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.