South Vocational-Technical High School A Wired Community for the 21st Century March 14, 1997 A PROPOSAL SUBMITTED TO COMMON KNOWLEDGE:PITTSBURGH FOR FIFTH YEAR SITE Submitted by Marlene Bransom Rose Breen Mara Cregan Lil Graber Linda Kaib Kurt Kiefer Vivian Kirk Marge McMackin Oscar Miller Pat Smith Lisa Tita Dr. Toby Trompeter Bernadette Urbani EXECUTIVE SUMMARY On May 4, 1994 President Bill Clinton signed the School-To-Work Opportunities Act of 1994. This law provides seed money to states and local partnerships of business, labor, government, education, and community organizations to develop school-to-work systems. This law does not create a new program. It allows states and their partners to bring together efforts for educational reform, worker preparation and economic development to create: A system to prepare youth for the high wage, high skill careers of todayÕs and tomorrowÕs global economy. South Vocational-Technical High School is a school-to-work magnet which Òstrives to provide a meaningful and encompassing education for each student.Ó Our student population is about 600; we draw students from neighborhoods across the city. Since South has a vocational-technical focus, most students enter the workforce upon graduation. Our goal is Òto provide each individual student with a basic comprehensive academic background and vocational-technical skills that will guarantee profitable employmentÓ upon graduation. Quotes taken from the InternetÕs School-To-Work site and The Philosophy and Goals Statement of South Vocational-Technical High School. PART I: THE PROBLEM STATEMENT South Vocational-Technical High School (South), as the school-to-work magnet in the Pittsburgh Public Schools, must provide current technological programs that prepare students to become proficient and productive ÒcraftsmenÓ and ÒworkersÓ equipped with the ever-advancing technological skills to compete in our local and global job markets. Since computerized procedures are now critical elements in the world of work, South students must expand their technical knowledge and acquire new skills and knowledge which will make them more employable upon graduation from high school. Knowledge and experience with computer technology for the 21st Century, as it applies to academics, industry, trades and business is essential to students achieving educational excellence in his/her chosen field. As computers, telecommunications, and multi-media invade business and industry, technically-trained people with the ability to perform within and beyond current technological parameters are increasingly in demand; therefore, students need to be part of the Wired Community to contact the world of work. Students can benefit by using self-assessment skills that are needed for their chosen careers. Through the job search services found by visiting home pages on the Internet, students can save valuable time researching current job trends, qualifications, and career opportunities. This cannot be done without the Internet. With the combined efforts of business, education, labor, industry, and community-based organizations, all of whom have a strong interest in how all students prepare for careers, Internet technology can help teachers create new ways of learning so that they can explore their similiarities, rather than their differences. The Internet can motivate students to become better learners, raise their self-esteem and help them acquire additional skills necessary to compete in the school-to-work arena. Teachers need to learn how to use the Internet to stay abreast of the updates in their fields of study. Beyond graduation students will need Internet skills to continue their education. Chances for career growth diminish when graduates cannot meet the demands of employers operating in a global and technological economy. Success in the 21st Century depends on communication, technology, and employable skills. Without the Internet, South students will lag behind in the resources needed to enter the school-to-work arena. To help students take advantage of the communication and information available through the Internet, the Common Knowledge South (CKS) team will develop a comprehensive curriculum around communications (which includes foreign language), business (entrepreneurship), science (which includes mathematics) and vocational skills that will engage students and expand their understanding of the importance of technology in their future. PART II: EDUCATIONAL ACTIVITY The Common Knowledge South (CKS) team believes that all students have the capacity to learn and to be productive citizens. For years, the educational system has ignored the many different aptitudes and learning styles of students; as a result, not all students leave school ready to enter the world of work. Research has taught us that when a variety of instructional methods are used to accommodate different learning styles, students become better equipped to apply acquired skills in the world of work. One method which adapts to the different learning styles of students and changes the way students learn, is the use of technology, particularly computers, via the Internet. Teachers need more creative ways to motivate students. Computer technology via the Internet opens opportunities which will allow students to become more motivated and more responsible learners. Technological skills also improve a studentÕs productivity and raise self-esteem as they begin to make the connection between their academic and vocational programs. Since students must demonstrate their ability to understand complex texts, grasp scientific procedures to perform mathematical manipulations at a high level, this technology would link students to information systems which will help them access, comprehend and interpret texts more easily. The focused educational Internet activity would be a computer-developed student portfolio. The portfolio would reveal student learning (merit of the studentÕs work) and encourage both student and teacher assessment (analysis). The portfolio would contain actual projects and activities (both oral and written) that the students design and complete via the Internet. The portfolio would reflect the kind of learning and skills acquisition that took place in both the studentÕs academic and vocational programs. Our primary goal is to utilize the Internet to examine what is available on the Internet and emphasize the instructional potential that Internet access can provide for our students at South and in the surrounding community. Through this integration, South students will become more competitive and employable in the area of school-to-work. The CKS team will implement the use of the Internet with a sample group of ninth graders in the following disciplines: * Communications (which includes English and foreign language) * Business (entrepreneurship) * Science (with emphasis on mathematics) and * Refrigeration, Ventilation, Heating, and Air Conditioning (RHVAC) In time, all of SouthÕs programs would become part of the Wired Community. COMMUNICATIONS Communications is a necessary part of every occupation. Communication and employable skills rank first in hiring and promotion decisions. Since many job tasks require at least some reading of manuals, instructions, visuals, and other written material, graduates need to be able to communicate well. Depending on the job, a student may have to write a report or draft a letter to order a piece of equipment; therefore, students must write well. Since many companies are ordering and marketing via the Internet, knowledge of electronic forms is necessary for our students to be competitive. Accordingly, the CKS team plans to implement the following activities: * The students will become familiar with various electronic forms such as invoices, purchase orders, inventories, instructions, and reports that they will encounter on the job by using the InternetÕs Total Recall site http://www.demon.co.uk/sharpsw/total.htm). They will also become familiar with e-mail, memos, and interoffice communications. While the classroom offers a limited selection of these forms, the Internet would expose the students to a wide variety of forms used in work situations. *As part of their career preparation, students will write resumes using Microsoft Word or WordPerfect. Students will then download their data from Microsoft Word or WordPerfect documents saved as text files and transfer the file to the resume banks on the Internet. Through this process, students will import their resume to a job bank where they can compare their skills to those required by the employer. Since success on the job requires frequent interaction with both supervisors and co-workers, students must also be skilled listeners and speakers to help promote teamwork. Through extensive sites available on the Internet, students will access useful links to a variety of utilities that increase their listening and speaking skills. The above activities are necessary to prepare every student for entry into the school-to-work arena. Communication skills also include the ability to interact orally and via the written word in a foreign language. In the real world of work an employee may have to engage in commercial transactions or trade with companies in foreign countries. It is essential that students practice using the foreign language that she/he is learning in order to master it. When ideas and experiences are shared with others, participants grow and learn. Through conversation people develop their personalities and their abilities to talk with others about a variety of subjects. Specifically, foreign language students will engage in the following activities: * Both Spanish and Italian students will engage in spontaneous and authentic written ÒconversationsÓ via Internet Chat and converse with foreign language students enrolled in both academic and vocational programs through e-mail correspondence. This activity provides students with the opportunity to engage in authentic communication and to practice in a realistic setting the skills that have been drilled and learned in the classroom. * The students will research vocational programs in Italian and Spanish-speaking countries to determine what vocational opportunities are available in the those languages and present their findings at the schoolÕs annual career day. * Foreign language students will explore web sites for information about the culture and countries of the target language. BUSINESS (ENTREPRENEURSHIP) To help students gather data for their school-to-work portfolios, students will be using a wide variety of features found on the Internet: news groups, gopher, e-mail, library, and search engines. Since many students enrolled in vocations have goals of being self-employed and owning businesses, they need to be knowledgeable of all aspects related to business. The following activities, therefore, will be implemented: * The student will use the Internet to examine the cost of materials and services, and to find means for financing a business related to their vocations. Immediate access saves time, money, and effort. * The students will use the Internet to study the dynamics of the stock market. For example, the students will research companies, their policies and products, and the current market price of specific stocks. Through this activity, students can view annual trends and use all of this information to buy or sell stocks. Again, the immediacy of results and the graphics entices the students to continue research and comparative analysis. SCIENCE (WITH EMPHASIS IN MATHEMATICS) Every vocation at South employs the use of math and science; therefore, they are essential. Through hands-on science and math investigations found in the AIMS Education Foundation site (http//204.161.33.100/AIMS.html), students will learn the value of mathematics and learn to Òwork like scientists.Ó This essential collaboration makes learning more real for the students and at the same time raises their level of understanding of the natural relationship between math and science within their vocations. Specifically, the following activities will be implemented: * The students will participate in science-related interactive projects through the InternetÕs GCRIO On-line Student Activities site (http://www.gcrio.org/eduStd.html) and network with other students in the Pittsburgh Public Schools, as well as across the state, to compare data and results of related projects and experiments. * The students will use the Internet to locate information on careers and educational opportunities leading to careers in science. REFRIGERATION, HEATING, VENTILATION, AND AIR CONDITIONING (RHVAC) The refrigeration, heating, ventilation, and air conditioning (RHVAC) vocation at South is a four-year program. Since students generally work independently or in small groups of two or three on individual tasks, use of the Internet can be incorporated easily and effectively into the RHVAC program. Accordingly, the following activities will be implemented: * Students will use the Internet to explore current EPA regulations, specific product literature, hints of the trade, and other areas for information at the site VOTEC Home Page (http://www.ed.uiuc.edu/COE/VOTEC/home.html). *Students will use the Internet to locate other RHVAC programs (both domestic and international) and to investigate these programs. *Students will develop and maintain a Vocational Industrials Clubs of America (VICA) web page for South with news and information showcasing studentsÕ accomplishments. This activity increases the studentÕs self-esteem and confidence, while applying computer skills. All of the activities in the aforementioned disciplines will promote higher level thinking and problem-solving skills. The CKS proposal is aligned with SouthÕs CEIP plan Objective No. 2 by Òproviding vocational opportunities so there is an approximate increase of 5% of the students graduating from South who will pursue employment and postsecondary educational technical training.Ó Furthermore, South Òwill maintain and expand programs to involve parents, the community and business.Ó Since vocational students have a two or three period block schedule, time constraints are not a foreseeable problem. We are a vocational magnet and a full inclusion school; we have no tracking constraints. Teacher-centered models will be overcome by having students take a hands-on approach in their own learning, thus enabling teachers to become facilitators and partners in learning rather than being simply lecturers. At South, this process has already begun through our school-to-work program. The Internet will further enhance opportunities for students to be in control of their own learning. PART III: PROJECT TEAM The CKS team has the full support of the school administration, teachers, parents, and community stakeholders. Letters of their support are included in Appendix B. Due to the uniqueness of SouthÕs program, there was an overwhelming response in support of the design, organization and writing of this proposal. SouthÕs CKS team is composed of thirteen members representing the areas of English, foreign language, science, business, health careers, family and consumer science, library services and RHVAC. The internet at South will be implemented by the following CKS team members: Marlene Bransom, Mara Cregan and Marge McMackin (Communications); Bernadette Urbani (Foreign Language); Vivian Kirk assisted by Rose Breen (Business); Oscar Miller assisted by Dr. Toby Trompeter and Lisa Tita (Science); and Kurt Kiefer (RHVAC). Other members of the team include Linda Kaib (Health Careers); and Pat Smith (Family and Consumer Science/Home Economics). Marlene Bransom and Mara Cregan will act as site co-coordinators. They will provide first-level technological support and network training, All members of the team will work in partnership with the librarian, Lil Graber, so that students will have ongoing access to the library and Internet resources. A letter from each team member describing his or her motivation, goals and responsibilities for implementing the Internet can be found in Appendix A. Mara Cregan (English), one of the site coordinators, will also serve as the liason between the school, the community and Common Knowledge: Pittsburgh. The CKS team is aware of the arduous task ahead and it is fully committed to seeing that South students benefit from Internet technology. In addition, the CKS team is willing to modify classroom interactions, learn and implement new technologies, and work collaboratively with school-to-work partners and with school faculty to achieve this goal. In conclusion, our long-term vision for South is to integrate technology across all disciplines and prepare our students for a Wired Community, the world in which they will live and work. At the initial meeting to discuss how the Internet could benefit both the students and teachers at South, the present situation was analyzed and our goals for obtaining the Common Knowledge: Pittsburgh grant were established. Since South is a vocational school, each vocation has an Advisory Council which serves as a partnership linking students to business and community. Our community partners are in full support of enhancing communication and collaboration between and among South and their respective sites. A list of contacted Council members with their letters of support can be found in Appendices C and D. In preparatory meetings, CKS members have shared their ideas and have decided which disciplines would be areas of Internet implementation. Team members then wrote and revised the activities that had been selected as workable through the use of the Internet. Finally the team agreed that the proposal was ready for submission. The first step in implementing our proposal involves training the CKS team in the use of computer and network technology. Mara Cregan and Marlene Bransom, the CKS site co- coordinators, will attend Internet workshops offered at various locations throughout the city. Each team member will spend at least one period per week during their professional period on the Internet. During the professional periods, teachers will explore the various offerings available through the Internet. Since teachers at South have active Advisory Councils in each of their vocational areas, collaboration with these Councils will continue in the school-to-work transition. After the CKS team has been adequately trained, they will teach students in the disciplines how to use the Internet. The team members have committed a minimum of one day per week of class time toward integration of respective components in this project. All students will begin learning the basics of the Internet: e-mail, chat, listserv, bulletin boards, and web browsing. Teachers will guide students in the use of resources pertaining to their vocational areas as their computer proficiency increases. Computers will be available for students to conduct research under the guidance of team members during and after school when the computers are not being used by classes. Students with existing knowledge of the Internet have eagerly agreed to help assist with the implementation of the Internet (see Appendix C). Internet resources will be made available to the community after students have been trained and after school staffing has been organized. PART IV: IN KIND CONTRIBUTIONS As stated earlier, CKSÕs partnerships to business and community are the Advisory Council members from each of the vocational disciplines. These Councils meet regularly with South teachers/staff to discuss current trends in their particular fields and vocational opportunities for South students. It is through these meetings that school-to-work is addressed. Again, due to the unique nature of our school, where students have either a two or three block period schedule, restaffing and schedule adjustments are not necessary. Prior to finalizing its proposal, the CKS team visited several CK:P sites: Allderdice, Carrick, Peabody, Perry and Knoxville schools. The CKS team spoke with site coordinators, teachers, administrators, community partners and students who have implemented the Internet. All of these groups have given us encouragement and offered us continuing support. The CKS team recognizes the time and dedication needed to implement a program of this magnitude and is ready to move forward with its plan. The CKS teamÕs Useradmin will be SouthÕs librarian, Lil Graber. She will commit to this activity during the school day. The CKS team has obtained offers of support from community organizations such as The Southside Local Development Corporation, The Southside Parent Community Council, Community College of Allegheny County Boyce Campus, Duquesne University, The Economics and Education Department at the University of Pittsburgh, Robert Morris College, WNYE-TV/FM of Brooklyn, New York and the New York Board of Education Technology Division. Their commitment is expected. PART V: IMPLEMENTATION AND EVALUATION After Mara Cregan and Marlene Bransom, the CKS site co-coordinators, are adequately trained on the Internet, training of the remaining members will begin. The administration will allow training to occur during selected Teacher Interaction Planning (TIP) Time and after school. In addition, our business and community partnerships will support our training sessions. The CKS teachers will then train its sample group on basic computer functions and keyboarding. Following this training, students will be introduced to the basics of the Internet. As teachers implement Internet activities into their disciplines, students will begin compiling their portfolios. At the end of the first semester, the CKS team will evaluate student-designed portfolios and assess future needs. During the second semester, the CKS team will conduct training seminars for all other teachers/staff at South. The timeline for the project is as follows: Phase 1: Upon receipt of award *Training for site co-coordinators Phase 2: One month following receipt of award *Training of CKS team by site co-coordinators ongoing until start of Ô97 school year Phase 3: First nine weeks of the 1997-98 school year *Training of sampling group on the computer *Training of sampling group on the Internet Phase 4: Second nine weeks of the 1997-98 school year *Teachers implement specific Internet activities *Students begin compiling their portfolios Phase 5: End of the first semester *CKS team analyzes student-designed portfolios Phase 6: Beginning of second semester *Teachers examine portfolios and ascertain outcomes *Teachers develop strategies for total implementation of project Phase 7: Beginning of 1998-99 school year *South implements the Internet in remaining disciplines By the beginning of the 1998-99, South would be fully integrated as a Wired Community. The following list shows the responsibilities of each of the CKS team members: *Mara Cregan site co-coordinator/liason and Marlene Bransom site co-coordinator will implement the Communications component. *Marge McMackin will implement the Communications component. *Bernadette Urbani will implement the Foreign Language component. *Vivian Kirk, assisted by Rose Breen, will implement the Business component. *Oscar Miller, assisted by Dr. Toby Trompeter and Lisa Tita, will implement the Science component. *Kurt Kiefer will implement the RHVAC component. *Lil Graber will coordinate the library services and serve as Useradmin. *Pat Smith and Linda Kaib will act as resource personnel. All CKS team members have their own Common Knowledge: Pittsburgh accounts. Upon success of our project, CKS students would graduate with a work-based portfolio that demonstrates their abilities and accomplishments. Each studentÕs portfolio would also demonstrate that CKS students can perform at a high level that convinces the students, parents, educators, and employers that students have the preparation and ability to become competitive workers in todayÕs Wired Community. The CKS teamÕs goal is to create a Wired Community that connects parents, community and business partners with students, teachers, and administrators at South Vocational-Technical High School.