DOCUIIENT RESUME ED 140 077 08 CB 011 500 AUTHOR Mandy, Russell M.; Stapleton, Clement E. TITLE Articulation of Vocational Education Curriculum between Secondary and Post-Secondary Levels in Wisconsin. Final Report. INSTITUTI V Wisconsin Univ. Stout, Menomonie. Center for Vocational, Techrical and Adult Education. SPONS AGENCY Cffice of Education (DREW), Washington, D.C.; Wisconsin State Board of Vocational, Technical, and Adult Education, Madison. REPORT NO CEG-5-74-0145 PUB EATE Jun 75 NOTE 194p. EDES PRICE AF-$0.83 RC-$10.03 Plus Postage. DESCRIPTORS Agency Role; *Articulation (Program) ; Cooperative Planning; Curriculum Development; Educational Development; Inservice Education; Inservice Programs; Interagency Cooperation; interinstitutional Cooperation: Models; *Post Secondary Education; *Program Coordination; Program Improvement; Regional cooperation; -*Secondary Education; Staff Improvement; State Programs; *Vocational Education; Workshops IDENTIFIERS *Wisconsin ABSTRACT in Wisconsin, different agencies administer vocational'education on the secondary and postsecondary levels. Students and educators at both levels have reported substantial duplication of course content, texts, reference materials, equipment, and instructional processes. Therefore, a project was designed to expand and improve articulation (that is, communication, cooperation, and coordination of curriculum) between the two levels. A major contribution of the project was to plan and conduct a series of district workshops for vocational educators designed to upgrade staff capabilities to expand and improve articulation. Approximately 800 educators participated in the workshops. An evaluation questionnaire was randomly distributed to about 100 participants,=86%of whom responded. Responses were positive and supportive of the articulati:- project and workshops, and most participants indicated they wanted followup workshops. It vas concluded that the articulation workshops did help upgrade staff capabilities. Among the recommendations were suggestidns that articulation efforts be both horizontal and vertical in nature, that they encompass K-16 grade levels, and that they be expanded beyond just curriculum articulation. Based on responses from workshop participants and on the observations of project staff, a schematic model was generated to provide a guideline for future program implementation.(EMS) Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marging reproducibility ge often encountered and this affects the quality of the microfiche and hardeopy r-productions ERIC makes avglable via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original. Fin 1 Report Pro ect No. 0.F.G. -74-0145 Articulation of Vocational Education Curriculum Between Secondary and Post-Secondary Levelsin Wisconsin Russell M. Mandy Clement E. Stapleton Menomoniu, Wisconsin June, 1975 The research reported herein was performedpursuant to a grant or contract with the Wisconsin Board of Vocational,Technical:and Adult Education, par- tially reimbursed from an allocation ofFederal funds from the U. S. Office of Education, U. S. Department of Health,Education and Welfare. Contractors undertaking such projects under Governmentsponsorship are encouraged to ex- Points press freely their professionaljudgment in the conduct of the project. of view or opinions stated do not, therefore,necessarily represent official State Board or U. S. Office of Educationposition or policy. TABI,E OF CONTENTS Chapter I-1 I. Introduction . Background and Significance of the Study Statement of the Problem 1-3 Rationale 1-4 Maior Project Objectives 1-5 . 1-6 Definition of Terms . II. Review of the Literature Articulation (Generar) 11-2 Career Education Competency-Based Instruction 4 4 11-7 . II-10 Cluster Approach . , . Course Outlines II-11 Curriculum Development 11-12 . 41-14 Chapter Bibliography . III-1 hodology and Procedures = Organizational Structure 'and St a_ gies III-1 Computer Search of ERIC System 111-3 Activities and Schedule 1-4 Communications Network 111-5 Workshop Summaries 111-7 Summary of Activities 11110 IV. Findings and Analys IV-1 Questionnaire Stra i cation IV-1 Survey Category Number 1 IV-4 Survey Category Number 2 IV-8 Survey Category Number 3 IV-11 Su-vey Category Number 4 IV-14 Survey Category Number 5 . IV-17 Analysis of Workshop by VTAE Districts . 1V-21 Schematic Model for Curriculum Articulation 1V-28 Cross-referenced Clarifying Sta_ ments for Model . IV-38 ConclUsions and Recommendations . V-1 Definitions V-1 Observations . V-1 Concli_:ions V-4 Recommendations Appendices Map Showing Delineation of CESA Districts Map Showing Delineation of VTAE Districts B. List of Workshop Participants . State ide Advisory Committee Membership and Minutes Major Project Communications Definition of Articulation F Competency7based Research Directory G Table of Workshop Dates and Activities I 4 Survey Questionnai Model Curriculum Patte-n From The States of Orepon F Alabama ACKNOWLE DDENTS Appreciation is herewith extended to all educators pa- :icipating in the statewide curriculum articulation project during the fiscal year 1975. Specific acknowledgments are directed to staff members from the Wisconsin Board of Vocational, Technical and Adult Education; the Wisconsin Department of Public Instruction; various cooperative educational agencies; Vocational, Technical and Adult Edu ation institutions and local school districts. Particular appreciation is herewith expressed to the contact persons at each of the sixteen vocational, technical and adult education schools that in essencelprovided the local effort in planning and organizing articulation workshops with high school and post-high school representatives. Further appreciation is extended to all participating members of the statewide Ad Hoc Advisory Committee for their time and efforts in providing, project development guidelines. CHAPTER INTRODUCTION Summary This project was designed to expand and improve articula_ion of vocational education programs between the secondary and post-secondary insti,tutional levels. In essence, the primary objective was to specifically define the constraints and limitations of vertical articulation. In respect to the content of this report, a specific definitionof articulation is to provide a continuation of communications, cooperation andcoordination in the interest of providing a smooth transition for the continuing vocational student. This con,_ _uation should be accomplished at the'lea t cost to the individual so involved both in terms of time and money, and the elimination of duplication of curriculum content. A major contribution of this project was to plan and conductand/or assist in a series of district workshops. Principle outcomes of these workshops were to cultivate universal understandings throughout the districts as well as to p ovide curr culum developmentin-se_vice situations. Recommendat ons and conclusions developed from these workshops will be later abstracted and disseminated statewide. A survey instrum.ent was distributed to random participants in the . various workshops with the intention of ascertaining participant evaluation of workshop content. As a result of observations made by project staff throughout the p oject year, and from input provided by partic pants in the questionnaire, a schematic model was generated to provide aguideline for future program implementation. The intent of the model is not to provide a specific routine for implementation, but merely a global approach for developmental consider- ations at the discretion of each individual district. The communications of experts extended and realized as a result of this proj ct have been disseminated on a verbal basis at approximately 50 separate workshops held throughout the state in this past project year. It is further antici- pated that results that have been reduced to this final report would also be distributed on a statewide basis. Back round and Significance In September, 1974, the University of Wisconsin-Stout, in con- junction with the Wisconsin Board of Vocational, Technical and Adult Education received a$50,000 grant under part F'FDA t_ further expand and improve articu ation of secondary and post-secondary vocational- technical programs. The project focused on the importance of curriculum articulation, that is, communication, cooperation and coordination of curriculum bet- eon vocational educators at the secondary and post- secondary levels, especially as it affects students making the transition between the two. As a result of a recommendation from the project multi-agency ad hoc committee, the project staff attended over 50 meetings held in the CESA districts for secondary school and VTAE district administrators to introduce them to the project objectives and proposed activities and to solicit their support for its implementation. The project was de- gned to support involvement of secondary and post-secondary educators in a series of three sets of regional curriculum development workshops to be conducted in each of the 16 VTAE district areas. 1_1 Following the CESA meetings, plans were im- diately begun to hold workshops in each VTAE district. Du_ ng the 1974-75 school year over 800 secondary and post-secondary educators were involved in -o kshops conducted