student organizations. cooperative education components related class – group and individual...

Student Student OrganizationsOrganizations

Cooperative Education Cooperative Education ComponentsComponents

Related class – group and individual Related class – group and individual instruction related to career goalsinstruction related to career goals

Training station – actual supervised Training station – actual supervised experience and practice in experience and practice in occupationoccupation

Student organization – learn more Student organization – learn more about opportunities in vocations and about opportunities in vocations and meet other CTE studentsmeet other CTE students

Student OrganizationStudent Organization

Why do you think a student Why do you think a student organization should be part of CE organization should be part of CE programs?programs?

What benefits would the students What benefits would the students receive?receive?

How should the organization be How should the organization be included?included?

Student OrganizationsStudent Organizations

Activities directly related to goals of Activities directly related to goals of instructional programinstructional program

Active participation teaches Active participation teaches – human relations, human relations, – leadership, and leadership, and – occupational skillsoccupational skills

Outcomes of ParticipationOutcomes of Participation

ScholarshipScholarship MotivationMotivation ProfessionalismProfessionalism CitizenshipCitizenship

ScholarshipScholarship

More enthusiastic about school studiesMore enthusiastic about school studies Greater value attached to school studiesGreater value attached to school studies More actively engaged in school activitiesMore actively engaged in school activities More likely to relate success to effortMore likely to relate success to effort More likely to prepare for postsecondaryMore likely to prepare for postsecondary More likely to attend 2- and 4-year collegeMore likely to attend 2- and 4-year college

MotivationMotivation

Participate in career-related activitiesParticipate in career-related activities Participate in competitionsParticipate in competitions Connect with students who share Connect with students who share

interestsinterests Nurtures motivation for learningNurtures motivation for learning Believe work in school is important to Believe work in school is important to

success later in lifesuccess later in life Believe important to do their bestBelieve important to do their best

ProfessionalismProfessionalism

Prepare for employmentPrepare for employment Enhance self-confidenceEnhance self-confidence Have more specific career goalsHave more specific career goals More likely to work while in high schoolMore likely to work while in high school Gain valuable experiences at Gain valuable experiences at

conferencesconferences Apply communication, leadership, and Apply communication, leadership, and

networking skillsnetworking skills

CitizenshipCitizenship

More active in community activitiesMore active in community activities Include:Include:

– Job shadowingJob shadowing– Service projectsService projects– Student-organized field tripsStudent-organized field trips– Employer-employee banquetsEmployer-employee banquets– Alumni-student gatheringsAlumni-student gatherings

Before Establishing an Before Establishing an OrganizationOrganization

From the From the studentstudent perspective, perspective, consider:consider:– Price of duesPrice of dues– Meeting timesMeeting times– Time involvementTime involvement– OfficersOfficers– FundraisingFundraising

Before Establishing an Before Establishing an OrganizationOrganization

From the From the sponsor sponsor perspective, perspective, consider:consider:– Time involvement and commitmentTime involvement and commitment– Sponsor paySponsor pay– Fundraising ideasFundraising ideas– CommunicationCommunication– Support from administrationSupport from administration– Interest from studentsInterest from students– PatiencePatience

Steps to Organizing a Steps to Organizing a ChapterChapter

1.1. Request materialsRequest materials

2.2. Meet with principalMeet with principal

3.3. Recruit an “organization committee” Recruit an “organization committee”

4.4. Advertise organizationAdvertise organization

5.5. Create agenda for first meetingCreate agenda for first meeting

6.6. Conduct membership campaign & collect Conduct membership campaign & collect duesdues

7.7. Approve a constitutionApprove a constitution

8.8. Elect officersElect officers

Steps to Organizing a Steps to Organizing a ChapterChapter

9.9. Submit paperwork to headquartersSubmit paperwork to headquarters10.10. Conduct chartering & initiation Conduct chartering & initiation

ceremonyceremony11.11. Train officers for rolesTrain officers for roles12.12. Plan activitiesPlan activities13.13. Organize committeesOrganize committees14.14. Establish regular meeting timesEstablish regular meeting times15.15. Maintain contact w/ state & Maintain contact w/ state &

headquartersheadquarters16.16. Review scheduled activitiesReview scheduled activities

National Student National Student OrganizationsOrganizations

Business Professionals of America Business Professionals of America (BPA) – business and office occupations(BPA) – business and office occupations

DECA – An Association of Marketing DECA – An Association of Marketing Students – occupations in marketing Students – occupations in marketing and managementand management

Future Business Leaders of America-Future Business Leaders of America-Phi Beta Lambda (FBLA-PBL) – business Phi Beta Lambda (FBLA-PBL) – business occupations and general business occupations and general business principlesprinciples


Family, Career, and Community Family, Career, and Community Leaders of America (FCCLA) – Leaders of America (FCCLA) – homemaking and occupations homemaking and occupations related to family and consumer related to family and consumer sciencessciences

Health Occupations Students of Health Occupations Students of America (HOSA) – occupations in and America (HOSA) – occupations in and related to healthrelated to health


National FFA Organization (FFA) – National FFA Organization (FFA) – occupations in and related to occupations in and related to agricultureagriculture

SkillsUSA-VICA – occupations in and SkillsUSA-VICA – occupations in and related to trade and industryrelated to trade and industry

Technology Student Association (TSA) Technology Student Association (TSA) – introduction of students to high-skill – introduction of students to high-skill technical and industrial occupationstechnical and industrial occupations

Competitive GroupCompetitive Group

Life SmartsLife Smarts– LifeSmarts is run by the National LifeSmarts is run by the National

Consumers LeagueConsumers League– Encourages high school students to Encourages high school students to

learn about consumer issueslearn about consumer issues– http://www.lifesmarts.org/http://www.lifesmarts.org/

OrganizationsOrganizations

Some are not affiliated with national Some are not affiliated with national organizations but serve students in organizations but serve students in CECE

Many organizations offer conferences Many organizations offer conferences at state and/or national level which at state and/or national level which include competitive eventsinclude competitive events

More Benefits to StudentsMore Benefits to Students

Gain opportunity to identify with and Gain opportunity to identify with and be included as part of peer groupbe included as part of peer group

Learn more about occupational Learn more about occupational opportunities – guest speakers, field opportunities – guest speakers, field trips, special projectstrips, special projects

Learn to plan, organize, conduct, and Learn to plan, organize, conduct, and evaluate chapter activitiesevaluate chapter activities

Develop goals and work toward themDevelop goals and work toward them

More Benefits to StudentsMore Benefits to Students

Understand requirements and Understand requirements and responsibilities of leadershipresponsibilities of leadership

Develop social skills and Develop social skills and dependabilitydependability

Participate in group recognized by Participate in group recognized by employersemployers

Benefits to CoordinatorBenefits to Coordinator

Become familiar with students in Become familiar with students in more informal peer-centered settingmore informal peer-centered setting

Enhance formal instructional program Enhance formal instructional program with additional resources: chapter with additional resources: chapter meetings, field trips, demonstrations, meetings, field trips, demonstrations, conferencesconferences

Encourage individual student Encourage individual student motivation and maturation through motivation and maturation through competitioncompetition

Benefits to CoordinatorBenefits to Coordinator

Direct opportunities for additional Direct opportunities for additional responsibilities toward members who responsibilities toward members who have demonstrated interest and have demonstrated interest and abilitiesabilities

Become better acquainted with school Become better acquainted with school and community through activitiesand community through activities

Follow up with graduates by Follow up with graduates by organizing alumni grouporganizing alumni group

Benefits to SchoolBenefits to School

Opportunity to obtain greater Opportunity to obtain greater community interest in school community interest in school activitiesactivities

Gain support through visibility of Gain support through visibility of programsprograms

Benefits to CommunityBenefits to Community

Opportunity to become more informed Opportunity to become more informed about what school/program is about what school/program is accomplishingaccomplishing

Can take part in activities such as Can take part in activities such as sponsoring a field trip or conference or sponsoring a field trip or conference or being speakersbeing speakers

Can see school in action and better Can see school in action and better understand how tax dollars are spentunderstand how tax dollars are spent

Can help studentsCan help students

Benefits to ParentsBenefits to Parents

Understand what CE is doing for childrenUnderstand what CE is doing for children Acquire firsthand experience in school Acquire firsthand experience in school

activities by serving as sponsorsactivities by serving as sponsors Develop deeper awareness of objectives of Develop deeper awareness of objectives of

school through participation in activitiesschool through participation in activities Know their children are participating in a Know their children are participating in a

program of school-recognized activitiesprogram of school-recognized activities

ActivitiesActivities

Advisors must guide rather than Advisors must guide rather than direct progressdirect progress

Student learning and personal Student learning and personal development will result development will result

Most beneficial - those directly Most beneficial - those directly related to purpose of CE programrelated to purpose of CE program

Participation ActivitiesParticipation Activities

Invite school and community Invite school and community members to speak on topics of class members to speak on topics of class study study

Maintain departmental displaysMaintain departmental displays Plan field trips to businessesPlan field trips to businesses Present program at PTA meetingPresent program at PTA meeting Offer specialized services to other Offer specialized services to other

school and community organizationsschool and community organizations

Leadership DevelopmentLeadership Development

Hold executive officeHold executive office Serve as committee chairpersonServe as committee chairperson

Competitive ActivitiesCompetitive Activities

Some students may need Some students may need competitive activities to motivate competitive activities to motivate them to meet demands of work worldthem to meet demands of work world

Occupationally oriented contests are Occupationally oriented contests are meaningfulmeaningful

Organizing Chapter Each Organizing Chapter Each YearYear

Introduce organization to classIntroduce organization to class Discuss value of organizationDiscuss value of organization Elect officers (executive committee)Elect officers (executive committee) President appoints necessary President appoints necessary

committees committees Encourage each member to serve on at Encourage each member to serve on at

least one committeeleast one committee Each committee reports plans for yearEach committee reports plans for year Evaluate progressEvaluate progress

Evaluating Your Evaluating Your ProgramProgram

Creating an Evaluation Creating an Evaluation ProgramProgram

Program Evaluation – task of making Program Evaluation – task of making judgments about value of programjudgments about value of program

Evaluation involves determining Evaluation involves determining extent to which previously extent to which previously established program objectives are established program objectives are being, or have been, attainedbeing, or have been, attained

Reasons for Program Reasons for Program EvaluationEvaluation

Program improvementProgram improvement– Ensure educational process is delivering Ensure educational process is delivering

what is specified in program objectiveswhat is specified in program objectives Program accountabilityProgram accountability

– Assure community tax dollars are being Assure community tax dollars are being spent efficiently and effectivelyspent efficiently and effectively

EvaluationEvaluation

Must answer accountability question for:Must answer accountability question for:– Teacher-coordinatorTeacher-coordinator– Students being servedStudents being served– Training station sponsorsTraining station sponsors– Advisory council membersAdvisory council members– School administratorsSchool administrators– Those who support the programThose who support the program– Those who are responsible for the programThose who are responsible for the program– General publicGeneral public

Who Should Evaluate?Who Should Evaluate?

Those Those affected byaffected by and and involved withinvolved with programprogram– InstructorsInstructors– AdministratorsAdministrators– SupervisorsSupervisors– CounselorsCounselors– StudentsStudents– ParentsParents– AlumniAlumni– Employers Employers – EmployeesEmployees

Involving Key GroupsInvolving Key Groups

Involvement from beginning Involvement from beginning increases understanding of process increases understanding of process and commitment to carry out and commitment to carry out recommended improvementsrecommended improvements

Not including them may cause Not including them may cause evaluation to be ignored because it evaluation to be ignored because it lacks support of those who can bring lacks support of those who can bring about changeabout change


School administration can provide School administration can provide important suggestions and support important suggestions and support will influence otherswill influence others

Steering/Advisory committee Steering/Advisory committee involvement will help to assure involvement will help to assure community input is utilized. May also community input is utilized. May also be responsible for developing be responsible for developing evaluation plan.evaluation plan.


Students provide honest and important Students provide honest and important feedback throughout process of feedback throughout process of implementing the programimplementing the program

Staff members’ input should be Staff members’ input should be solicited to create and maintain a good solicited to create and maintain a good working relationship with the poor working relationship with the poor instructors who have to be in the instructors who have to be in the school all day long.school all day long.

Discussion with Discussion with Administrator(s)Administrator(s)

Meet with administrator(s) to assure:Meet with administrator(s) to assure:– Evaluation activities will be approved Evaluation activities will be approved

and supportedand supported– Evaluation activities will not duplicate Evaluation activities will not duplicate

current effortscurrent efforts– Evaluation system will provide data at Evaluation system will provide data at

right time needed for required reportsright time needed for required reports– General fit between educational General fit between educational

agency’s evaluation system and CE’sagency’s evaluation system and CE’s

Typical Evaluation Plan Typical Evaluation Plan StepsSteps

Describe situation in area served by Describe situation in area served by schoolschool

Create written philosophy and objectives Create written philosophy and objectives of the evaluationof the evaluation

Identify responsibilities of those involved Identify responsibilities of those involved with the evaluationwith the evaluation

Determine evaluation activities to be Determine evaluation activities to be conducted to attain objectives of the planconducted to attain objectives of the plan

Identify boundaries and limitationsIdentify boundaries and limitations

Typical Evaluation Plan Typical Evaluation Plan StepsSteps

Determine budget and estimated Determine budget and estimated costscosts

Create schedule of activitiesCreate schedule of activities Determine how final process will be Determine how final process will be

reportedreported Determine how information will be Determine how information will be

disseminateddisseminated Plan for implementationPlan for implementation

Describe Situation in Area Describe Situation in Area ServedServed

Describe local area served by school Describe local area served by school to include:to include:– DemographicsDemographics– Economic environmentEconomic environment– Employment opportunitiesEmployment opportunities– School/community relationshipSchool/community relationship– Population trendsPopulation trends– School environmentSchool environment– Others as needed for your situationOthers as needed for your situation


Needs assessmentNeeds assessment– Human resource needsHuman resource needs– Student needs and interestsStudent needs and interests– Educational facilities and equipmentEducational facilities and equipment– Community characteristicsCommunity characteristics– Employment trendsEmployment trends– Community resourcesCommunity resources


Attitudes of parents and citizensAttitudes of parents and citizens– What programs should be offeredWhat programs should be offered– What occupational areas they want children What occupational areas they want children

to pursueto pursue– How they feel regarding programs children How they feel regarding programs children

are enrolled inare enrolled in– How much they know about present How much they know about present

programsprograms– Expectations of schoolsExpectations of schools– Interest in vocational educationInterest in vocational education

Written Philosophy and Written Philosophy and ObjectivesObjectives

Philosophy – formal, written statement Philosophy – formal, written statement of basic guiding beliefs about programof basic guiding beliefs about program

Goals – general statements of intent or Goals – general statements of intent or purpose that reflect recognized needspurpose that reflect recognized needs

Objectives – more specific and Objectives – more specific and measurable statements of expected measurable statements of expected outcomes of the program. Provide outcomes of the program. Provide framework for and determine framework for and determine evaluation conducted.evaluation conducted.

Responsibilities of Those Responsibilities of Those InvolvedInvolved

Determine who will be part of committeeDetermine who will be part of committee Designate members to:Designate members to:

– Develop and review questionnairesDevelop and review questionnaires– Arrange schedulesArrange schedules– Supervise mailingsSupervise mailings– Conduct interviewsConduct interviews– Prepare reportsPrepare reports– Develop recommendationsDevelop recommendations– Prepare plans for implementationPrepare plans for implementation

Evaluation ActivitiesEvaluation Activities

How will data be collectedHow will data be collected– Questionnaire, surveys, interviews, Questionnaire, surveys, interviews,

visits, employment datavisits, employment data Who will be included in studyWho will be included in study

– Former students, employers, business Former students, employers, business and industry, current students, parentsand industry, current students, parents

Areas to EvaluateAreas to Evaluate

Admission processAdmission process Related instructionRelated instruction Student placement at training stationsStudent placement at training stations Training plansTraining plans Training station supervisionTraining station supervision Student evaluationStudent evaluation Advisory councilAdvisory council Public relationsPublic relations

Areas to EvaluateAreas to Evaluate

Follow-up of program completers and Follow-up of program completers and early leaversearly leavers

Coordinator’s qualificationsCoordinator’s qualifications Why students participateWhy students participate Employers’ attitude toward programEmployers’ attitude toward program Administrative participationAdministrative participation Faculty participationFaculty participation

Boundaries and LimitationsBoundaries and Limitations

Time frame – former students from Time frame – former students from how long agohow long ago

Lack of addressesLack of addresses Lack of participantsLack of participants

Budget and Estimated CostsBudget and Estimated Costs

Personnel expensesPersonnel expenses– Staff, secretary, benefits, consultantsStaff, secretary, benefits, consultants

Operating expensesOperating expenses– Postage, phone, travel, data processing, Postage, phone, travel, data processing,

office supplies, printing, reference office supplies, printing, reference materialsmaterials

Schedule of ActivitiesSchedule of Activities

Develop planDevelop plan Present to Present to

administrationadministration Organize committeesOrganize committees Develop philosophyDevelop philosophy Develop objectivesDevelop objectives Develop questionsDevelop questions Print surveysPrint surveys Conduct meetingsConduct meetings

Conduct student studyConduct student study Conduct employer Conduct employer

surveysurvey Conduct survey of Conduct survey of

parents and studentsparents and students Review HR needsReview HR needs Analyze dataAnalyze data Formulate Formulate

recommendationsrecommendations Present Present

recommendationsrecommendations

Reporting ProceduresReporting Procedures

Submit monthly progress reportsSubmit monthly progress reports Share committee minutesShare committee minutes

Method of DisseminationMethod of Dissemination

Final report prepared and presented Final report prepared and presented to administrator(s)to administrator(s)

Chief administrator will decide how Chief administrator will decide how to release report to various groups to release report to various groups and/or general publicand/or general public

Plans for ImplementationPlans for Implementation

Use input from advisory committee Use input from advisory committee to develop plans for strengthening to develop plans for strengthening programprogram

Must have support of school Must have support of school administration and board of administration and board of educationeducation

Developing Developing Surveys/QuestionnairesSurveys/Questionnaires

State criterion questions for each objectiveState criterion questions for each objective– States objective in way that an answer will help States objective in way that an answer will help

measure attainment of objectivemeasure attainment of objective To keep parents informed about program’s offeringsTo keep parents informed about program’s offerings To what extent are parents familiar with offerings?To what extent are parents familiar with offerings?

May need more than one item to address May need more than one item to address objectiveobjective

Vary from very positive to very negativeVary from very positive to very negative Require good deal of time to writeRequire good deal of time to write

Developing Developing Surveys/QuestionnairesSurveys/Questionnaires

Categories of dataCategories of data– Demographic – background informationDemographic – background information

Student, teacher, schoolStudent, teacher, school

– Process - aspects of educational process Process - aspects of educational process that may influence outcomesthat may influence outcomes Teaching-learning process; curriculum; Teaching-learning process; curriculum;

available resources, supplies, and equipment; available resources, supplies, and equipment; instructional and lab facilitiesinstructional and lab facilities

– Product – effects of program on the studentProduct – effects of program on the student Student follow-up and employer surveysStudent follow-up and employer surveys

Student Follow-UpStudent Follow-Up

Follow-up study - procedure for Follow-up study - procedure for collecting pertinent data from or collecting pertinent data from or about individuals after had about individuals after had experiencesexperiences

Evaluative data is collected after Evaluative data is collected after training has been completedtraining has been completed

Collect from students who completed Collect from students who completed program as well as those who may program as well as those who may not have successfully completednot have successfully completed


Students (former students) are asked Students (former students) are asked to look back and provide information to look back and provide information on how well program prepared or did on how well program prepared or did not prepare them for occupationnot prepare them for occupation

Interested in knowing if program Interested in knowing if program objectives are met and how to objectives are met and how to improve programimprove program

Usually conducted at 1-, 3-, and 5-Usually conducted at 1-, 3-, and 5-year intervalsyear intervals


Important information about Important information about questions such as:questions such as:– What training received was important?What training received was important?– What training was unimportant?What training was unimportant?– What suggestions for improving the What suggestions for improving the

program do you have?program do you have?


Major reasons for conducting follow-Major reasons for conducting follow-up studies:up studies:– Determine number and kinds of Determine number and kinds of

employment which former students employment which former students entered locally and regionally on a part-entered locally and regionally on a part-time or full-time basistime or full-time basis

– Learn extent to which former students Learn extent to which former students have made use of traininghave made use of training

– Discover extent of occupational mobility Discover extent of occupational mobility among former studentsamong former students


Major reasons:Major reasons:– Obtain information as to adequacy of trainingObtain information as to adequacy of training– Ascertain why some students dropped outAscertain why some students dropped out– Determine how school could be of further Determine how school could be of further

assistance to former studentsassistance to former students– Discover extent to which former students are Discover extent to which former students are

taking advantage of postsecondary trainingtaking advantage of postsecondary training– Determine occupational difficulties Determine occupational difficulties

encounteredencountered


Follow-Up ProceduresFollow-Up Procedures– Mail questionnaireMail questionnaire

Most frequently usedMost frequently used Problems with non-respondentsProblems with non-respondents

– Students in lower percentile of class typically will Students in lower percentile of class typically will not respondnot respond

– Students who do not have jobs will typically not Students who do not have jobs will typically not respondrespond

Efforts should be made to get responses Efforts should be made to get responses from all participantsfrom all participants

Include a brief cover letter with due dateInclude a brief cover letter with due date


– Personal InterviewsPersonal Interviews A very desirable way to collect data because A very desirable way to collect data because

clarifying questions can be askedclarifying questions can be asked Can be very expensiveCan be very expensive Very time consumingVery time consuming May require too much travelMay require too much travel


– Telephone InterviewsTelephone Interviews Can be used effectivelyCan be used effectively Limited on information that can be collectedLimited on information that can be collected Can be very time consumingCan be very time consuming Can be very effective when used in Can be very effective when used in

combination with mail questionnairecombination with mail questionnaire


Factors to consider when determining Factors to consider when determining best follow-up procedures:best follow-up procedures:– What kinds of data are needed?What kinds of data are needed?– How much data are needed?How much data are needed?– What are sources of data?What are sources of data?– How much time is available?How much time is available?– What is size of study respondent group?What is size of study respondent group?– How much money is available?How much money is available?– What is availability and competency of staff?What is availability and competency of staff?


What to include on a student follow-What to include on a student follow-up:up:– Present job situationPresent job situation– Job titleJob title– Job dutiesJob duties– Job historyJob history– IncomeIncome– Evaluation type questions (Likert-type Evaluation type questions (Likert-type

scales work best)scales work best)


Designing the QuestionnaireDesigning the Questionnaire– Organize by sections (job, education, Organize by sections (job, education,

military service, other training, self military service, other training, self assessment, etc.).assessment, etc.).

– Keep in mind that length of Keep in mind that length of questionnaire is inversely related to questionnaire is inversely related to response rateresponse rate

– Appearance of questionnaire influences Appearance of questionnaire influences response rateresponse rate


Suggestions for improving response:Suggestions for improving response:– Use colored paperUse colored paper– If printed in booklet form, number pagesIf printed in booklet form, number pages– Make sure print is high qualityMake sure print is high quality– Design questionnaire in size convenient Design questionnaire in size convenient

for mailingfor mailing– If you can do something different to If you can do something different to

make questionnaire unique, you will make questionnaire unique, you will improve response.improve response.


NOTE: Respondents are reacting to NOTE: Respondents are reacting to program as they knew it. If changes program as they knew it. If changes have been made, they may be have been made, they may be unaware of them.unaware of them.

Employer SurveyEmployer Survey

Used to determine satisfaction with Used to determine satisfaction with program and to obtain suggestions program and to obtain suggestions and data for program improvementand data for program improvement

Follow same guidelines as used for Follow same guidelines as used for student follow-upstudent follow-up

Follow-Up SurveysFollow-Up Surveys

Determine information neededDetermine information needed Limit questions to what is actually neededLimit questions to what is actually needed Keep entire system as simple, short, and Keep entire system as simple, short, and

convenient as possibleconvenient as possible Decide which type of survey would be bestDecide which type of survey would be best Design survey instrument to assure data Design survey instrument to assure data

will be manageable, easy to complete, and will be manageable, easy to complete, and valid and reliablevalid and reliable

Conduct pilot testingConduct pilot testing

Procedures for Conducting Procedures for Conducting Follow-UpFollow-Up

Cover letter should be includedCover letter should be included– Brief, indicate purpose of study, use of Brief, indicate purpose of study, use of

findings, importance of hearing from findings, importance of hearing from everyone, suggested date to return, everyone, suggested date to return, assurance of confidentialityassurance of confidentiality

Stamped, self-addressed return envelopeStamped, self-addressed return envelope Should have address students can Should have address students can

identifyidentify Materials should be of professional qualityMaterials should be of professional quality Timing – earlier in week, avoid holidays, Timing – earlier in week, avoid holidays,

vacation timesvacation times


Conduct at least one follow up Conduct at least one follow up mailingmailing

Use different strategy Use different strategy – Monday on first mailing, Friday on Monday on first mailing, Friday on

secondsecond Urge respondents to complete survey Urge respondents to complete survey

now – longer questionnaire is kept, now – longer questionnaire is kept, less likely it will be completedless likely it will be completed


Locating former studentsLocating former students– Obtain parents’ addressesObtain parents’ addresses– Write “Please Forward” on Write “Please Forward” on

questionnairesquestionnaires– Send self-addressed, change-of-address Send self-addressed, change-of-address

cards to parents of non-respondentscards to parents of non-respondents– Check area phone directoriesCheck area phone directories– Ask help from other students who are Ask help from other students who are

still in schoolstill in school

Practice Writing Follow-up Practice Writing Follow-up Instruments!!!Instruments!!!

Develop items for student follow-up Develop items for student follow-up surveysurvey

Develop items for employer follow-up Develop items for employer follow-up surveysurvey

Tabulating DataTabulating Data

Tally respondents’ answers on tableTally respondents’ answers on table Do not forget to tally non-responsesDo not forget to tally non-responses Percentages are frequently usedPercentages are frequently used

Using Results for Program Using Results for Program ChangeChange

Maintain strengthsMaintain strengths Alleviate identified weaknessesAlleviate identified weaknesses Advisory council members, Advisory council members,

administrators, and colleagues should administrators, and colleagues should be involved in drawing conclusions be involved in drawing conclusions from data that may be incomplete or from data that may be incomplete or inaccurate perceptions and inaccurate perceptions and recommending plan of action for recommending plan of action for changechange

Making DecisionsMaking Decisions

Teacher-coordinator’s responsibility Teacher-coordinator’s responsibility to disseminate findings and to disseminate findings and recommendations to administrators recommendations to administrators and/or governing bodiesand/or governing bodies

Ensure one or more written reports Ensure one or more written reports are prepared and distributedare prepared and distributed

Assume leadership for making Assume leadership for making changes to improve programchanges to improve program

Key Points with Making Key Points with Making DecisionsDecisions

Evaluation is continual processEvaluation is continual process Evaluation requires commitmentEvaluation requires commitment Evaluation should be product orientedEvaluation should be product oriented Evaluation should be done in terms of Evaluation should be done in terms of

objectivesobjectives Evaluation should involve both those Evaluation should involve both those

responsible for the program and responsible for the program and those affected by itthose affected by it

Functions of the Final Functions of the Final ReportReport

Serves as means of disseminating Serves as means of disseminating findings, conclusions, and findings, conclusions, and recommendationsrecommendations

Describes evaluation process used Describes evaluation process used and activities conducted in evaluation and activities conducted in evaluation processprocess

Provides opportunity for interested Provides opportunity for interested individuals to study findings in individuals to study findings in relation to program objectivesrelation to program objectives

Preparing the Final ReportPreparing the Final Report

Present information in factual and Present information in factual and concise manner concise manner – Allows readers draw own conclusionsAllows readers draw own conclusions

Write using clear and simple termsWrite using clear and simple terms– Others can understand procedures and Others can understand procedures and

resultsresults

Presenting DataPresenting Data

Electronic data processing or Electronic data processing or tabulate by handtabulate by hand

Tables and figures help make report Tables and figures help make report easier to read and understandeasier to read and understand

Present data in tables and figuresPresent data in tables and figures Summarize data and discuss Summarize data and discuss

implications in textimplications in text

TablesTables

Systematic arrangement of data – Systematic arrangement of data – usually rows and columnsusually rows and columns

Place table after and as close as Place table after and as close as possible to point where first mentioned possible to point where first mentioned in textin text

Number tables consecutivelyNumber tables consecutively Center TABLE 2 above the table and Center TABLE 2 above the table and

the caption on the next linethe caption on the next line Captions should clearly describe tableCaptions should clearly describe table

FiguresFigures Illustrative materials that present Illustrative materials that present

information in graphic or pictorial forminformation in graphic or pictorial form Include graphs, charts, diagrams, maps, Include graphs, charts, diagrams, maps,

photos, or artworkphotos, or artwork Place figure after and as close as possible Place figure after and as close as possible

to point where first mentioned in textto point where first mentioned in text Number figures consecutivelyNumber figures consecutively Center Fig. 2 below the figure followed by Center Fig. 2 below the figure followed by

a dash and the caption in upper- and a dash and the caption in upper- and lower-case letterslower-case letters

Captions should clearly describe Captions should clearly describe informationinformation

Writing StyleWriting Style

Do not use personal referenceDo not use personal reference Be fairly detailed, but do not use Be fairly detailed, but do not use

extra wordsextra words Write in third personWrite in third person Use precise termsUse precise terms Use minimum number of Use minimum number of

abbreviationsabbreviations

Findings, Conclusions, and Findings, Conclusions, and RecommendationsRecommendations

Findings – what you foundFindings – what you found– Summaries of data collectedSummaries of data collected– Describe how all responses add upDescribe how all responses add up

Conclusions – what they meanConclusions – what they mean– Describe significance of findingsDescribe significance of findings– Tells reader why finding is importantTells reader why finding is important

Recommendations – what should be doneRecommendations – what should be done– Suggestions regarding actions that should be Suggestions regarding actions that should be

taken as result of conclusionstaken as result of conclusions

Your TurnYour Turn

Determine recommendations based Determine recommendations based on findings and conclusions on findings and conclusions presentedpresented

Final Report OutlineFinal Report Outline

AbstractAbstract Introductory SectionIntroductory Section Findings SectionFindings Section Conclusions and RecommendationsConclusions and Recommendations AppendixAppendix

AbstractAbstract

One or two pagesOne or two pages Identifies schoolIdentifies school Concisely and simply summarizes the Concisely and simply summarizes the

objectives, findings, conclusions, and objectives, findings, conclusions, and recommendationsrecommendations

Introductory SectionIntroductory Section IntroductionIntroduction

– Describe program, may include philosophyDescribe program, may include philosophy ObjectivesObjectives

– Clear, concise listing of objectives established within Clear, concise listing of objectives established within evaluation frameworkevaluation framework

Description of ActivitiesDescription of Activities– Detailed description of each activity included in Detailed description of each activity included in

evaluation. evaluation. – May include time schedule.May include time schedule.

MethodologyMethodology– Describe population – characteristics and sample Describe population – characteristics and sample

methodmethod– Development of questionnaires, mailing schedule, Development of questionnaires, mailing schedule,

methods for compiling datamethods for compiling data

Introductory SectionIntroductory Section Staff InvolvementStaff Involvement

– Focuses upon extent and type of staff involvement. Focuses upon extent and type of staff involvement. – Address outcomes, attitudes, types of committees, Address outcomes, attitudes, types of committees,

functions, successes, failuresfunctions, successes, failures Citizen InvolvementCitizen Involvement

– Facts about citizen involvement in evaluationFacts about citizen involvement in evaluation– Types, size and representation of committees, functions, Types, size and representation of committees, functions,

attitudes, outcomes, successes, failuresattitudes, outcomes, successes, failures Consultant InvolvementConsultant Involvement

– Focuses upon role of any consultants in processFocuses upon role of any consultants in process Public RelationsPublic Relations

– Addresses type, method, and scope of public relations Addresses type, method, and scope of public relations used in connection with evaluationused in connection with evaluation

Findings SectionFindings Section

Committee ActivitiesCommittee Activities– Number and type of committees and Number and type of committees and

scope of activities of eachscope of activities of each Committee RecommendationsCommittee Recommendations

– Recommendations of each committee Recommendations of each committee accompanied by supportive dataaccompanied by supportive data

Follow-Up StudiesFollow-Up Studies– Results and generalizations are reportedResults and generalizations are reported

Findings SectionFindings Section

Curricular StudiesCurricular Studies– Results of studies of present or potential Results of studies of present or potential

curriculacurricula Other Types of StudiesOther Types of Studies

– If occupational surveys, attitude studies, If occupational surveys, attitude studies, or others were madeor others were made

Changes Resulting from EvaluationChanges Resulting from Evaluation– Any changes, innovations, adoptions, or Any changes, innovations, adoptions, or

plans already madeplans already made

Conclusions and Conclusions and RecommendationsRecommendations

ConclusionsConclusions– Organized according to objectivesOrganized according to objectives

RecommendationsRecommendations– All recommendations and future plans All recommendations and future plans

for evaluationfor evaluation

AppendixAppendix

QuestionnairesQuestionnaires ChecklistsChecklists Committee memberships listsCommittee memberships lists Public relations materialsPublic relations materials

Distribution of Final ReportDistribution of Final Report

Results first reported to Results first reported to administration and governing boardadministration and governing board

They will determine individuals and They will determine individuals and other groups to which final report other groups to which final report should be releasedshould be released

Committee may want to suggest a Committee may want to suggest a list to whom report should be list to whom report should be releasedreleased

Any Questions???Any Questions???

RemindersReminders

Presentations tomorrowPresentations tomorrow Public Relations PlanPublic Relations Plan

student organizations. cooperative education components related class – group and individual...

Documents

school activities

careerrelated activities

student perspective

best slide

community activities

year college slide

specific career goals

school studies greater