1. Student Organizations

2. Cooperative Education Components Related class – group and individual instruction related to career goals Related class – group and individual instruction related to career goals Training station – actual supervised experience and practice in occupation Training station – actual supervised experience and practice in occupation Student organization – learn more about opportunities in vocations and meet other CTE students Student organization – learn more about opportunities in vocations and meet other CTE students

3. Student Organization Why do you think a student organization should be part of CE programs? Why do you think a student organization should be part of CE programs? What benefits would the students receive? What benefits would the students receive? How should the organization be included? How should the organization be included?

4. Student Organizations Activities directly related to goals of instructional program Activities directly related to goals of instructional program Active participation teaches Active participation teaches –human relations, –leadership, and –occupational skills

5. Outcomes of Participation Scholarship Scholarship Motivation Motivation Professionalism Professionalism Citizenship Citizenship

6. Scholarship More enthusiastic about school studies More enthusiastic about school studies Greater value attached to school studies Greater value attached to school studies More actively engaged in school activities More actively engaged in school activities More likely to relate success to effort More likely to relate success to effort More likely to prepare for postsecondary More likely to prepare for postsecondary More likely to attend 2- and 4-year college More likely to attend 2- and 4-year college

7. Motivation Participate in career-related activities Participate in career-related activities Participate in competitions Participate in competitions Connect with students who share interests Connect with students who share interests Nurtures motivation for learning Nurtures motivation for learning Believe work in school is important to success later in life Believe work in school is important to success later in life Believe important to do their best Believe important to do their best

8. Professionalism Prepare for employment Prepare for employment Enhance self-confidence Enhance self-confidence Have more specific career goals Have more specific career goals More likely to work while in high school More likely to work while in high school Gain valuable experiences at conferences Gain valuable experiences at conferences Apply communication, leadership, and networking skills Apply communication, leadership, and networking skills

9. Citizenship More active in community activities More active in community activities Include: Include: –Job shadowing –Service projects –Student-organized field trips –Employer-employee banquets –Alumni-student gatherings

10. Before Establishing an Organization From the student perspective, consider: From the student perspective, consider: –Price of dues –Meeting times –Time involvement –Officers –Fundraising

11. Before Establishing an Organization From the sponsor perspective, consider: From the sponsor perspective, consider: –Time involvement and commitment –Sponsor pay –Fundraising ideas –Communication –Support from administration –Interest from students –Patience

12. Steps to Organizing a Chapter 1. Request materials 2. Meet with principal 3. Recruit an “organization committee” 4. Advertise organization 5. Create agenda for first meeting 6. Conduct membership campaign & collect dues 7. Approve a constitution 8. Elect officers

13. Steps to Organizing a Chapter 9. Submit paperwork to headquarters 10. Conduct chartering & initiation ceremony 8. Train officers for roles 9. Plan activities 10. Organize committees 11. Establish regular meeting times 12. Maintain contact w/ state & headquarters 13. Review scheduled activities

14. National Student Organizations Business Professionals of America (BPA) – business and office occupations Business Professionals of America (BPA) – business and office occupations DECA – An Association of Marketing Students – occupations in marketing and management DECA – An Association of Marketing Students – occupations in marketing and management Future Business Leaders of America-Phi Beta Lambda (FBLA-PBL) – business occupations and general business principles Future Business Leaders of America-Phi Beta Lambda (FBLA-PBL) – business occupations and general business principles

15. National Student Organizations Family, Career, and Community Leaders of America (FCCLA) – homemaking and occupations related to family and consumer sciences Family, Career, and Community Leaders of America (FCCLA) – homemaking and occupations related to family and consumer sciences Health Occupations Students of America (HOSA) – occupations in and related to health Health Occupations Students of America (HOSA) – occupations in and related to health

16. National Student Organizations National FFA Organization (FFA) – occupations in and related to agriculture National FFA Organization (FFA) – occupations in and related to agriculture SkillsUSA-VICA – occupations in and related to trade and industry SkillsUSA-VICA – occupations in and related to trade and industry Technology Student Association (TSA) – introduction of students to high-skill technical and industrial occupations Technology Student Association (TSA) – introduction of students to high-skill technical and industrial occupations

17. Competitive Group Life Smarts Life Smarts –LifeSmarts is run by the National Consumers League –Encourages high school students to learn about consumer issues –http://www.lifesmarts.org/

18. Organizations Some are not affiliated with national organizations but serve students in CE Some are not affiliated with national organizations but serve students in CE Many organizations offer conferences at state and/or national level which include competitive events Many organizations offer conferences at state and/or national level which include competitive events

19. More Benefits to Students Gain opportunity to identify with and be included as part of peer group Gain opportunity to identify with and be included as part of peer group Learn more about occupational opportunities – guest speakers, field trips, special projects Learn more about occupational opportunities – guest speakers, field trips, special projects Learn to plan, organize, conduct, and evaluate chapter activities Learn to plan, organize, conduct, and evaluate chapter activities Develop goals and work toward them Develop goals and work toward them

20. More Benefits to Students Understand requirements and responsibilities of leadership Understand requirements and responsibilities of leadership Develop social skills and dependability Develop social skills and dependability Participate in group recognized by employers Participate in group recognized by employers

21. Benefits to Coordinator Become familiar with students in more informal peer-centered setting Become familiar with students in more informal peer-centered setting Enhance formal instructional program with additional resources: chapter meetings, field trips, demonstrations, conferences Enhance formal instructional program with additional resources: chapter meetings, field trips, demonstrations, conferences Encourage individual student motivation and maturation through competition Encourage individual student motivation and maturation through competition

22. Benefits to Coordinator Direct opportunities for additional responsibilities toward members who have demonstrated interest and abilities Direct opportunities for additional responsibilities toward members who have demonstrated interest and abilities Become better acquainted with school and community through activities Become better acquainted with school and community through activities Follow up with graduates by organizing alumni group Follow up with graduates by organizing alumni group

23. Benefits to School Opportunity to obtain greater community interest in school activities Opportunity to obtain greater community interest in school activities Gain support through visibility of programs Gain support through visibility of programs

24. Benefits to Community Opportunity to become more informed about what school/program is accomplishing Opportunity to become more informed about what school/program is accomplishing Can take part in activities such as sponsoring a field trip or conference or being speakers Can take part in activities such as sponsoring a field trip or conference or being speakers Can see school in action and better understand how tax dollars are spent Can see school in action and better understand how tax dollars are spent Can help students Can help students

25. Benefits to Parents Understand what CE is doing for children Understand what CE is doing for children Acquire firsthand experience in school activities by serving as sponsors Acquire firsthand experience in school activities by serving as sponsors Develop deeper awareness of objectives of school through participation in activities Develop deeper awareness of objectives of school through participation in activities Know their children are participating in a program of school-recognized activities Know their children are participating in a program of school-recognized activities

26. Activities Advisors must guide rather than direct progress Advisors must guide rather than direct progress Student learning and personal development will result Student learning and personal development will result Most beneficial - those directly related to purpose of CE program Most beneficial - those directly related to purpose of CE program

27. Participation Activities Invite school and community members to speak on topics of class study Invite school and community members to speak on topics of class study Maintain departmental displays Maintain departmental displays Plan field trips to businesses Plan field trips to businesses Present program at PTA meeting Present program at PTA meeting Offer specialized services to other school and community organizations Offer specialized services to other school and community organizations

28. Leadership Development Hold executive office Hold executive office Serve as committee chairperson Serve as committee chairperson

29. Competitive Activities Some students may need competitive activities to motivate them to meet demands of work world Some students may need competitive activities to motivate them to meet demands of work world Occupationally oriented contests are meaningful Occupationally oriented contests are meaningful

30. Organizing Chapter Each Year Introduce organization to class Introduce organization to class Discuss value of organization Discuss value of organization Elect officers (executive committee) Elect officers (executive committee) President appoints necessary committees President appoints necessary committees Encourage each member to serve on at least one committee Encourage each member to serve on at least one committee Each committee reports plans for year Each committee reports plans for year Evaluate progress Evaluate progress

31. Evaluating Your Program

32. Creating an Evaluation Program Program Evaluation – task of making judgments about value of program Program Evaluation – task of making judgments about value of program Evaluation involves determining extent to which previously established program objectives are being, or have been, attained Evaluation involves determining extent to which previously established program objectives are being, or have been, attained

33. Reasons for Program Evaluation Program improvement Program improvement –Ensure educational process is delivering what is specified in program objectives Program accountability Program accountability –Assure community tax dollars are being spent efficiently and effectively

34. Evaluation Must answer accountability question for: Must answer accountability question for: –Teacher-coordinator –Students being served –Training station sponsors –Advisory council members –School administrators –Those who support the program –Those who are responsible for the program –General public

35. Who Should Evaluate? Those affected by and involved with program Those affected by and involved with program –Instructors –Administrators –Supervisors –Counselors –Students –Parents –Alumni –Employers –Employees

36. Involving Key Groups Involvement from beginning increases understanding of process and commitment to carry out recommended improvements Involvement from beginning increases understanding of process and commitment to carry out recommended improvements Not including them may cause evaluation to be ignored because it lacks support of those who can bring about change Not including them may cause evaluation to be ignored because it lacks support of those who can bring about change

37. Involving Key Groups School administration can provide important suggestions and support will influence others School administration can provide important suggestions and support will influence others Steering/Advisory committee involvement will help to assure community input is utilized. May also be responsible for developing evaluation plan. Steering/Advisory committee involvement will help to assure community input is utilized. May also be responsible for developing evaluation plan.

38. Involving Key Groups Students provide honest and important feedback throughout process of implementing the program Students provide honest and important feedback throughout process of implementing the program Staff members’ input should be solicited to create and maintain a good working relationship with the poor instructors who have to be in the school all day long. Staff members’ input should be solicited to create and maintain a good working relationship with the poor instructors who have to be in the school all day long.

39. Discussion with Administrator(s) Meet with administrator(s) to assure: Meet with administrator(s) to assure: –Evaluation activities will be approved and supported –Evaluation activities will not duplicate current efforts –Evaluation system will provide data at right time needed for required reports –General fit between educational agency’s evaluation system and CE’s

40. Typical Evaluation Plan Steps Describe situation in area served by school Describe situation in area served by school Create written philosophy and objectives of the evaluation Create written philosophy and objectives of the evaluation Identify responsibilities of those involved with the evaluation Identify responsibilities of those involved with the evaluation Determine evaluation activities to be conducted to attain objectives of the plan Determine evaluation activities to be conducted to attain objectives of the plan Identify boundaries and limitations Identify boundaries and limitations

41. Typical Evaluation Plan Steps Determine budget and estimated costs Determine budget and estimated costs Create schedule of activities Create schedule of activities Determine how final process will be reported Determine how final process will be reported Determine how information will be disseminated Determine how information will be disseminated Plan for implementation Plan for implementation

42. Describe Situation in Area Served Describe local area served by school to include: Describe local area served by school to include: –Demographics –Economic environment –Employment opportunities –School/community relationship –Population trends –School environment –Others as needed for your situation

43. Describe Situation in Area Served Needs assessment Needs assessment –Human resource needs –Student needs and interests –Educational facilities and equipment –Community characteristics –Employment trends –Community resources

44. Describe Situation in Area Served Attitudes of parents and citizens Attitudes of parents and citizens –What programs should be offered –What occupational areas they want children to pursue –How they feel regarding programs children are enrolled in –How much they know about present programs –Expectations of schools –Interest in vocational education

45. Written Philosophy and Objectives Philosophy – formal, written statement of basic guiding beliefs about program Philosophy – formal, written statement of basic guiding beliefs about program Goals – general statements of intent or purpose that reflect recognized needs Goals – general statements of intent or purpose that reflect recognized needs Objectives – more specific and measurable statements of expected outcomes of the program. Provide framework for and determine evaluation conducted. Objectives – more specific and measurable statements of expected outcomes of the program. Provide framework for and determine evaluation conducted.

46. Responsibilities of Those Involved Determine who will be part of committee Determine who will be part of committee Designate members to: Designate members to: –Develop and review questionnaires –Arrange schedules –Supervise mailings –Conduct interviews –Prepare reports –Develop recommendations –Prepare plans for implementation

47. Evaluation Activities How will data be collected How will data be collected –Questionnaire, surveys, interviews, visits, employment data Who will be included in study Who will be included in study –Former students, employers, business and industry, current students, parents

48. Areas to Evaluate Admission process Admission process Related instruction Related instruction Student placement at training stations Student placement at training stations Training plans Training plans Training station supervision Training station supervision Student evaluation Student evaluation Advisory council Advisory council Public relations Public relations

49. Areas to Evaluate Follow-up of program completers and early leavers Follow-up of program completers and early leavers Coordinator’s qualifications Coordinator’s qualifications Why students participate Why students participate Employers’ attitude toward program Employers’ attitude toward program Administrative participation Administrative participation Faculty participation Faculty participation

50. Boundaries and Limitations Time frame – former students from how long ago Time frame – former students from how long ago Lack of addresses Lack of addresses Lack of participants Lack of participants

51. Budget and Estimated Costs Personnel expenses Personnel expenses –Staff, secretary, benefits, consultants Operating expenses Operating expenses –Postage, phone, travel, data processing, office supplies, printing, reference materials

52. Schedule of Activities Develop plan Develop plan Present to administration Present to administration Organize committees Organize committees Develop philosophy Develop philosophy Develop objectives Develop objectives Develop questions Develop questions Print surveys Print surveys Conduct meetings Conduct meetings Conduct student study Conduct student study Conduct employer survey Conduct employer survey Conduct survey of parents and students Conduct survey of parents and students Review HR needs Review HR needs Analyze data Analyze data Formulate recommendations Formulate recommendations Present recommendations Present recommendations

53. Reporting Procedures Submit monthly progress reports Submit monthly progress reports Share committee minutes Share committee minutes

54. Method of Dissemination Final report prepared and presented to administrator(s) Final report prepared and presented to administrator(s) Chief administrator will decide how to release report to various groups and/or general public Chief administrator will decide how to release report to various groups and/or general public

55. Plans for Implementation Use input from advisory committee to develop plans for strengthening program Use input from advisory committee to develop plans for strengthening program Must have support of school administration and board of education Must have support of school administration and board of education

56. Developing Surveys/Questionnaires State criterion questions for each objective State criterion questions for each objective –States objective in way that an answer will help measure attainment of objective  To keep parents informed about program’s offerings  To what extent are parents familiar with offerings? May need more than one item to address objective May need more than one item to address objective Vary from very positive to very negative Vary from very positive to very negative Require good deal of time to write Require good deal of time to write

57. Developing Surveys/Questionnaires Categories of data Categories of data –Demographic – background information  Student, teacher, school –Process - aspects of educational process that may influence outcomes  Teaching-learning process; curriculum; available resources, supplies, and equipment; instructional and lab facilities –Product – effects of program on the student  Student follow-up and employer surveys

58. Student Follow-Up Follow-up study - procedure for collecting pertinent data from or about individuals after had experiences Follow-up study - procedure for collecting pertinent data from or about individuals after had experiences Evaluative data is collected after training has been completed Evaluative data is collected after training has been completed Collect from students who completed program as well as those who may not have successfully completed Collect from students who completed program as well as those who may not have successfully completed

59. Student Follow-Up Students (former students) are asked to look back and provide information on how well program prepared or did not prepare them for occupation Students (former students) are asked to look back and provide information on how well program prepared or did not prepare them for occupation Interested in knowing if program objectives are met and how to improve program Interested in knowing if program objectives are met and how to improve program Usually conducted at 1-, 3-, and 5-year intervals Usually conducted at 1-, 3-, and 5-year intervals

60. Student Follow-Up Important information about questions such as: Important information about questions such as: –What training received was important? –What training was unimportant? –What suggestions for improving the program do you have?

61. Student Follow-Up Major reasons for conducting follow-up studies: Major reasons for conducting follow-up studies: –Determine number and kinds of employment which former students entered locally and regionally on a part-time or full-time basis –Learn extent to which former students have made use of training –Discover extent of occupational mobility among former students

62. Student Follow-Up Major reasons: Major reasons: –Obtain information as to adequacy of training –Ascertain why some students dropped out –Determine how school could be of further assistance to former students –Discover extent to which former students are taking advantage of postsecondary training –Determine occupational difficulties encountered

63. Student Follow-Up Follow-Up Procedures Follow-Up Procedures –Mail questionnaire  Most frequently used  Problems with non-respondents –Students in lower percentile of class typically will not respond –Students who do not have jobs will typically not respond  Efforts should be made to get responses from all participants  Include a brief cover letter with due date

64. Student Follow-Up –Personal Interviews  A very desirable way to collect data because clarifying questions can be asked  Can be very expensive  Very time consuming  May require too much travel

65. Student Follow-Up –Telephone Interviews  Can be used effectively  Limited on information that can be collected  Can be very time consuming  Can be very effective when used in combination with mail questionnaire

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

67. Student Follow-Up What to include on a student follow-up: What to include on a student follow-up: –Present job situation –Job title –Job duties –Job history –Income –Evaluation type questions (Likert-type scales work best)

68. Student Follow-Up Designing the Questionnaire Designing the Questionnaire –Organize by sections (job, education, military service, other training, self assessment, etc.). –Keep in mind that length of questionnaire is inversely related to response rate –Appearance of questionnaire influences response rate

69. Student Follow-Up Suggestions for improving response: Suggestions for improving response: –Use colored paper –If printed in booklet form, number pages –Make sure print is high quality –Design questionnaire in size convenient for mailing –If you can do something different to make questionnaire unique, you will improve response.

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

71. Employer Survey Used to determine satisfaction with program and to obtain suggestions and data for program improvement Used to determine satisfaction with program and to obtain suggestions and data for program improvement Follow same guidelines as used for student follow-up Follow same guidelines as used for student follow-up

72. Follow-Up Surveys Determine information needed Determine information needed Limit questions to what is actually needed Limit questions to what is actually needed Keep entire system as simple, short, and convenient as possible Keep entire system as simple, short, and convenient as possible Decide which type of survey would be best Decide which type of survey would be best Design survey instrument to assure data will be manageable, easy to complete, and valid and reliable Design survey instrument to assure data will be manageable, easy to complete, and valid and reliable Conduct pilot testing Conduct pilot testing

73. Procedures for Conducting Follow-Up Cover letter should be included Cover letter should be included –Brief, indicate purpose of study, use of findings, importance of hearing from everyone, suggested date to return, assurance of confidentiality Stamped, self-addressed return envelope Stamped, self-addressed return envelope Should have address students can identify Should have address students can identify Materials should be of professional quality Materials should be of professional quality Timing – earlier in week, avoid holidays, vacation times Timing – earlier in week, avoid holidays, vacation times

74. Procedures for Conducting Follow-Up Conduct at least one follow up mailing Conduct at least one follow up mailing Use different strategy Use different strategy –Monday on first mailing, Friday on second Urge respondents to complete survey now – longer questionnaire is kept, less likely it will be completed Urge respondents to complete survey now – longer questionnaire is kept, less likely it will be completed

75. Procedures for Conducting Follow-Up Locating former students Locating former students –Obtain parents’ addresses –Write “Please Forward” on questionnaires –Send self-addressed, change-of-address cards to parents of non-respondents –Check area phone directories –Ask help from other students who are still in school

76. Practice Writing Follow-up Instruments!!! Develop items for student follow-up survey Develop items for student follow-up survey Develop items for employer follow-up survey Develop items for employer follow-up survey

77. Tabulating Data Tally respondents’ answers on table Tally respondents’ answers on table Do not forget to tally non-responses Do not forget to tally non-responses Percentages are frequently used Percentages are frequently used

78. Using Results for Program Change Maintain strengths Maintain strengths Alleviate identified weaknesses Alleviate identified weaknesses Advisory council members, administrators, and colleagues should be involved in drawing conclusions from data that may be incomplete or inaccurate perceptions and recommending plan of action for change Advisory council members, administrators, and colleagues should be involved in drawing conclusions from data that may be incomplete or inaccurate perceptions and recommending plan of action for change

79. Making Decisions Teacher-coordinator’s responsibility to disseminate findings and recommendations to administrators and/or governing bodies Teacher-coordinator’s responsibility to disseminate findings and recommendations to administrators and/or governing bodies Ensure one or more written reports are prepared and distributed Ensure one or more written reports are prepared and distributed Assume leadership for making changes to improve program Assume leadership for making changes to improve program

80. Key Points with Making Decisions Evaluation is continual process Evaluation is continual process Evaluation requires commitment Evaluation requires commitment Evaluation should be product oriented Evaluation should be product oriented Evaluation should be done in terms of objectives Evaluation should be done in terms of objectives Evaluation should involve both those responsible for the program and those affected by it Evaluation should involve both those responsible for the program and those affected by it

81. Functions of the Final Report Serves as means of disseminating findings, conclusions, and recommendations Serves as means of disseminating findings, conclusions, and recommendations Describes evaluation process used and activities conducted in evaluation process Describes evaluation process used and activities conducted in evaluation process Provides opportunity for interested individuals to study findings in relation to program objectives Provides opportunity for interested individuals to study findings in relation to program objectives

82. Preparing the Final Report Present information in factual and concise manner Present information in factual and concise manner –Allows readers draw own conclusions Write using clear and simple terms Write using clear and simple terms –Others can understand procedures and results

83. Presenting Data Electronic data processing or tabulate by hand Electronic data processing or tabulate by hand Tables and figures help make report easier to read and understand Tables and figures help make report easier to read and understand Present data in tables and figures Present data in tables and figures Summarize data and discuss implications in text Summarize data and discuss implications in text

84. Tables Systematic arrangement of data – usually rows and columns Systematic arrangement of data – usually rows and columns Place table after and as close as possible to point where first mentioned in text Place table after and as close as possible to point where first mentioned in text Number tables consecutively Number tables consecutively Center TABLE 2 above the table and the caption on the next line Center TABLE 2 above the table and the caption on the next line Captions should clearly describe table Captions should clearly describe table

85. Figures Illustrative materials that present information in graphic or pictorial form Illustrative materials that present information in graphic or pictorial form Include graphs, charts, diagrams, maps, photos, or artwork Include graphs, charts, diagrams, maps, photos, or artwork Place figure after and as close as possible to point where first mentioned in text Place figure after and as close as possible to point where first mentioned in text Number figures consecutively Number figures consecutively Center Fig. 2 below the figure followed by a dash and the caption in upper- and lower-case letters Center Fig. 2 below the figure followed by a dash and the caption in upper- and lower-case letters Captions should clearly describe information Captions should clearly describe information

86. Writing Style Do not use personal reference Do not use personal reference Be fairly detailed, but do not use extra words Be fairly detailed, but do not use extra words Write in third person Write in third person Use precise terms Use precise terms Use minimum number of abbreviations Use minimum number of abbreviations

87. Findings, Conclusions, and Recommendations Findings – what you found Findings – what you found –Summaries of data collected –Describe how all responses add up Conclusions – what they mean Conclusions – what they mean –Describe significance of findings –Tells reader why finding is important Recommendations – what should be done Recommendations – what should be done –Suggestions regarding actions that should be taken as result of conclusions

88. Your Turn Determine recommendations based on findings and conclusions presented Determine recommendations based on findings and conclusions presented

89. Final Report Outline Abstract Abstract Introductory Section Introductory Section Findings Section Findings Section Conclusions and Recommendations Conclusions and Recommendations Appendix Appendix

90. Abstract One or two pages One or two pages Identifies school Identifies school Concisely and simply summarizes the objectives, findings, conclusions, and recommendations Concisely and simply summarizes the objectives, findings, conclusions, and recommendations

91. Introductory Section Introduction Introduction –Describe program, may include philosophy Objectives Objectives –Clear, concise listing of objectives established within evaluation framework Description of Activities Description of Activities –Detailed description of each activity included in evaluation. –May include time schedule. Methodology Methodology –Describe population – characteristics and sample method –Development of questionnaires, mailing schedule, methods for compiling data

92. Introductory Section Staff Involvement Staff Involvement –Focuses upon extent and type of staff involvement. –Address outcomes, attitudes, types of committees, functions, successes, failures Citizen Involvement Citizen Involvement –Facts about citizen involvement in evaluation –Types, size and representation of committees, functions, attitudes, outcomes, successes, failures Consultant Involvement Consultant Involvement –Focuses upon role of any consultants in process Public Relations Public Relations –Addresses type, method, and scope of public relations used in connection with evaluation

93. Findings Section Committee Activities Committee Activities –Number and type of committees and scope of activities of each Committee Recommendations Committee Recommendations –Recommendations of each committee accompanied by supportive data Follow-Up Studies Follow-Up Studies –Results and generalizations are reported

94. Findings Section Curricular Studies Curricular Studies –Results of studies of present or potential curricula Other Types of Studies Other Types of Studies –If occupational surveys, attitude studies, or others were made Changes Resulting from Evaluation Changes Resulting from Evaluation –Any changes, innovations, adoptions, or plans already made

95. Conclusions and Recommendations Conclusions Conclusions –Organized according to objectives Recommendations Recommendations –All recommendations and future plans for evaluation

96. Appendix Questionnaires Questionnaires Checklists Checklists Committee memberships lists Committee memberships lists Public relations materials Public relations materials

97. Distribution of Final Report Results first reported to administration and governing board Results first reported to administration and governing board They will determine individuals and other groups to which final report should be released They will determine individuals and other groups to which final report should be released Committee may want to suggest a list to whom report should be released Committee may want to suggest a list to whom report should be released

98. Any Questions???

99. Reminders Presentations tomorrow Presentations tomorrow Public Relations Plan Public Relations Plan