaticnal 7.,:ueaticr for Rural "Irc,uth (Artiim3ated Cccupaticnalrrerrar-). Centinuimr, see PELT, p.22, 4ripp-ra,;ix-

"PEDAPOP" A prcgram for ninth rraTlcrs to inprove sf!.1 r-concept, acquaint the students with their rki33s and aptitudes,stress the importance interp,:rcona3 relat5ens in try!. world-of-mork, and tlfac). the elements of "erica:, decizien-making-. Twoyears of triali.ave Leen completed, and an initial Pvaluationreport has already been submitted.

"American industry" -Aprogram for tenth graders hazed cn thfaprogram by-the same name developed at Stout Otte University anddezirned to teach the concepts or functional compcnents of profitmotivated industry. One year of trial has teen conpleted, theProgram has been revised to make it more compatible with the localenvironment, and the program will be evaluated at the end of thesecond year.

"Over-the-Shoulder" This phase of the project is patterned aftera program developed by Paola, Kansas School. District. The rocus ofthe program revolves around four two-week. blocks of exploration ofoccupations of the llth grade youth's choice. In each school quarterthe student will have the opportunity to study attitudes; sir :il s,and the education needed for a particular job by observing peopleworking in that job. Each observation period has the student fill-ing out application forms, as if he mere actually applying for thejob. The student will spend one to two hours each day for a weekin local industry actually observing the job in which he is inter-ested. From these observations it is hoped that the student willbe able to make a more realistic choice of educational and occupa-tional goals. The first trial year will occur during the l9(9-1970 school year.

2. Fbilcw----,nsee ErIT, P.23, Lpendix.

This stutly is iritr.:ndA to 2z.7ist in i_r_cmaziK7 ability of--.frznns ri_.zprzirsiblf. for vc,intici_al el:ft:n:A...Id:7s to friralLatc

imprevr- prc:*.ranr. of trainirTr Lg kalcmirz prorress of nt-vi.-_-Litsin the worbi-or-work after ti,ey 1.-ave left school.

3. Office Zirulatiorn Project. (chile Office Education).

The first year trial and evaluation haz been completed, seep- Appendi x. The evaluation report is enclosed. The programwill be rePmted during the 1969-1970 school year and then eval-uated again.

Sine very linited cooperative work-study opreortuniti es areavailable in most, rural areas, a mobile trailer unit was outfittedwith sophisticated office equipment 7-Prmed by an itinerant teacher,and provided with a simulation curriculum, and it traveled amcngfour rural high schools. Through simulation, rural office occupa-tions students have become acquainted with some of the problemsand har.rassients encountered in the world-of-work, and should nowbe better able to compete with students who cane from urban areas.

4. Science in the Home Economics Curriculum. Completed; see PERI,p.25, Appendix. The report of this project has already beensubnitted.

The purpose of this study was to examine how home economics teachersuse chemistry in the homemalring curriculum at the secondary level.

gore specifically, this study hoped to determine:

.?..) The extent to which the fifty states required science in

the home economics education curriculum.2) The extent to which science was used in the classroom

situation.

3) The extent to which classroom teachers who have not hadscience were handicapped in their teaching.

14-) Recommendations for vhange in the curriculum of homeeconomics education majors to eliminate any lumecessary

science instruction.

Conclusions and recommendations indicated that more liberal and

basic science options should be provided the home economics educa-

tion major, as requirements at present cover material that is not

generally applicable to secondary home economics teaching.

5. Utah VIEW Protect. Completed; see PERT, p.26, Appendix. The

report of this project has already been submitted.

This project was patterned after a similar one conducted in San

Diego County, California School District. In Utah it involved the

use of microfilmed occupational information in needlesort aperture

cards developed by 3M company and using their reader-printer

-9-

t:

a 1.-..ecal-..urat- fr,r,

(7-7(11, r.-.2r Ccnt'i3.111,:;

L is nrc)::V.:t '1,.:v...ticp7.1 cut cf ?ro,lect 'OIL and was lased cry the

that morLril emdr.ment c-ael. a microfilm reader-Printers wouldLe :7or-a use:rult part of a vceaticnal ccunselin7 "pac:Kar.:en to

toil :- mounted and used by a trained, enthusiastic, intinerantcounselor.

Utah La.: e:4...eri(-2Lced difficulty in providin adequate vocational

cuidanee for its rural student population. Location and limitedbudcets, plus various other factors -sninging on rural school

districts have resulted in a dearth of trPinod Counselorr., availablecareer inforzation materials, and information about students. Thisstudy will investicate whether a mobile guidance unit can providean efficient systam for increasing the vocational maturity of ninthgrade students in the rural school setting.

7. QvAlitative Requirements for Heavy Equipment Operators.Completed; see PERT, p.28, ApPendix. The report of this projecthas already. been submitted.

This project was undertaken to determine if the job market warrantedthe initiation of a heavy equipment operator's course at the post-secondary level. It was determined that such a course would be pro-hibitively expansive, and the demand for workers is limited.

8. Preparation of a Booklet and Visual Aids on Vocational cAnd.Technical Education in Utah. Completed; see PM, p.29,Appendix. The report of this project has already beensubmitted.

It was the purpose of this project to attractively present theimportance and value of vocatioral and technical education in anillustrated booklet, and through visual aids that could be used inan oral presentation on the subject. The booklet and the visualaids will be useful for guidance counselors, teachers, students,Parents, and State Legislators as it presents the value of vocationaleducation for the expanding economy of Utah and explores the neeTisfor additional development of this important portion of the educa-tional complex.

9. Vocational and Technical Education Scholarships Procurem.10,and Utilization. Completed; see PERT, p.30, Appendix. lh,

report of this project has already been rubmitted.

Based on an earlier, smaller study, this pro:let-Z.possibility of establishing citizens' committees in 1;1,-0

-1 0

irtrattC, -4 dell, 14:Crad, 77` a ,arch-c-J-1'-Dft::_2z. fathien,surr,:_rt of, arfi cf:ntril-I.-ti for, a prczsaz craatin7L -vecatietala~ tazhnical ccle,L-hirs for is al area ycuth. AC.azeralry ai= of the prc-ri-r: was to i±prove L runic ofvomtitmal .-ducaticn 7rfr,i r, the Prcrry= self-suttaininz forfutlwenmintenance of the zdholar.thim. The Prerr-ee= operat,...:d twoyears and the first year's evaluation was Previcusly suIrsitted.

10- Ting for the End. Cormlete; no PM is available for thisProject. A proposal for Federal 1ms ling to train teachers, inlieu of a report, lion already been subr.titted to the 1:110E.

This project was a feasibility study undertaken to investigate theuse of typing to teach reading to the blind. The study also pointedout areas where the teaching mterials available were ir.adequate orobsolete.

11. Development of a Model Re Presentative of the Utah State Publicschool System. Suspended, Pen -ial decisions by the StateSuperintendent of Public Instruction. See PM, p.31, Appendix.

A task force was organized from personnel in the Office of the StateSuperintendent of Public Trstruction to develop a model of the UtahState public education system. The model was to serve as a Plerningtool for the State Superintendent and his staff and hopefully wouldprovide information for State legi It will be designed asan input/output device -where a chaiige in input is observable as aPerturbation in an output in accord with certain policies and prior-ities programmed into the routines.

12. Hill Aix Force Base Study. Complete; see PER1, D.32, Appendix.The report of this project has already been submitted.

The Office of the State Superintendent of Public Instruction hi 1968scheduled special vocational classes to train personnel to fill jobvacancies that existed at Hill Air Force Base. The training wasconducted and the personnel placed on the job. The ECU evaluatedthe instruction conducted in terms of the success of the former stu-dents.

13. Eye Safety Study. Completed; see PM, p.33, Appene--lx. Thecomplete report of this project is being prepared and will besubmitted in the near future. A summary report has been pre-pared, distributed, and is herewith forwarded.

The school eye safety study was designed to measare the degree ofcompliance in the secondary schools of Utah with the Utah SchoolEye Safety Act of 1965 and to determine what action might be takento increase compliance if any such action proved necessary.

11. ae

le= cuim-tt,:l.

r -ztry Conplft,--d;

J..f.e report of Clis project Ear. al-

pro:-.2et coLa-ccte-: to etet.:1-_-.7r.e th: need to rsstablich

vc.catitnal-tel2.ticra rn7rze IL prIntin7 occupations at the ttahTtlehrical Coll»....e at rrovo, ar.sijor to &az:7- instructional pro7razsin elassez currently -Lein!: taurtt in other seLcols in Utah.

15. EvaIuntical of Job CorpsUtah 'Fifth Zchool Commut,--rPro; -ram. Completed; St!2 rEET, p.3 5, .71pr-endi::.. The report ofthis project is being prepared and will be submitted in thenear future.

The objective of this project was to evaluate tIe effectiveness ofa commuter program for high school dropouts and Potential dropoutsoperate? Ly the Clearfield Jets Corps Center (CJUC) in conjunctionwith Ogden and Fox Elder school districts, and the Utah State Boardfor Vocational Education. The students spent 1-;alf their tine invocatioral trairirg of their choice, and half in basic educationinstruction. On-the-job training in community industries was alsoprovided for the trainees. Job placement wus arranged by the CJCC'splacement service at the completion of the training program. Theevaluation will measure the program's effectiveness as compared toa control group in terms of success in retaining the trainees inthe program until its completion, and of the ability of the gradu-ates of the program to obtain and retain a job upon its completion.

16. Evaluatim of ...,pecial Reeds Summer Program. Completed; seePERT, p.36, Appendix. The final report of this project isenclosed.

This project evaluated the effectiveness of a special summer programfor high school dropouts held during the summer of 19(8 in severalschool districts in Utah. The programs grew out of a course inspecial problems for selected vocational education teachers offeredat the University of Utah during the storing quarter, 1968. Eachteacher prepared an outline of identified needs of his students whohad dropped out of school during the current school year. Theseoutlines were then used by the teachers as a guide in operatingsummer programs in their schools; each program, being based on adifferent outline, was different. The objectives of the overallprogram were to encourage the dropout to return to school and toremain in school, and/or to help him obtain employment stability.The experimental group was compared with a matched control groupon the following factors: rate of return to school, continuationin school, and employment stability.

17. Site Selection Study. Completed; see PERT, p.37, Appendix.The final report of this project is enclosed.

This study attempted to: (1) List the factors important in AreaVocational School location; (2) List the factors important in AreaVocational Center location; (3) Determine how to measure thesefactors; and ()4) Weight and combine factors to produce a siteselection model.

-12-

:Ault Ver,tnt;cLal ::Valvat,17cn. sep. 3b, Aapendlx. Yids projct waz t:-.porari3ysuspended

tle_ loc-Ition of a principal invecticattir. It in no.::

resuned.

objective of this Prep:ran to assess the impact of the recent

vocational education courses. "Impact" vas defined in terms

of ;: l 'qty to obtain work and or improved joi; performance.

19. Chemical Process Operator Zarve,r. Completed; see PEE T, p.39,

Appendix. The report of this project is being preparedanl will be submitted in the near future.

This survey was conducted to determine whether the Utah technicalcolleges should offer a course of study to train Chemical ProcessOperators and/or Chemical Technicians to meet expected new demands

for skilled labor. The specific objectives of the survey included:(1) To define the term "Chemical Process Operator"; (2) To listindustries in which such an occupation is likely to exist, and brief-ly define the duties of the position; (3) To list schools in whichcourses for Chemical Process Operators/Technicians are offered, andbriefly describe the course content; and (h) To deterrcille present

and future job potential in Utah for Chemical Process Operators/

Technicians.

20. State Plan. Completed; see PERT, p.40, Appendix. ECU involve-

ment in preparation of the State Plan is complete, and it wassubmitted by the Vocational Division of the Office of the StateSuperintendent of Public instruction.

The ECU participated in the preparation of the State Vocational Planby preparing the research portion of Section I, and the Research andExemplary Program Portions of Sections II and III.

21. Ogden. Area Facilities Utilization Study. (formerly "FeasibilityStudy for Establishment of an Ogden Area Vocational School".)

Completed; see PERT, p.41, Appendix. The final report of this

project is enclosed.

The objective of this study was the determination of the extent towhich the comprehensiveness of the vocational-technical educationprogram of the Ogden area can be increased through more intensive

and varied use of presently existing facilities. It was assumedthat by first identifying the kinds of facilities available for use,appropriate programs for making maximum use of the facilities can

be prepared.

22. Mobile Electronics Education Evaluation. Completed; no EMT isavailable for this project. The final report is being prepared,and will be submitted in the near future.

The objective of this project was to provide, through the use of amobile electronics classroom, instruction for high school students

-13-

i/1 sAt.:etricitjif.-1-actrcnies to ri.xmit tl?s, sttllits LV ,!.xplorq. Virficli for a career and. to is then. cs:..e of tle laic funntalcof the discipline. Tle cf the evaluuticn of th7: pro:;..tetis to determine the inpact of the Y.= on students' 2,:nowledE ofelectronics.

21. Central Le::icn rroject. Ccntinuin17; s-r=e HET, .prmen-rlix.

It is the ob,icctime of this Project to assist -1 x districts in thesouthern part of ti:t Ztate to i±prove selected areas of thr.dr ed-ucational program through regionalization. The areas selected bythe Regional roard for initf focus are: caidance, art, music, anddrama.

The ECU is assisting in preparation of behavioral objectives in thefour areas of emphasis using the INZGRCUP tiering technique (policy,Program, curricular, and instructional objectives), and in theorganization and funding of workshops to write the objectives. On-site evaluations will be made of the schools in the region by thePrincipal investigator to evaluate their present program againstthese objectives. Weak areas and gaps will

will be listed, and a more comprehensive curricular planwill be attempted in the subject areas.

24. Plpnning-Programming-Budgeting for Central Region Service Agency.Continuing; see PEE T, -0.43 Appendix.

This project is an outgrowth of the Central. Region project mentionedAbove. It is the objective of this project to install a PPB systemin selected pilot districts of the State and measure the effective-ness of it as a management tool. The initial objective is to pre-pare a proposal for submission to MOE or the State for fundingsupport for the training necessary for on-site personnel in severalPilot districts. The preparation of educational goals and measur-able program objectives will lead to better data which the decision-maker can use to make cost effectiveness analyses in arriving atmore efficient educational decisions.

25. Project RESPECT (Resources for Economic and Social Progressthrough Education and Cooperative Traininq). Continuing; aPERT for this project is not available.

It is the objective of this project to plan and conduct an experi-mental vocational program for the disadvantaged black community inUtah. If successful, the project will enlist, train, and place injobs 50 to 60 Negroes who are not working now (and are considereddisadvantaged), and have Shown an inability to improve their lot.

The focus will be on providing training in fields desired by theindividnal disadvantaged black person and in placing him in a jobwhich he considers worthy of his abilities. A principal investigatorand two assistants ("coaches") have been employed to obtain appli-cants for the program, establish the training requirements, assistin training, and assist in job placement.

-14-

-tufty of --..-trd-rdlit-; C. ...-ePrezenzir.7 Tt3 3 Cc:muter Ttz,P-ato wi t i Cta `cLcol .ruirnent. Ccn-tinuin.7; sl.:e PELT, p.4=, Appandix.

The cb,iecti_ve of Lis pro:,-....t is to de,,tr:-ire whethlr the mur:n lessgrevernn-,nt surplus ec-:%Puter and t._!1.,erLetry tape can be

used "az is" as an adequate substitute for the co=r.rcial videotape now beinE; procured, or, if not, to reco=end a lubricationprocedure or other technique which would make the surplus tapecompatible. Specifications will be PrePa,red on the scope of workdesired, advertised in periodicals, and an award will be made tothe lowest bidder with the necessary expertise. The project willprobably include 100 hours of run time to determine damage to school-tyre video tape equipment, and the development of a process toappropriately lubricate the surplus tape to minimize the chances of"gunmulg" or causing excessive abrasive wear on the video tapeequipment.

27. Survey of Buildings and Grounds Management Courses at UtahTechnical College at Provo. Continuing; see Pte, p.45,Appendix.

The objective of this project is to determine the need for coursesin Buildings and Grounds Maintenance at the Utah Technical Colleges.The survey will include the determination of the number of appro-priate jobs available now and in the near future from Utah StateEmployment Security, and interviews with businessmen and buildingsuperintendents in Utah to determine what types of tasks a personemployed in building and grounds maintenance is expected to performthat requires previous formal training.

28. Evaluation of Mobile Office Education (MOE) Migrant WorkerProgram. Completed; no PERT is available. The report ofthis project is being prepared, and will be submitted inthe near future.

The objective of this project is to determine the effectiveness ofthe use of the Mobile Office Education unit and simulation curric-ulum in teaching children of migrant workers business oriented math,English, and typing. The children were given pre- and post-tests,by a University of Utah graduate student, of their knowledge andskills. Due to certain ethnic eccentricities and the students'usuelly rather low achievement, much of the testing was in the formof classroom observations and rating of the students, as well astheir demonstrated achievement in written tests.

Consulting and Other ActivitiesApproximately 1/4 to 1/3 of the RCU Director's time and 1/10 of theResearch Associate's i8 spent in a consultative capacity. Assistancein various phases of planning, conducting or reporting projects carriedon by others is considered by the RCU to be one of its major functions.Most contacts the RCU makes are for the purpose of planning, implementing,or reporting research. The following is a list of activities of thisnature.

-15-

caasibility rtuly of C..trrIct, Dr-vic7nr.?:,t LaLoratery.

uspn!ie-:I; zee mm, T.46, ITIcerii%.

f-04 bJvis741-,, n tL. LCP Eu -1 va-1,

r-lr-r1.-1 by tit, ;"urr-ri!1.0-d-;4, s.r hblir

to priltr- cz 1-.1.tr lb; 1 iLy Till, or a Currisn11.z.

kiiilratory cuppart-d .1tat,! se:col offic,,.

In order to quantify tLe cost effective.ess of CDLts functionitgunder different operatioLal patterns, the physical and operatimalcharacteristics of each pattern be described in detail. 'Fre

ECU Director is serving on this task force.

2. steurc. Continuing, no formal PERT is available.

Project MCC= is a three-year effort to improve vocational educa-tion by increasing the comprehensiveness of three large Utah hip.schools.

3. Sevier Measurable Objectives Program. Continuing,; see PERT,

P.47, Appendix.

The objective of this program is to prepare and utilize curriculain five vocational areas which are written in terms of measurableeducational objectives in order to improve the classroom instruction,better prepare students for work of er leaving school, and to improvearticulation between echelons of schools. Closely coordinated withthis primary objective is that of the development of mediated in-structional packages, called MINIPACs, in the T&I area. These MIDI-PACs will facilitate individualized instruction and allow more timefor the teacher to deal with individual students in the classroomwhile pursuing objectives outlined in the workshops.

4. National ECU Directors1 Convention. Noted in interim Report,April 1969.

5. Meetings, Conferences, etc.

ECU staff attended the following meetings and/or conferences:

a. Interstate Project Workshop, Denver, Colorado, February1969.

b. American Vocational Association, Dallas, Texas, December1963. _

c. Tiational conference on Policy on Vocational EducationResearch, Oklahoma City, Oklahoma, February 1969.

d. National workshop on Improving Vocational EducationEvaluation, Fayetteville, Arkansas, August 1969.

e. national workshop on Establishment and Operation of LocalEducational Information Center, Las Cruces, New Mexico,July 1969.

-16-

III. CONCLUSIORS RECOT.,MTDP2I0Ii3

_._:11117

TL: LITT 1-1=!..71 fu.,1 1.3%.7:r its c-cntract fr1 Jr= ::ove:-.1c-r 1 tk_. Pr:or to cri7inli ccntract

vccaticral -ucatit_a res:arc in Utah Lurintrthe initfell th2 ECIt ccncr-ttrated cn =1 train-in:, an eztablicThic- itrelf a a r.-!liale and d:sirtaele feature in the

syztt-1 cf the Ztate. It Ica: durin7 this Dericd that the ECUsouLht the recc:nition and ccnridence of the -key vccaticnal educators inthe :Mate withZ:rt 0,:hich the future efforts of the ECU 7zculd have be-7:nahoct neanitr_less- Zince the bezlrnirz of the ceccnd ccntract periodand during this third contract Dericd, the ECU has acsr=ed an extremelyuseful role in the identification 2Ld solution of vocational and tech-nical education problems in the state. The following conclusionsitemize this role:

The Establishment of Research NeedsThe Utah Research Coordinating Unit, actively supported by the stateOuDerintendent of Public instruction and the Administrator of 'Vocationaland Technical Education, operated under the assumption that it was bestfor _bocci research efforts to concentrate on problems that are of pri-mary importance to the State and which would lead to the solution ofProblems important in achieving intermediate and long term objectivesand goals. Consequently, the Utah ECU compiled and maintained a pri-ority listing of areas in the vocationalitedhnical fields in need ofstudy; this list was Periodically checked and updated through liaisonwith the State Vocational Specialists and the local district VocationalDirectors and Superintendents. Such an approach led to a greater pro-portion of "solicited" research as opposed to "nn solicited," and henceto solutions of more immediate and central problems.

The Supervision and Conduct of Vocational Research ProjectsThe ECU considered this to be one of its most important missions. Manyresearch projects were conducted directly by the staff of the ECU, whileothers, originated and conducted by non -ECU personnel, were ECU supervisedfrom the planning stages through the submission of the final report. Inthis supervisory capacity, the ECU improved the coordirntion of researchwithin the State, secured consultant service, extended cooperation amongagencies, identified additional research needs, identified and developedcompetencies nrong the personnel of the State, assisted in or providedfor dissemination of research results, and was instrumental in the imple-mentation of the solutions found. Program Evaluation arfl Review Technique(PE) was habitually used for the planning, conducting and monitoringof research pro . s.

The Development of Research Competencies Among the Personnel of the StateIf more resEardh is to be accomplished in the vocational and t?chnicaleducation area, then a broader base of available researchers must beestablished. A. three-pronged attack of this problem was initiated: thedevelopment of an interest in accomplished educational researchers in theundertaking of the solution of a vocational problem; the training of ad-ditional researchers; and the use of agencies with research competenciesin disciplines other than education. Although the number of researchers

-18-

avail :LP a-cc:zinc ----all, c c--..eces.1- wasroil:at:Tx= prc7ra7r an T..:,:!n74-01 nnl in crJlieitir..7eiT:zn.t.jcnal rescaxe: en:: to ctu, es in vrcativ-alit.e niPalvaucatiLnal vieldr- These i".'fi"CrtC *-42Ciiit,?; r-criues

prcaz._s with Aznr.lz available. witl.in :t ate and wit:. ECU

The orientation of Potential researcht-,:rz pri-arfaythrcuffh wore-r.hons for t"....e vccaticlial and technicaleducation teachers and ae,linistratorz of Vi e f'tf.1.,t4-_,y. The annual week'sirorkshop held in June at Utah State University for all the vocaticr_aland tecl.Ani.iml educators of the rtape provided the best oDnortnnity forinstruction in research techniques and termir.oio,7y. Thrcugh these 7r:oft:-shops more people t"ecane aware of the services of the ECU and of thevalue of research in critical vocational areas. Possibly the ,eatestadvantage of this traC of workshop was the arousing of a curiosity orinterest in research.

The Dissemination of Vocational Education Research In.-for:rationnince its inception, the FLU has attrnted to find an adequate r..e.anzof dissemination of the information it acquired. As renticned cnpaces 5 and 6, several means of dissr,Tnine.tion have been tried, includ-inz the b3.anket-ing of the State with abstracts, presentations in 1,:or.k-shops and cmferences, a-T2i interaction with vocational educators andadministrators. All of these methods resultea in acquainting someindividnOs with the work of the FLU and accon:Iplishnents in vccaticn.aleducation research. It appears, however, that the most effective dis-semination is accomplished through personal contact with re'sear'chers andpotential researchers, actual users of the results of research, and theuse of pilot projects. The use of the ERIC system is evidently the mosteffective mePns of lirationAl dissemination and the ECU has attempted toacquaint personnel in the State with ERIC so it coiad be more widelyused. A method which was found to be reasonably effective was the par-ticination by the Director and. Assistant Director in State and localworkshops and conferences. As a result of this participation, teachersand administrators began to show increased interest in the ECU and itsresearch efforts.

The Provision of Assistance in Preparing Vocational Education ResearchProposals

tlany of the persons in the State who face problems that are in needof research or who are interested in conducting a research program arenot knowledgeable of the various formats required by State and Federalagencies and are sometimes inexperienced in expressing their ideas inthe normal language of research. The ECU made it a point to remaincurrent in the format required by the various agencies so as to be ableto advise potential researchers. In addition, the services of the ECUwere available and often used in "brainstorming" sessions to help defineand transcribe the statement of the problem and the description of theresearch design to adequately study the problem. It became more widelyrecognized -vritkn the State that early involvement of the ECU would oftensave the researcher considerable time and effort in the long run.

-19-

"C 2-4 t ~ I 2 rat:._- rrpl pPr4".parat: Zi.r"Z"Z '7"- r:1 -1 oftfla

:rreolvefi. ;11 sturis or a Tictionfll probler_ce.Isirr at-: i is ti t4f rsectarch. conducte.if

by e 1 cil sta'.' = ac always prerare5. Ls the CCU wit). conzultatlmand aLvfce fr.cn thr. r c cd?- .7.,rscnr. who dfAir,--nted waas

Eecer....zar

in 217..b. e`f. 1.7-....i.7t.a.r

In lipflst of t. L conclusions descrfd aLove, Wit: the recr?arch pro;7mczreported in the fo7'-.tT7oin7, cf,-ctionr, it ic econnerdel that:

1. The Lissionc of the ECU, as ctated above, continue to beconsidered of prinery xmportance lard that effort toward achieve-...ant of these =issions be given hifth priority;

The }Cu tc ---% with -141- VCca-

tional Division of the Office of the Ztate Superintendent of PublicInstruction to 2.7-176%C:usability and adaptability of research forthe benefit of the State; and

1. As the ECU operations of the past have demanstrated that anincreased effort is warranted in the future, funning levels be in-creased to pernit better accomplish=ent of the nissions of the ECU.

IV. APPEIDTA

0.A

.411

1

Note:

'X'd events have been completed

PERT UETWORK

ARTICULATED OCCUPATIONAL PROGRAM

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Begin planning 10th grade course

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OM

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ED

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CU

RR

ICU

LU

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,"*"

*.,

-"--

4/Fe

b 68

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s.

Rev

ise

I qu

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68

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elop

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idat

equ

estio

n.:

__ ..

.._...

cC

ues

,m

a \re

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-....

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Jan

68Fe

b 68

Feb

GB

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late

)fi

nn.1

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ayr,

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hat

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fiv

oritr

have

bea

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c:L

,,(1

oct 6

6

47qT

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1/s

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66

Dec

66

Get

'\D

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iclo

,/1

;;;,..

1,,A

ppro

yat

Sam

ple

Shoo

lsr

Mar

67.

Dec

66Pi

naliz

eIn

terv

iew

/ Dra

ft'

Gui

de(I

nter

view

'gu

ide/

y

nary

fi C

ontr

ack_

for

quip

mer

ii'1\

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v 66

Nov

66ar

idap

ft44

/)tin

s /O

ct 6

6/

2..\

A to

A, \

Oct

66

titia

n card

s

Nov

66

'Com

plet

ere

para

t ion

fo.

pri:s

ure

PER

T N

ET

WO

RK

UT

AH

VIE

W P

RO

GR

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luho

pto

.wt

erso

nnel

Ber

gin

-34

test

:4n

soh

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p lo

t in,n

chco

lgt

Com

pL.iv

,r

or. r

o:4.

.altv

Vi r:

al43

al; A,

Aug

6-

Sept

6M

ay (

9

NO

TE

:C

ronn

hat

mhr

ld (

wfs

nin

havo

toor

. oom

pl-t

od

Aug

- S

ept 6

8

/.\co

nsif

ier-

,atip

ti2

Oct

68

///

outli

ne

Prop

osal

...,

..A

raft

Fina

l'',

.B

rief

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sal

/ of

,'iD

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/ of

'/

...,

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-....

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6C

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68

PER

T N

ET

WO

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:

PRO

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AC

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(N

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4oSt

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Go'

/I.

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,,St

art /

done

truo

ttion

1 Ja

n 69

/C

ompl

ete/

Tra

inin

g ,o

fX

.nst

rutc

'or.

June

69

/ Beg

in, ", C

ompl

ete

tria

l,

,ti

Tri

al,./

irog

rapi

\p"rorram

----..,

1 Sc

apt 6

9Ju

no 7

0/

//\

/Begin/

/P965 eiert /

iaoet

is/or

s en

(ktis

all , jlelineate

pr

em, io3at line

1968

,/Begin'

draftting.,

survey

struMe

QUALITATIVE REQUIREMENTS FOR HEAVY

EqUIPMENT OPERATOR

July.,26

COmi4e'te

ingt9tme,nt

fi July 17

July 19

Ask for

I:. -8/15

Aug 15

July-31

,return

Write end

Begin and

dcomplete

-

distribution

of ing_trument

/

pOmpt.ete

validatitin

Pls12;u9ient

July 20

Ask for

t/21 return

distribute

follow.up

letters

--

Complete

initial survey

return; begin

cd4ctingK

anglyz1nh data

Aug 15

Aug 26

Complete

analysis of data;

hqgin final

report

0Cotplete 6

'nOmit final

report

'

Final

returns of

stray; continue

co4lating,

antlyzing data

Aug 21

Fqtt 1 Eti

.1...

..60.

,tOle

maR

to.,_

WO

WN

OV

AIO

MA

NW

AS

.A

8 I

ra,

tvre

MM

1-O

Q,

\ 0,r

t

i 0 M r

o

"4.

re r

t M

Sep

tem

ber

1968

Sep

tem

ber

1968

NI, riq

g.' \

o.N

ovem

ber

1968

m .

.1. c

ttist

iN

ovem

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1968

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ArkirStt.t0

RichardGreen

'Hired \

Resarch=,k

eer

'Reviewed

Litera--4ture A,

Consult"VocationalSpecialist

"Friendly( "

Legislatve

PERT- "Preparation of a booklet and visual aids Vocational and Technica

03 an ro ti1-4

Ma wY

pomplet

'direct()

b.dgin

,\cdntacs

Comp fete

tateriot

,--/

dontac\

District!

Officials

03 C'

r-I 0

co 0 ro a) ro to

,Appoint\

temporary`

chairml

contact4

directory

P8RT NETWORK

SCHOLARSHIP PROCUREMENT & UTILIZATION

ro

..0 CA

ro

Contact\

teacher'i

,omployen)

.qtrganivtions

**1

Anitiat

rgani2ation

meeting

Contact

Aews mod

for

.suppott,

gode

Virst

Regular

:Monthly,

.0ooting.

NOV

aMedia

\intentions

Begin

receiving

'ldgs

ohelp

Bogin

receiving

'app ient ienm

Hunt

,

Welting

Aw.Ird

%Ckome,

. sa1,114r..

1.1iLIA14a.

% uimi

shipN

NM: crons..hnteho0 ovrithl

hnve boot complotod

1101

1111

.84.

1.11

0440

lie*m

oom

mo.

,14

1111

4al

limal

givi

Am

mi}M

.Str

,m11

10.1

0,1[

111.

......

.en

a

1.

November 24

12.

Arran2o with Computer Center

for Run Time

Frepare initial Year Set Up

DAta rur control, Initial

Setup, Output, Beginning of

Year Status, Print and Ac-

cumulate End of Run Printout

4.

Prepare 3 or more Policy "sets"

for initial Runs (

I set

as is

'68")

5.

Arrange Demonstration Meeting

with Superintendency

6,

Sfture Definite Commitment

from Programmers' Superiors for

Necessary Time in Nov-Dec

7.

Arrange Demonstration Meeting, with

instructional Staff

8,

Program End of Run Print Out,

Initial Set Up, Control Begian-

ing of Year Status Routines

Simulation Project of Utah's Education

System

12

13

16

14

17

14

0.-

15

\

w."

18

20'

23

21 A

4ear

9.

Run and Debug End of Run Print

Out, initial Set-up, Control,

Beginning of Year Status

ln,

Program roas1141ity and M & 0

Allocation (Surplus and Deficit)

Rountines

11.

Prepare for Demonstrations

12.

Run and Debug Feasibility & M

& 0

Allocation (Surplur, 4 Deficit)

Routines

13.

Program DU ,! M & 0, Revenue' Routine

14.

Make Presomtation to Superintendent

15.

Make Presentation to InsCl. Staff

16.

Run & Debug DU, M & 0, Revenne

Rountines

17.

Program Needs & Cost Routines

18.

Run & Debug Program Needs and

Cost Routines

19,

Program Enrollment Routine

22

December 148

Projoct in dormant;

ma

be resumed at

a liltor ,tart',

25

26

.; 27

NOTE;

Cross-hatched ovont

hnvo boon oimplotol

20.

Run & Debug Enrollmont Routino

21.

Anmomblo All RoutinoN

Entire Model

22.

Run and Attempt Debng

Model

21.

Arrange with Computer r,111.r for

Run Time

Make Appointment with

Vi'at

2S,

Sison Check Ynt ire model Att.r

InitiAl Ammobly

IriAI Nun

26.

rneiry Ta,k Votes, Critique with

Stforn rpon

rhooking luitL0

Trial Run

27.

Ito-iNmomblo rntiro :10041

28.

Run

romploto Mot101 it'or!lon II

60.

8 Feb 68

VIII. AIR FOEC

...---- .'"--i / / /Coordinate 7Estarsh li Outline _j with State \i

i

Revisei. ' Office St/Objktives Procedures

13 Feb 68 19 Feb f.P. 26 Feb 68 28 Feb 68

E BASE SURVEY

----,Coordinate(with HillNF 8, Schools

5 March 68 7 March 68

f Begin /

).3Collecticuf:rofData

l'

1,

18 ?larch 68

B2ginifrabulationk 1 9f

b atey2 Mayj 68

FinalReport andI I

Recommendations

30 June 68

Oct 21, 1968

UD /1TInaDeirig

Oct 25, '68

ValidatedCori 3?t (pestion-

Oct 16, 196S (inclusion Oct 23,168\mire

'',C ti

Eby 18 '68

pleted 'Revised Yrinted/ 4 questionna&

Dec .

Be.;Ta

Dec2 1613i1

questicnnair _question-, /Mailed\

anwcoverl etter-- :.a,,n'' ..,4mire and' 'question =-a3 t f

)1 s.g,-/ / i cotterstained'1iTnter

aire

N Rbv 26 '68aist'oto

,Iocated ddresd

eecb

---

Revie)drattonesi-s

cormi.

E

n '68

Dee 13

Co.,-Tpleted

mailing of

_

First .

it-offto for

Sent

letede to ddta

.eessipg

,'ee 13 '68

Eee 21 '48

;Prepared.report

,format

Final

cut -off

dece folsz

ter:likes

Jan 3 '69

Nritearpendiees__

and /supTila.mental

info_ Lion

Sent allTas;tionnairesreceived by,/

eutz6tYZdateDee 23 '68

Feb IS '69

Receivedstatistical:.f.rp= data

Xar 31 '69

ablis)

finalre.no

Feb 21'69

ii,Comnlete

rePr4draft'

%.

Mar 3 le

Preserfinal

It draft

in: eonf.

Hadpre-publica.,

=t

Feb 25 '69

'"'

W.1

.111

.4r.

....1

0tfts

los.

...14

I/waV

a

Complete

Tre'in

\interviews

Comp1et

intervi6w,

TL1//

7 Nov

Draft

kquestion-

NovCo

ainate

,

with

'1

Begin

prcyj ect

1 tzv '68

ti

(firms to

bie interi

vitawod'

8 Nov

4 Nov

Levi *e

1t

)Complet

,yntbenis.

:of data,

,.,

1 10.4111;

rc --

questionnai-,tirst follow-

-n

mail

Now.,

Validate

Nov

Complete

- ...survey

1. teratve

10 Nov

PERT Nnr.t1;

GRAPHIC CCXMUNIr:ATICNZ

ZURVEY

Go ;104

antayoke

1 Yob W9

No 0c,

final

rt.Tott

1 Yet

1(-,4

Notot

Cr

hatched

vtnt:t have 1.eon

Oct CoPi-dsiitild

evaltatifoin s>deiteitykwirojy.A.

DER

EVATEATION OF CLEARFITZD JOB CO

Nov 68 Nov 68

tbtain ,AfiniplisterC,AD3 ATBte.ae5,

Nov 68/

(Select6ed( disi4ib-4:de:sign

e./

CoLdwith 1'school

(Co6rd>State

ec .

Dec 68

Obtain ..tsao

,Develop,, __hi°kat

st "onnaireN Dec 68

/Obtain

Jan 69

Conferwith

Dec 68

pObt,in,skiii/i

kratiuk/ 1

t.

71.1eep with /Obtain;iiistfuctor--,X)el3diriori

c 3uD j@1C s rating

Dec 68.

/Obtain':droipo

(Seilectvaatch gvchaac

Dec 68 .. jan

69

Jan 24. 69

Select\control-

Obtain .1 grouppotentialr- \D.0 listfrom cont4 of

schools

Survey 1-trainees

Jan 69

z

)Communi-cate with

collitro3. group

Jan 31 69

1' LT

RFS - UTAH HIGH SCHOOLS CV-4n' rt.0G11(24

XV 69

minister

Post- '

aATB

Sept 69

Fo33_o-h-up

experizental\ grcup

Feb 70

3o .ow -up

experir_ental

group,

Sept 69 Feb 70

N. Follov-up "FoIlcw-ur,--S-oring 69 - June 69 1 control--- >i control

-:

periodic * Collect. grout ',group

,,

rating 'land" compile/dat,a:

11

.."

/

i

t

- ,

initiali , ,,,. i

4,i ' 're-ppmN-./...-,// N,1,

June 69 Circulate Publish,init a3; initial:

\:reDort 'report,'

June 69LJ

July 69

Feb 70

Compileall data

.:,-----

, Drat& circu-

Pub3_is

date Tina finalJ recor

March 70 March

Note: Cross-hatched events have been completed

(10

V22 Nov

' Feb 69

,4NOv

/

f o10 Feb

7OD Feb

r

8

25 PO

11

12

14 Nov '

2eMarl.. -

1.

Experimental Group

11.

Analyze data

2.

Review Literature

12.

Draft report

3.

Get data on experimental

group

13.

Final report

4.

Select matching characteristics

5.

Select control

group

Questionnaire to experimental

group

Questionnaire to control group

Compile Data

Interview & questionnaire--

-

Teachers

Categorize treatments

AA

A..

"W

itS5:

411.

L.A

.MA

SA

Mita

t"-1

VI

la W

N A

Lt

PERT VETWORK

EVALUATION OF SPECIAL rEEns nmtzt FRO

Note:

Cross hatched evInts have 1:QQL

CCMrl,

28

Nov

Ica

1. C.. 3. 4. 6.

4\

22 Nov

ar.o

rrir

.

516

Dec

67

\.13 Dec.

20 Dec

1'

11

31 4an.

12

" Feb

10

10 Jan-p 24 .Tan

ro

PERT NETWORK

SITE SELECTION STUDY

Start project

Identify categories of panel members desired

Mail letters to desired panel members

Mail fellow -,up letters to non-reponders

Appoint panel members and notify

Distribute questionnaires co panel

Reminder notices to non- responders

Comple:e review of literature

Determine site selection factors

Note:

Crorh%-hatoLed

f, Lave

been :..odirloti.1

21 rte 1-

14

Feb

-0itied

10.

Combind factors into a modA.

11.

Desicziate "norw" for facrtoro

12.

Gatheni data for validation run

13.

Vslidaim norms usinp: a Utah hit!torioal

14.

Gather data neeatA for ti;i

min on Moat

15.

Complete test run oh V,oul

16.

Complete draft of rotor'

Distribute report

PERT NETWORK (PRELIMINARY)

ADULT VOCATIONAL EDUCATION EVALUATION

8

Not

e;Cmin-hatThoa evon'

have boon oompl._tol

Begin project

7.Complete instrument(s)

13.

Follow-up tvortic,Lnuire

Get input from specialists

8.

Begin validation

14.

Cowirleto Aata e(y7.1r:x

Contract investigator

9.

Complete validation

15.

Comploto anaIyo'_

cf data

Plan survey

10.

Complete revision of instrument(s)

togin final rot,:,1.

Select sample

11.

Begin survey

16.

Comply tol inn Arai' :f

,3egin developing instrument(s)

12.

Begin analysis of data

final ropor4

1 '.

Sutmit final r.1-

PERT NETWORK

CHEMICAL PROCESS OPERATOR SURVEY

10

412

r--

----

---

15'

1.

Start program

9.

2.

Complete coordination with

administrators

10.

3.

Select principal investigator

11.

4.

Locate funds

12.

Get Planning Council approval

Initial coordination with VT

13.

school

14.

Complete contractual arrangements

with principal investigator

15.

Finalize research design, including

PERT

5.

17

Note:

Crory hatch even''

YY

have boon ecmplutol

Define terms and establish

operational definitions

queries to local industry

Queries to outof-state schools

Queries to presidents of cu -of-

state companies

uer3es to labor unions

E, g

invlsitv to industrial

development agencies

Establish liaison with

Governor's office

1..

1'.

ComT1*-

rklporw

;11i

i-rr

e1ar

k_21.

v.

'

4

t

(t) '3

re 8

1111

urn

,b

I.41

90

p.re ut)

(('

pi i-

I

II

1I.

b f

t)ti

It,

(II

;1of

toto

o

11

r"

41i 4

d ,

,,,

, ..\

1ii

14.?

. to

,..,

,,,,

..;4;

rn

0)

Ptit(

ir>

t-'I'

i;51A

tIt

i*

t'l1*

*1,

iltb

' t

orb

,.1#1

'6i

ot'o

'.`o

.4i

,I-

(DI

Pit

1:

kito

)r+

)1

,ttl

it/)1

M.

VIJ

Uia

lidaL

IMax

t1 o

we

Ik.

a

-7-r,7

ssing of

WAIICNAL EnCAITON

ascryOcuncilprcletesrevie-

1-4 May

f

AdvisoryCouncil

Eecc=lendaticnsse..d

Bca,r

!,,Say

State -Pltndiscussed

Bcard

23 May

4 June

Publishdotice of

IA June

cometheaTing

trinal Erdanv val'lan\

20 June

t a

1 p.

I

)-,

11 I I

Complete'

on Sit

)

Visits' I

.-%,

I 1

Complete

Draft

Complete

-------.omplet.\e

Brainstoriming

Meeting

;2_

1

July

Aug

...;

Publish

Final

Report

Sept

Oct

Ogden Area Facilities Utilization

Study

Nov

Dec

Jan

Feb

March

April

May

June

1 t 1 1 1

CENTRAL REGION PROJECT

giomplet

First

Draft p

Policy

'and Pg gram Objectives

One Day

Worksho

July

nd

Obj.

Compl\te

Assessment of

Regispal

Final.-

to Tr

'Crimple to

Wortandps

Aug

Sept

omplete

Curricular &

Instructional

estives

(Learnin

Compl te

Package

Oct

Nov

Dec

Jan

,Order

/11 Inst

taterial &

ui1,m4nt

Feb

March

April

May

Summ

4orkshopi

or Toac

Count

June

Ora

lors

PROGRAM PLANNING AND BUDGETING SYSTEM

(PPBS)

TRAINING AND INITIATION FOR SELECTED SCHOOL DISTRICTS

4.

Complete and submit proposal

5.

Proposal approved; begin work

6.

Two day or

for supts

and clerks

7.

District task forces

begin

documentation of

existing programs

State Office staff

begins preparation

of policy and

category objectives

9.

Begin monthly in-service

training

for district

management personnel

10.

State Office staff

completes

policy and category objectives

11.

Complete management in-service

12.

Begin management in-service

to adapt and

finalize goals and

objectives and begin

programs development

1\r/

g"\

..444

M04

4.>

/014

1. 4

.4.4

444>

.4.

4444

.444

4444

44.4

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84.4

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13.

Bev'-ion"Yyn440.N.'ee%"

As%

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rct

sak

at'

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v. a

s of

teh

14

si 1

013

4 40

As

'A

t 1, 4

k r

. 4 4

V li

a41

4 Is

14.

:ask forces

eempmete decumnntation

of emistin

prwtams

:5.

Com)lato tdapt " !.

az,c:

gtal., objectives, and

prramz,

16,

Begin development, by ta.:tf4 forces

of

prograwbudy;ots

17.

Complete district staff in-

service trlaining

8 Three c;ay

anavent MS work-shop.

U40

4444

),m

Err

rrri

irw

maw

m4.

4mat

wor

smar

~ram

mao

r.ft

was

....,>

0

vo

1%

1

1 loot. 69

!Nov.

1Dec.

iJan.

70Feb.

Mar.

.

Apr.

IMay

i

June

:

July

!

Aug.

.

Sept. 70,

11

....1

.....M

aava

Vo46

..r

I\Begin

Plannin

July

Aug

Prepare

Specs

STUDY OF FEASIBILITY OF REPROCESSING

SURPLUS COMPUTER TAPE

TO PERMIT USE WITH UTAH SCHOOL

VIDEO TAPE EQUIPMENT

Procu

Surplus Property

Tap,as \c. omplet.

Test ruts

Verify

damage to

quip

nt

.ual arrangements

Lnclpal investi-

Sept

Oct

Nov

Dec

1

Jan

t

evelop

fix" fo

urplus,

Feb

March

IApril

110M

1016

1111

1111

1111

1114

1MIIM

MIIM

MO

MM

II011

0111

WIN

I.04

1 1 1 1 1 1

Juno

1

SUR

VE

Y O

F R

EQ

UIR

EM

EN

TS

FOR

BU

ILD

IMS

AN

D o

rtom

nr, M

AIN

TE

NA

NC

E

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FEASIBILITY STUDY OF CURRICULUM DEVELOPMENT

LA ORATORY

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Compose definition of problem

11.

12.

Compile shopping lista

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3Assign staff survey (Stutz)

13.

Brief Administrative staff

4.

Assign literature and practice review

14.

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(Stephens)

15.

Develop operational description

5Assign survey of other than State

16.

Start pricing exercise

Staff (Lindsay)

5A.

6.

Progress briefing of staff and

preliminary definition of terms

Complete staff survey

Compile shopping list

Complete literature and practice review

Compile shopping list

Complete survey of other than State staff

SEVIER MEASURABLE OBJECTIVES PROGRAM

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etor:

John F. Stephens

c. Dir:

Austin Loveless

arch Associates:

Delnna Grushkn

Warren Gaddis

arch Assistants:

Niel Edmunds

John Kearns

C. Edward Clark

Barbara Valentino

John Klieforth

Gene Russell

Mac Hamblin

Bruce Humberstono

Grover Thompson

Charlene Hoskins

Ann Bailey

Min:: H. Land

State

4c 4n 4a

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Titlu III

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Fcndil I

The fiscal rep,rt cn the of the :CU (1 July 63 - 31 Auvust 69)

is heinA prepared cne will be fcrwarded under separate cover as sczn as

it is ready.

ADDEMLM

Final Report, Grant No. CEG-4-7-C63,046-612 (1 Decerter 66 to

June 68), =ailed to U.S. Office of Education -e=ber 13, 1969

separate frcm this report.