ÿþ<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.1//EN" "http://www.w3.org/TR/xhtml11/DTD/xhtml11.dtd"> <html xmlns='http://www.w3.org/1999/xhtml' xml:lang='en'> <head> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <title>SBE Home Page</title> <meta name="Microsoft Border" content="none"> </head> <body stylesrc="Project_Staff.htm" background="_themes/inmotion/inmtextb.gif" bgcolor="#FFFFFF" text="#663300" link="#996600" vlink="#FF9933" alink="#FF6600"> <p align="center" msnavigation><img border="0" src="images/withhelp4d.gif" alt="Project Logo, entitled &quot;Helping Special Education Students Connect Classroom, Community, and Careers Using School Based Enterprises&quot;" width="330" height="183"> <a href="#MainContent" style="visibility: hidden;">Skip Navigation</a> <p align="center" msnavigation><img src="images/ideawrk2.gif" width="90" height="59" alt="&quot;IDEAs that work&quot;logo that is used with OSERSfundedprojects.gif (3701 bytes)" align="left"><a href="feedback.htm"><img src="_derived/feedback.htm_cmp_inmotion000_hbtn.gif" border="0" alt="Feedback" align="middle" width="140" height="60"></a> <a href="news.htm"><img src="_derived/news.htm_cmp_inmotion000_hbtn.gif" border="0" alt="What's New" align="middle" width="140" height="60"></a> <a href="DetailedAbstract.htm"><img src="_derived/products.htm_cmp_inmotion000_hbtn.gif" border="0" alt="Detailed Abstract" align="middle" width="140" height="60"></a> <a href="Project_Staff.htm"><img src="_derived/Project_Staff.htm_cmp_inmotion000_hbtn.gif" border="0" alt="Project Staff" align="middle" width="140" height="60"></a> <a href="school_based_enterprises_in_operation.htm"><img src="_derived/school_based_enterprises_in_operation.htm_cmp_inmotion000_hbtn.gif" border="0" alt="SBEs in Operation" align="middle" width="140" height="60"></a> <p><a name="MainContent"></a><a href="http://www.cew.wisc.edu/sbe/SBEpubFlierForAnnualReport.pdf">Empowering Special Education Students to Connect Classroom, Community, & Careers Using School Based Enterprises</a></p> <p>School Based Enterprises (SBEs) are an increasingly popular instructional strategy in America s high schools, particularly schools that are both closing the achievement gap and preparing graduates for successful transitions to college and entrepeneurial careers.</p> <p>Recent longitudinal re- search has shown that students who participate in SBEs are more likely to attend college than students who participate in other career and technical programs. Among other benefits, starting and managing school based businesses provide students with autonomy and experiences in planning, self management, and decision-making--all essential skills for success in ca- reers and postsecondary education.</p> <p>Written by John Gugerty, Colleen Foley, Amanda Frank, and Christine Olson, this 46-page guide provides educators and their community partners with procedures, resources, and best-practice tools for successfully implementing SBEs with at-risk students. Chapters one through six walk you through each step in the development of an SBE-from team building to finding seed money to program evaluation. Also included is a CD containing approximately 100 documents on several topics: Project-Created Resources, Curriculum Resources, and Program Evaluation Resources. Further, the CD provides media files through which you can look behind the scenes and take a virtual tour of two Wisconsin SBEs.</p> <p>Order Number: CEWDOSBE Price: $30.00 Standard Shipping, Handling, Insurance, and Inspection Charges: Orders under $50: $8.00; Orders from $50 to $200: 10% of order amount OR minimume of $10.00; Orders $201 to $1,000: 7% of order amount, Orders over $1,000: 5% of order. Orders from outside the continental U.S., including Alaska, Hawaii, and Puerto Rico, can only be shipped UPS Second Day Air. This charge will be added to your invoice. Please call for additional information: 1-800-446-0399.</p> <p><a href="http://www.cew.wisc.edu/sbe/SBEpubFlierForAnnualReport.pdf">Download Order Form</a> (PDF)</p> <p><a href="http://www.adobe.com/products/acrobat/readstep2.html" target="_blank"><img src="images/get_adobe_reader.gif" align="top" alt="Get Adobe Reader" width="88" height="31" border="0" /></a></p> <p><font size="3"><b>What Do We Mean by a School Based Enterprise?</b></font></p> <font SIZE="2"> <p ALIGN="JUSTIFY">A school-based enterprise is a &quot;real world&quot; experience in which students play key leadership roles as they produce and deliver products and services valued beyond the classroom door. The scope and complexity of enterprises are limitless. Enterprises range from house construction to restaurant operations, auto repairs and sales, organizing and operating farmers&#146; markets, and small-scale manufacturing. Properly designed, school-based enterprises effectively teach students both academic and work related skills. As student entrepreneurs design and operate a business, they learn and apply academics while practicing leadership, team work, problem solving, and analytic thinking skills.</p> </font><font size="3"><b> <p>Can SBEs Help Educators Address &quot;Transfer of Learning&quot; Problems?</p> </b> <p></font><font SIZE="2">Yes. A school based enterprise (SBE) is an organized educational activity under the direction of school personnel. Students play key leadership roles as they produce and deliver products and services that are valued beyond the classroom door (Stern et. al, 1994). As student entrepreneurs conceptualize, design, and operate a school based enterprise, they develop their leadership, team work, decision making, problem solving, analytical thinking, and other work related skills. Their collective and individual performance has a decisive impact on the SBE&#146;s operation. Students who work in SBEs learn and apply a myriad of business skills that employers seek in new applicants (Hull, 2000).</p> <p>Special education students participating in SBEs will learn how to use interpersonal skills, math skills, and language skills that will improve their chances of workplace success. As participating students&#146; decisions and actions affect their actual enterprise (not a simulation), those special education students will <u>experience</u> the stark relationship of math, language, and interpersonal skills to personal and organizational success in a &quot;real world&quot; context. Skill transfer to other employment settings will become much more direct and obvious. Through their SBE experience, special education students will also build self determination skills, explore career options, and raise their career aspirations. Special education students who participate in SBEs will have numerous opportunities to strengthen their problem solving, decision making, literacy, quantitative, technical and team work skills&#150;all of which employers now demand (Paquin, 1991; Lindstrom, Benz, and Johnson, 1997; Hull, 2000). There is also evidence (Tindall, Gugerty, and others, 1996, 1997) that special education students who participate in SBEs improve their academic performance and attendance, receive fewer discipline referrals, and express more focused career goals.</font><font size="3"></p> <b> <p></b><strong>To implement, evaluate, disseminate, and facilitate replication of this model, project staff will complete seven major objectives.</strong></font><font SIZE="2"></p> <p><strong>Objective One: </strong>Select two (WI) school districts to participate in this model demonstration project.</font><font size="3"></p> </font><font SIZE="2"> <p><strong>Objective Two:</strong> Prepare teams of professionals from two WI school districts to create, implement, and evaluate School Based Enterprises that include at least ten secondary special education students per district in leadership and other significant roles.</font><font size="3"></p> <p></font><font SIZE="2">A key feature of this model is the systematic preparation of local SBE Team members to develop, implement, evaluate and sustain SBEs that include special education students in leadership and other significant roles.</p> </font><font size="3"> <p></font><font SIZE="2">Project success will not be measured by whether or not the SBE generates a profit. Its success will rest upon evaluation data supporting positive changes in participating special education students&#146; academic performance, career goals and aspirations, employability skill development, and post-high school education/training, civic involvement and social/independent living status. </p> <blockquote> </blockquote> <p>Incorporate multiple measures of formative and summative evaluation into their SBE approach in order to generate comprehensive, valid, and reliable evaluation results; and</p> <blockquote> <blockquote> </blockquote> </blockquote> <p>Work with CEW project staff to conduct valid and reliable follow-up studies of former students.</p> <p>This approach includes customized follow-up training, technical assistance, monitoring, and psychological support to each SBE Team as it launches and refines its SBE. These services will be delivered on-site, via electronic media, and through correspondence.</p> <p><b>Objective Three: </b>Evaluate the impact of each participating school district&#146;s SBEs on students, staff, curricula, and the school&#146;s organizational structure.</font><font size="3"></p> <p></font><font SIZE="2">The ultimate measures of the project&#146;s impact and value are, first, whether or not it changed individuals SBE Team member&#146;s professional behavior, and secondly, whether or not this changed professional behavior improved student learning and post-school outcomes. Throughout this project, CEW staff will work with participating local district staff to generate data using multiple measures and procedures. The resulting data will enable stake holders to conclude definitively whether or not the project&#146;s model demonstration program passed this ultimate test.</font><font size="3"></p> <p></font><font SIZE="2"><b>Objective Four: </b>Prepare both print and CD-ROM versions of a document entitled <i>School Based Business Development Handbook for Special Educators.</i> </font> <i> <i><font size="3"><b></p> </b> <p><font SIZE="2">Both the print and the CD-ROM versions of this document will include detailed descriptions of all procedures, materials, outcome data, and impact data necessary for others to make an informed decision regarding whether or not to replicate this work. If that decision is affirmative, this document will provide the step-by-step blueprint that they will need. To maximize the impact of the project&#146;s Year Four replication and dissemination efforts, the CD-ROM version will include numerous photos and videos of the SBE sites in operation as well as all text found in the printed version of the School Based Business Development Handbook for Special Educators.</font></p> <p></font><font SIZE="2"><b>Objective Five: </b>Prepare six summary reports, each tailored to a key stakeholder group: local administrators, teachers, counselors, state policy makers, parents of special education students, and teacher educators.</font><font size="3"></p> <b> <p></b></font><font SIZE="2">Each summary will speak to the needs, interests, and background of its target group as it sketches the project&#146;s purpose; the professional development model used; SBE development and implementation procedures used by each SBE Team; post-SBE implementation training, monitoring, technical assistance, and psychological support procedures used by project staff; formative, summative, and follow-up evaluation methods/results; and analysis/ recommendations based on those data.</font><b><font size="3"></p> <p></font></b><font SIZE="2"><strong>Objective Six:</strong> Design and implement a National Replication Initiative.</font><b></p> <p></b><font SIZE="2">To implement this initiative, project staff will design an online course, and deliver this instruction seven times via the World Wide Web using <em>Learn@UW</em> [<em>Desire to Learn</em>] instructional software. Each online course will be conducted over a nine-week span. This schedule will enable project staff to actualize principles of effective professional development outlined later in this proposal, and thus maximize the impact of these sessions. Each SBE Development Institute will enroll no more than 30 participants from around the country. For those completing one of these courses, project staff will provide post-institute technical assistance using web-based discussion groups, e-mail listservs, phone contacts, correspondence, and on-site training commensurate with project resources.</font><b></p> <p></b><font SIZE="2"><strong>Objective Seven:</strong> Disseminate project findings and products nationally using five electronic strategies, five print-based strategies, and two face-to-face approaches.</font> <p>&nbsp;</i></i> <hr> <p>H324M010046 is funded at 90% by the U.S. Department of Education, Office of Special Education and Rehabilitative Services Model Demonstration Projects for Students with Disabilities from September 30, 2001  September 29, 2005 [$174,965 for project year four, $699.634 total @35.5% indirect]. The project received a no-cost extension through September 30, 2006. Principal Investigator: L. Allen Phelps, Professor, Department of Educational Administration, and Director, Center on Education and Work, University of Wisconsin- Madison; Project Director: John Gugerty, Researcher, Center on Education and Work, University of Wisconsin-Madison. <hr> <p align="center"><a href="http://www.cew.wisc.edu"><img border="0" src="images/cewuwlg.gif" alt="Combination of Center on Education and Work Logo and University of Wisconsin Logo" width="360" height="180"></a></p> <p></body> </html>