GCOVE interchange [Vol. 3, no. 2 (May 1996)]

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INTERCHANGE
Volume 3 Number 2 Page 1-- May, 1996
Vocational Training Funds Finalized for FY 1996
Federal appropriations for FY 1996 were signed into law by President Clinton on April 25, 1996. State vocational education basic grants were level funded and school-to-work received an increase, but many programs were trimmed.
P.L. 104-134 will level-fund basic state vocational education grants at $956 million. (See chart on page 7.) School-towork programs will receive $350 million compared with $245 million last year. From this appropriation, the U.S. Education Department will receive $180 million and the U.S. Labor Department $170 million. Labor-administered one-stop career centers will receive $110 million, a 10 percent increase over last year. Tech prep funding will drop from $108 million to $100 million. Summer youth funding will be cut from $867 million to $625 million.
The state vocational education advisory councils, which include GCOVE, lost the $8.8 million appropriated in the FY 1995 federal budget and will have to rely on state money to continue past June, 1996.
The new funding law slashes adult job training by $147 million to $850 million, a 15% cut. But the biggest cut is the reduction in youth job training funds, from $657 million to $126 million. See Vocational Training Funds p. 3.

Future of GCOVE?
As a result of two parallel tracks of legislative activity at the federal level, the fate of all state councils on vocational education is in jeopardy. These two tracks involve: (1) the congressional budget and appropriation for federal fiscal year 1996 (October 1, 1996 to September 30, 1997) and (2) the congressional process that creates new programs.
Each State that receives federal money for vocational-technical education has been required to have a state council on vocational education (SCOVE) under the Carl D. Perkins Act of 1990. These councils are composed of representatives from business, industry, labor, the education community, and representatives of special populations ( women, the disadvantaged, the handicapped, individuals with limited English proficiency, and minorities).

Published by the Georgia Council on Vocational Education 254 Washington Street S.W Atlanta, Georgia 30334-8501
(404) 656-7782 fax (404) 656-7782
e-mail hykn@mail.opb.state.ga.us
Kathryn R. Hornsby
Editor

Congressional Budget and Appropriations
State Councils on Vocational Education were not funded in the budget that was passed by Congress and signed by President Clinton on April 25. According to Michael Brustein, legal counsel to the National Association of State Councils on Vocational Education, "The Conference agreement [that led to the signed budget] does not eliminate State Councils under Section 112 of the Perkins Act, but rather eliminates the requirement that States must have a State Council in place in order to receive their basic [federal vocational education] grant. Second, there is no federal appropriation for State Councils or Human Resource Investment Councils under Perkins for the period beginning July 1, 1996. Third, State Councils may continue to use carryover funds for their operation to the extent that carryover funds exist. And fourth, it is totally within the discretion of the State Board to use Perkins Basic Grant Funds to fund State Councils for the period beginning July 1, 1996."
Continued on p. 6.

Page 2-- May, 1996

GCOVEINTERCHANGE

Congratulations GCOVE Member Attends

Richard Jenkins!
Richard Jenkins, Executive Director of the Georgia Occupational Information Coordinating Council (GOICC) for 3V2 years and part of the Department of Labor for nearly 25 years, has received recognition from the Association of Computer-Based Systems of Career Information (ACSCI). Jenkins was nominated for an ACSCI Certificate of Service award in recognition of his outstanding contributions and service in promoting the use and advancement of career information. ACSCI is a national professional organization dedicated to promoting standards of quality, delivery, and usage of career information. The membership of ACSCI is composed of people from state career information systems.
The nomination states that Richard Jenkins provides leadership and guidance in the development, dissemination and use of career information in Georgia. He has coordinated the production of a career tabloid that is sent to every tenth grade student in the state. Mr. Jenkins also has been instrumental in producing several state-based career publications, including books on apprenticeship, licensing, and labor market information. In partnership with the staff of the Georgia Career Information System (GCIS), he has conducted special Improved Career DecisionMaking workshops for staff members of Georgia's Department of Labor and Division of Rehabilitation Services. And as an advocate for the use of career information, Jenkins has addressed many groups to encourage the use of GCIS and GOICC publications. Call the GO/CC office for more information on how to receive publi-
cations (404) 656-9639.

Washington Policy Briefing

Irving Mitchell, who represents the chair of the House Economic and

interests of special populations on

Educational Opportunities Committee,

GCOVE, attended a three-day briefing and McNeil, Assistant Education

in Washington, D.C. to learn how federal education funds will pass to states in Congressional block grants. This is a dramatic new policy that will affect technical education programs in

Secretary for Vocational and Adult Education, gave seminar participants a current assessment of the federal role in vocational-technical education under new block grant bills. In

schools across the country. Mitchell also consulted with
education aides for Senator Nunn,

another session, former Assistant Education Secretary Betsy Brand moderated an issues and answers

Speaker Gingrich, and Congressmen Kingston, Lewis, McKinney, and Norwood to share with them GCOVE's latest issue briefs, Where Do Education Dollars Go? and Focusing on Vocational Agriculture Education. He also asked for continued support of vocational-technical education, particularly

panel discussion by Congressional staffers who are writing the block grant legislation. And Jack Jennings, director of the Center on National Education Policy, explained what local educators must do to make the block grant system work.
Mitchell said "The Policy Seminar

as a part of career pathways programs and lifelong learning.
In sessions at the American Vocational Association's National Policy Seminar, March 17-19, Mitchell was briefed on workforce education reform

really brought home to me the need to plan for the coming block grants. The flexibility offered by block grants to bring more concentrated resources to specific areas of need is exciting. However, with the expected reductions

legislation by Congressman William in overall federal education and Goodling (R-Pa.), Assistant Secretary of training dollars it will be more imporEducation Patricia McNeil, and Na- tant than ever to bring all interested tional Alliance of Business President parties to the table to plan state

Roberts Jones.

priorities and address need."

In a panel session, Rep. Goodling,

~ YDC Teacher in Hall of Fame

Tom Delaney will be the first Georgia educator inducted in the National Teachers Hall of Fame in Emporia, Kansas. Delaney teaches English, speech, drama and journalism to teenage boys at the Lorenzo Benn Youth Development Center. Governor Miller saluted him "for being an innovator and a leader in some of the toughest settings I can imagine."
The Hall of Fame was established in 1989 and admits only five teachers per year. The honorees must have taught at least 20 years and are chosen by representatives from most of the major national education organizations.

GCOVEINTERCHANGE
Vocational Training Funds
continued from p. 1
Tight Budget Proposed for FY 1997
President Clinton, who released the Administration's funding proposal for FY 1997 in March, would fund vocational education at $1.1 billion, about the same as its FY 1995 level. But these grants would have to provide money for Tech Prep and other programs that now are funded under separate funding streams. In outlining his latest budget, Clinton said he wanted to get a head start on congressional plans to merge state vocational education funding into block grants. The proposal "would consolidate overlapping, outdated federal job training programs into a system that better meets the needs of the nation's workforce," the budget request stated.
According to Clinton's FY 1997 proposal, summer youth training would get $871 million. Also, Clinton would provide $315 million for three new job training programs, including $250 million for the Opportunities Areas for Outof- School Youth Program, which would provide competitive grants for poor areas with high youth unemployment rates. Clinton also would fund yearround, youth training at the FY 1995 level of $127 million.
House and Senate appropriators have also begun working on the budget for fiscal year 1997. The Senate Budget committee would raise total funding on education and training--including mandatory programs such as student aid-from $47.8 billion this year to $49.7 billion next year. It projects spending to rise to $51.7 billion in fiscal 2002.
The House plan, which did not state specific spending proposals for vocational education and job training, would drop the total to $47 billion next year and would keep funding at $50.1 billion in 2002. The House panel also suggested eliminating Job Corps centers; current welfare programs, including the Job Opportunities and Basic Skills training program; the Americorps community service program; the Department of Labor's Office of the American Workplace; and the Department of Education's cooperative education grants.
Appropriators are not bound by the recommendations in the budget proposals passed by the House and Senate budget panels the week of May 6; only the overall spending caps. House and Senate staffers have also tentatively agreed on a compromise about how to distribute vocational education and training funds from a single state block grant.

Page 3-- May, 1996

g~ l~ Student Awards
The following students received the Georgia Vocational Student Organization awards for 199596.

Angela Brownlee VOCA
Gainesville, Georgia

Chad Crews FFA
Nahunta, Georgia

Tempe Landrum FHA
Bogart, Georgia

Leigh Spann FBLA
Hazelhurst, Georgia

Jamie Spurlock VICA
Fortson, Georgia

-
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Josh Stallings TSA
Martin, Georgia

-r]
I

Movement On Workforce Development Bill

Under the House version, more than 100 education and training programs would have been converted into three

block grants for youth workforce development, adult literacy and dislocated workers with authorized funding at $4.9

billion in FY 1997. The Senate version would have created a single training block grant for youths and adults with

funding authorized for $5.9 billion in FY 1998.

Now under the tentative agreement worked out by staffers to the House and Senate conference committee, up to $5

billion starting in FY 1997 would be funneled to grants from which states must spend:



35 percent on adult employment and training;



15 percent on at-risk youth;



20 percent on vocational education; and



5 percent on adult basic education.



25 percent remaining would go to a "flex account" that governors could spend on economic develop-

ment or any of the above areas.

Staffers have worked out a tentative compromise to replace the current formula See Vocational Training Funds p. 7



Page 4-- May, 1996

GCOVEINTERCHANGE

Innovation in Crossroads Schools Helps Teens Achieve
by Wen~y Davis
Ms. Davis is Director of Public Relations at Buffington Rizzo Advertising and Design which is a consulting firm used by
Georgia Cities in Schools.
One year ago, 16-year-old Chaka got into trouble for repeatedly fighting at school. Her grades were below average and her attendance at Rome High School was poor. Teachers and counselors referred her to the Rome/Floyd Transitional Academy, a new state-funded alternative school, as a last resort.
Today, things are completely different for Chaka. She is a straight-A student and has an excellent discipline record. She says she looks forward to coming to school every day.
According to the State Department of Education, more than 30,000 students are dropping out of the state's public schools every year, ranking Georgia a dismal 43rd in the nation for high school graduates. Dropouts are twice as likely to live in poverty, and have a far greater chance of becoming involved in criminal activities. About 82% of state prison inmates are dropouts.
These statistics are disastrous for the state's economy as well as for the individual, according to a Georgia Southern University study released in January. It found that dropouts created a loss of $11 billion to the state in 1991 alone. "As long as there's room, they have the option to stay," said Jennifer Lunk, a Crossroads teacher. "We have the time to care for them here, whereas in a larger school, kids get lost in the shuffle. They need the one-on-one teaching methods that we use."
Alternative school teachers make learning fun, Chaka says, adding that her performance is better this year partly due to the shorter, 30-minute class periods at her academy. "In my old school, we were in class for 50 minutes. If you get finished with your work and have nothing else to do, you fall asleep," she said, "and then you get into trouble for it." Another Crossroads student, 14-year old Ambar, said that the wide variety of activities help her keep her grades up. "Instead of book work, they talk to us a lot and let us experience things for ourselves," she said. "Every Friday, we have Award's Day, when all the homerooms do their own skits. We always look forward to doing it and hopefully winning

an award that day." Collaboration plays a major role in the success of
Crossroads alternative schools. Alternative programs focus on collaboration with all types of local resources and unifies them around children, families and schools. A collaborative consortium of seven public and private agencies helped to organize and develop the alternative school program. Groups participating in the Crossroads alternative schools include the Georgia Cities in Schools (GCIS); the State See Innovation in Crossroads Schools p.6.
GVA Reaches for Excellence
This year's theme, "Reaching for excellence through education for work, family, and community living," guided planning for the 1996 GVA annual conference and inservice for August 7-9 at Jekyll Island. The Georgia Department of Education is co-sponsoring the event.
The Wednesday keynoter will be Carolyn Warner, a member of the 28-member National Skill Standards Board and a delegate to the 1995 White House Conference on Small Business. Ms. Warner delivered the Amercian Vocational Association (AVA) keynote in Dallas in 1994. A former Arizona schools superintendent and candidate for governor, Ms. Warner will discuss "rethinking the future and the New American Dream."
The closing general session keynoter, Mike Gaymon, is president of the Georgia Chamber of Commerce Executive Association and CEO of the Columbus Chamber of Commerce. He will discuss what Georgia must do to compete at home and abroad and what this means to vocational-technical education.
Along with affiliate programs, GVA now offers concurrent workshops to address such common needs as curriculum integration. One presenter, Mr. Randy Dorn, is a Washington state legislator and former educator. AVA awarded him the National Service Award in 1994.
GCOVE Executive Director Gail Fletcher and staff members, Annecia Berkley and Kathryn Hornsby, will present a session entitled Voe-Ed: Past, Present and Future.
Other concurrent session presenters will be AVA President Daisy Stewart, AVA Executive Director Bret Lovejoy, and Georgia business executive Mr. Louis Cleveland, Jr. Concurrent sessions will focus on block grants, portfolio assessment, program effectiveness, Internet, family-owned businesses, state and national education policy, and marketing.
Registration information is available at 706-542-4204.

A GCOVE REPORT
Distribution of Perkins Funds Among State Agencies

Georgia received a total appropriation from the Perkins Act of $27,203,857 in FY 1992 and $31,026,571 for FY 1993. The money was distributed among four state agencies and across four grant programs.
The four state agencies that share these funds are the Department of Education, Department of Technical and Adult Education, Department of Children and Youth Services, and the Department of Corrections. The bulk of the funding, however, is divided between DOE and DTAE. The distribution by agency, by program grant is illustrated below.
Distribution of Perkins FUnds In Georgia By Agency

Basic State Grant

-~ :[f:lt4lm 75.00'10 Secondary Schools and Postsecondary Institutes 10.50% Programs to provide single parents, displaced homemakers and single pregnant women with marketable skills, and, programs to prom:ite the elimination of sex bias (sex e ui ). 7.5% Programs to provide single parents, displaced homemakers and single re t women with marketable skills. 3% Programs to prom:ite the elimination sex bias (sex e ui ).
5.00% State Administration Administrator Position
1.00% Corrections Education Programs (Dept. of Children and Youth Services and De t. of Corrections)

50%

50%

34%

66%

66%

34%

50%

50%

50%

50%

100%

0%

100%

0%

Special, Program Grants

Consumer and Homernakin Tech Pre Education 1
Although Georgia's Perkins funding was over $27 million in FY 1992, it comprised less than 1% of the more than $3 billion appropriated that fiscal year for DOE and DTAE. In that same fiscal year, Perkins funding comprised less than 6% of all federal fund sources received by these two agencies. The situation is comparable for adult and youthful offender education programs as well.
I Due to the coordinated nature of Tech Prep programs, it was decided that the funds are to be jointly adminis- . tered by DOE and DTAE with DOE as the fiscal agent.

A NEW GCOVE PUBLICATION
Vocational-Technical Education: A Matter of Access
M embers of special populations are defined by the Carl D. Perkins Vocational and Applied Technology Act of 1990 as individuals who have disabilities, are educationally or economically disadvantaged, or are of limited English proficiency. The definition also includes individuals who participate in programs to eliminate sex bias and individuals in correctional institutions. Other members of special populations are defined by the Perkins Act as single parents, displaced homemakers, and single pregnant women.
Each state receiving Perkins funds must assure that equal access to vocationaltechnical education programs is provided for the disabled, the disadvantaged, those of limited English proficiency and other special populations. Accessibility is usually defined by federal guidelines as the right of any individual to enter or make use of educational programs regardless of race, color, sex, national origin, or

disability. The definition of accessibility is expanded under the Perkins Act through its recognition that members of special populations may need additional support because they may lack the requisite skills and abilities that are needed to successfully complete a vocationaltechnical education program.
Georgia received $30,691,912 in Perkins funding for fiscal year (FY) 1993 and $31,953,457 in FY 1994. These funds represent 1% of approximately $3 billion in State funds that Georgia appropriated for education in these years.
GCOVE examined vocational-technical education programs and services funded by Perkins at the secondary and postsecondary levels that:
assist members of special populations to successfully enter and complete vocational technical education programs; provide single parents, displaced homemakers, and single pregnant women with marketable skills; and promote the elimination of sex bias and stereotyping.
Some of the programs examined in this report include Related Vocational Instruction (RVI), Coordinated Vocational Academic Education (CVAE), Project Success, New Connections, Career Information Resource Centers (CIRC), Career Connections and PECE: Program of Education and Career Explorations.

GCOVE found that at both the secondary and postsecondary levels, members of special populations appear to have an equal opportunity to enter vocational-technical education programs as readily as all other vocational students. In FY 1993, 39% of the students enrolled in secondary vocational education courses were identified as members of special populations and at the postsecondary level, 37% were identified as such. In FY 1994, tthe percentage of special population students enrolled in secondary vocational education courses increased to 44%. At the postsecondary level in FY 1994, 34% of all those enrolled in technical education programs were members of special populations. Educationally and economically disadvantaged individuals comprised the largest percentage of the total universe of special populations identified in FY 1993 and FY 1994 -approximately 33% of all individuals enrolled in vocational-technical education programs in Georgia.
Across the State, approximately 113 of all high school and adult students were eligible for programs and services funded through the Perkins Act. The existing programs, however, only served a fraction of the total eligible student population.
0 ur research also revealed areas that can be improved to enhance the quality of services provided by both the Departments of Education and Technical and Adult Education. These improvement areas fall under two broad categories: funding and program evaluation.
This publication and others by GCOVE are free. For your copy please call (404) 656-7782. We encourage you to share
this information sheet with your friends and co-workers.

GCOVEINTERCHANGE

Page 5-- May, 1996

School-to-Work at Work:

Clarke County Vocational Model

Clarke County School District
by Annecia Berkley

The Spring 1995 issue of GCOVE Interchange featured

an article on the Clarke County Health Care Youth Appren-

ticeship Program. This program is one of the first health-

care apprenticeship models in the state. Each year 20 juniors

from each high school in Clarke County have the opportunity

to combine structured school-based learning with work-

based learning at Athens Regional Medical Center and Saint

Mary's Health Care System, Inc. Students must be willing to

take a demanding sequence of high school and postsecondary

courses related to their future career choices in the health

care industry. The program rarely chooses students who

want to become doctors. Instead students are given the

opportunity to explore careers as Medical Assistants, Radiol-

ogy Technicians, Respiratory Therapists, Nurses, and Physi-

cal Therapists. Upon completion of the program, students

receive a skill certificate recognized by the medical commu-

nity.

As impressive as this apprenticeship program is, I was

equally impressed with the overall school-to-work initiative

in Clarke County. The mission of the Clarke County school

system is to enable each student to acquire the knowledge

and to develop the vision and skills necessary to be a contrib-

uting citizen in the changing world. These vocational

opportunities are provided for all students from pre-kinder-

garten through postsecondary institutions. In Clarke County,

parents, teachers, and businesses are all putting their time

and effort where it counts: in their children's future!

:GCOVEISON-LINE!!.,=tir==





Browse our new homepage for upto-date information on issues that

: impact vocational-technical education,



such as: Benchmarking



Block Grants



Hope Scholarships School Report Cards

: Find summaries of GCOVE's publications on

topics such as corrections education, special popula-

: tions and desired student outcomes.

:







Participate in surveys and see the results.
http://www.state.ga.us/GCOVE/





GRADES Pre K-5 -Community Helpers -Free Enterprise/Economic System -Career Guidance -Community Career Options
GRADES6-8 -Career Guidance -Shadowing -Business Education Exploration (Components) -Technology Exploration (Components) -Home Economic Exploration (Components)
GRADES 9-12 -Core Vocational Course Offerings -Academic!Technical Knowledge -Career Guidance GRADES 11-12 -Work-study -Co-op -Internship -Apprenticeship
POSTSECONDARY -Apprenticeship -Continue TECH PREP Options -Associate Degrees -Four-Year Degrees -Diplomas
PERSONAL VOCATION AND LIFE-LONG LEARNING

Page 6-- May, 1996
Future of GCOVE
continued from p.1
President Clinton has recently presented a budget proposal for the 1997 Fiscal Year. As he did last year, the President has proposed merging most vocational education programs into a single account. Under his proposal, states would receive slightly more money under the basic vocational education grants, but these grants would have to provide funding for state advisory councils and other programs, such as tech prep, that are now funded under separate funding streams.
Congressional Programs The second track affecting SCOVEs at the federal level
involves the creation of new legislation governing education and work-force development programs.
The General Accounting Office (GAO) identified 163 individual programs funded in the FY 1995 federal budget that provide employment training assistance. These programs are operated by a wide variety of federal agencies: the Departments of Agriculture, Commerce, Defense, Education, Health and Human Services, Housing and Urban Development, Interior, Justice, Labor, Transportation, and Veterans Affairs; as well as, The Appalachian Regional Commission, the Corporation for National Service, and the Small Business Administration.
The U.S. House and Senate each have passed legislation that consolidates many of these programs into one or more comprehensive block grants under new guidelines for workforce preparation and development.
The House bill, called The CAREERS Act (Consolidated And Reformed Education, Employment and Rehabilitation Systems Act) consolidates over 100 programs into three grants to the states.
The Senate bill, called The Workforce Development Act of 1995, consolidates 85 programs into one block grant.
The Perkins Act is included in both of these consolidations, and although SCOVEs are contained in the Perkins, State Councils as such are not included in either piece of legislation. Instead they will be superseded by a larger group which will collaborate in the development of a plan or plans that will determine how these grants will be spent in the state.

GCOVEINTERCHANGE
$89,000 for GCOVE to continue its evaluation and advisory functions through this transition year from categorical funding to block grants. In the absence of further federal funding or additional monies being appropriated in the State Supplemental Budget, these currently restored state funds in conjunction with federal carry-over funds, will allow GCOVE to continue its functions through December of 1996.
In order to accomplish as much as possible in the remaining months with the funds left available to us, GCOVE has decided to discontinue the GCOVE Interchange. From this point on, you will find news updates on our new homepage (http:\\www.state.ga.us/GCOVE/).
See related article on p. 5.

Innovation in Crossroads Schools
continued from p. 4
Departments of Education, Human Resources, Children and Youth Services, and Medical Assistance; the Governor's Office of Planning and Budget; and the Georgia Partnership for Excellence in Education (GPEE).

The Georgia Council on Vocational Education
would be glad to make a presentation of our recent studies to your group.
Call the GCOVE office for more information
(404) 656-7782.

State Budget and Appropriations In anticipation of federal funds being eliminated for
SCOVEs, Governor Miller recommended that GCOVE be cut from the state budget proposal for FY 1997. However, the General Assembly restored state funds in the amount of

GCOVE INTERCHANGE
Vocational Training Funds
continued from p. 3
Funding for Vocational Education/Job Training Programs

Page 7-- May, 1996

Vocational education
Basic state grants (Title II) Consumer and homemaking education (Title 111-B) State advisory councils Community-based organizations (Title III-A) Bilingual vocational training (Title IV-E) Tech prep (Title 111-E) National programs
Research (IV-A) Demonstrations (IV-B) Data Systems (IV-C)
Adult Education Act School-to-work transition
State/local models (Education Department) State/local models (Labor Department)
Job Training Partnership Act (JTPA)
Adult training Youth training Summer youth training Dislocated workers Youth Fair Chance U.S. labor market infonnation National Occupational Coordinating Committee National Skill Standards Board
One-Stop Career Centers Job Opportunities and Basic Skills (llllS)
*Exerpt from Vocational Training News

mnn ions o o ars

$ 972.8 $ 972.8 $ 890.0 $ 972.8 $ 972.8

34.7

0.0

0.0

0.0

0.0

8.9

8.8

0.0

0.0

0.0

11.8

0.0

0.0

0.0

0.0

2.9

0.0

0.0

0.0

0.0

104.1

108.0

100.0

100.0

100.0

9.7 23.5 5.0 204.9

6.9 22.0
1.0 279.0

5.0 0.0 0.0 259.2

5.0 0.0 0.0 260.0

5.0 0.0 0.0 259.6

50.0 122.5 50.0 122.5

95.0 186.0 180.0 95.0 186.0 170.0

988.0 658.7 888.3 1118.0 25.0
0.0 8.0
50.0 1100.0

996.8 126.7 867.0 1228.6
0.0 5.5 5.5 4.5 100.0 943.0

745.7 126.7
0.0 867.0
0.0 5.5 8.0 4.0 92.0 1000.0

900.0 126.7 635.0 1200.0
0.0 5.5 8.0 4.0 110.0 1000.0

850.0 126.7 625.0 1097.5
0.0 5.5 8.0 4.0 110.0 1000.0

under the Carl D. Perkins Vocational and Applied Technology Education Act with one based equally on population and poverty levels of school districts. An agreement has also been reached to mandate local workforce development boards.

Although the House and Senate passed their versions ofthe workforce development bill last fall, the conference committee did not meet for the first time until May 21. Both chambers are expected to pass the compromise bill and President Clinton is expected to sign it.

June 11, 1996
Georgia Council on Vocational Education Monthly Meeting Atlanta, Georgia Kathryn Hornsby (404- 656-2010)
June 11-14
Worker Profiling and Reemployment Services (WPRS) National Colloquium Co-hosts: U.S. Department of Education and Georgia Department of Labor Atlanta, Georgia (770-423-6765 or 800-869-1151)
June 24-28
A National School to Work Conference Center on Education and Work Madison, Wisconsin (800-446-0399)

June 30-July 2
Education at Work: It's Everybody's Business 5th Annual National Leadership Forum on School-to Career Transition Long Beach, California (617-742-5995)

July 10-13

Schools and Communities: Targeting Higher Student Performance SREB 10th Annual Staff Development Conference Louisville, Kentucky

(404-875-9211)


: "...go ahead, make as many copies of the GCOVE :
Interchange as you like ... we don't mind. As a

: matter of fact, give us a call at (404) 656-7782, and :

:

we'll send you free additional copies! ... " :



Georgia Council on Vocational Education 254 Washington St. SW Atlanta, GA 30334-8501

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