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D R A F T - SUMMARY OF TENNESSEE'S SCHOOL-TO-WORK OPPORTUNITIES STATE IMPLEMENTATION GRANT SUBMITTED TO THE U.S. DEPARTMENTS OF LABOR AND EDUCATION ON AUGUST 30, 1996 Compiled by Diana M. Fessler [All emphases are those of the editor unless otherwise
noted. Ed. notes are in brackets.] A CHANGE School-to-Career builds upon "the notion that educational reform, economic development and workforce development must become a seamless . . . system . . ." (i) "In essence, School-to-Career systems will blur the lines between education and the workplace." (23) By design, the term School-to-Career is used as an alternative to the term School-to-Work; the premise is the same. (iv) Tennessee's vision, that of building a system that provides all students with the skills necessary to meet global standards . . ."will become reality." (i) To accomplish this end, the state "will provide training . . . in restructuring strategies . . ." (i) Page 23 of the contract has the following heading: "Participation of All Students - The Vision For Participation of All Students." The Policy Team appointed by the Governor is the driving force behind School-to-Career. Members of the Policy Team include State Cabinet members and key business, industry and labor leaders; membership is "at the highest levels of state government, business, industry, and organized labor. (iii)(19) "The team considers and approves. . . policies and procedures . . . and serves as the governance and oversight committee . . ." (iii) "The Policy Team is the final decision making body for the system." (22) [This is a prime example of "government by committee, the antithesis of representative government. No one elected the people who serve on the Team to do the job they are now doing. This arrangement is an affront to legislators and school board members. To compound the problem, tax dollars are being used to pay staff at the School-to-Career office as well as regional offices. (iii) The regional staff "will provide . . . monitoring and other services" to local partnerships. . ." (iii) The result, at state and regional levels, is that the state is monitoring the state, a wholly inadequate application of checks and balances.] The foundation upon which Tennessee is building School-to-Career is the link between high school and post secondary schooling. (3) " With the implementation of School-to-Career system, programs of study will be aligned vertically, K-16 . . ."(3) THE SOURCE OF THE PLAN School-to-Work "is naturally linked to the Goals 2000 . . ." (iii) In addition, Tennessee's School-to-Career's goals and objectives, . . . timeline, and . . . performance measures are aligned with . . . EIA (Education Improvement Plan), and therefore Goals 2000. (iii) To assure . . . alignment, Tennessee's Goals 2000 coordinator was appointed to serve on the Design Team (iii) Since the premise of Tennessee's Education Improvement Act, Goals 2000, and School-to-Work "feed off one another, they are inextricably linked . . . combined they create synergy." (10) In addition, Tennessee's reform efforts are also aligned with the State Board's Master Plan and "other major state and local initiatives." (17) Pilots have provided . . . . guidance for statewide replication. One such model, "the Knox-Blount County School-to-Career local partnership agreement received direct funding" from Washington, D.C. (9-10) Federal funding of School-to-Work plans hinges on whether
the state has adhered to twenty-three required elements; "All twenty-three
elements are identified in the proposal." (iv) INCORPORATING JOB RELATED CURRICULUM INTO SCHOOLS Tennessee's School-to-Career model was "specifically designed to integrate
vocational and technical skills into K-12 . . thus, by incorporating job-related
curriculum into all levels of schooling. . ." (1) "As curriculum is rewritten,
academic and vocational components will be integrated into every area." (3) GUIDANCE DOWN THE CAREER PATHWAYS "Career guidance activities will become the responsibility of every educator . . . and private sector stakeholder. (35) "The [state] System will "provide all students with . . . guidance activities beginning in kindergarten and continuing throughout life." (i) Career guidance will be integrated into the K-16 curriculum. (35) [System designers presume that from childhood one cannot, or should not, make career related choices without input from the state.] The model for the K-12 phase of this lifelong career guidance will be implemented in three stages. · Career Awareness is aimed at generating "appreciation of the workplace for students K-5. (2) A Career Awareness guidance "curriculum and counseling framework" is being developed by a statewide committee. (3) · Career Exploration of seven career clusters is for students in grades six through eight. The Career Clusters are: health care, arts/communication, sciences/technology, human services, business/marketing, hospitality/tourism, and manufacturing/construction/transportation. (2-3) The Career Clusters must reflect industry standards. (22) High schools will be restructured around these Career Clusters (16). · Career Cluster Approach, integrates academic and vocational education for students in grades nine through twelve. (2-3) Pathways include: · The Common Core - all students will complete the Common Core. (4) It contains the academic requirements set by the State Board of Education and the employability skills, technical skills, and life skills identified through private sector involvement. (4) [Note that the SBE sets only the academic requirements.] · The Cluster Core - all students will complete a Cluster Core. It will contain . . . training that is common to all careers. (4). Clusters "must reflect industry standards." (22) · The Specialty Core has an emphasis on technical training for specific careers. (4). "The combination of Common Core, Cluster Core and Specialty Core into Cluster and Career pathways for all students will require systemic change . . ." (4) THE CHANGE FOR STUDENTS To implement STW, the school day must include block scheduling. (1)(16) [The traditional class period impedes implementation of STW. Consider the time needed to go from a classroom to lockers to deposit books, don a jacket, get into a vehicle, and drive across town. At the work-site, jackets come off, students get acclimated, work, prepare to leave, get coats on, get back in the car, drive back across town, park, go to lockers, put coats away, pick up books, and walk to the next class. Obviously, within a regular class period, little time would be available for job-related activities. Therefore, block-scheduling must be used, and if there is any hope of teaching academics, the school day and year must be extended to compensate for the time children will be working.] The grant presents three scenarios to represent possible progressions through the system. (5-8) Reportedly, "the differences among the scenarios illustrate the variety of exit points designed into the system." One involves Sandy. Her counselor helped her develop a six-year plan at the end of the eighth grade and then arranged an internship at a hospital. When her objectives and goals were reassessed by her counselor, it was determined that her drive for financial success narrowed her choice to the Business and Marketing Cluster.(8) Jason's mother kept him out of school until he entered a school in the second grade. His career advisor arranged for him to meet a truck driver. By the end of the fifth grade, he still wanted to be a truck driver, and he could calculate time and distance problems, that were related to trucking. In the eighth grade Jason spent the day at a tire manufacturing plant, a car assembly plant, and a large commercial construction project. When he was 18, he dropped out of school and moved into an apartment with friends. Eventually, Jason entered an evening program to study for his high school diploma.(7) Jennifer earned a Certificate of Initial Mastery by passing a test on a common core at the end of tenth grade. She then took the Academic Assessment Placement Program screening test. Jennifer's options include further education at a four year institution, or enrollment in a Registered Apprenticeship Program. ASSESSMENTS A reading through Appendix C, Letters of Support, discloses supreme
commitment to the use of WorkKeys.] CERTIFICATE OF INITIAL MASTERY Tennessee "will develop a process for awarding CIMs to students demonstrating mastery of core academics. Typically, CIMs will be awarded at the end of the 10th grade." The state "will award School-to-Career participants with a Certificate of Advanced Mastery (CAM)." WorkKeys job related skill assessment areas will be incorporated into the CAM. (18) The following excerpt is from a memo distributed by the Tennessee Department of Education, School-to-Career Office. The topic is Certificates of Initial Mastery and their relation to ninth-grade competency/proficiency tests. Emphasis added. RE: Tennessee's School-to Career Initiative Tracking of students will take place through evaluation of "post-program outcomes." Such data will be collected from the regional partnerships on an annual basis. (17) [What happens to students who have been judged "not ready" for the workforce?] "A pilot alternative school project will be established in the coming year (1997) that will develop strategies for both dropout prevention and retrieval." (11) Drop-out retrieval for at-risk youth is "handled through the Job Training Partnership Act," while FAMILIES First is the retrieval mechanism for the unemployed on welfare. (15). "Three adult high schools have been established as model demonstrations sites in rural areas to serve out-of-school youth and other adults. These schools focus on services to young adults, ages 1`6-24." (26) The Department of Labor "will reconfigure all JTPA youth programs as School-to-Career activities. . ." (38) KIDS WORKING The federal government requires states to include connecting activities in their respective plans. Tennessee recommends that students be matched with opportunities to do work. To accomplish the goal, the state will collect a list of all employers who offer opportunities for students and disseminate it.(16) School-to-Work completers will be helped in finding work, continuing education and training, and in "linking them to other community services." (17). [Some people are of the persuasion that citizens need to become less dependent on community services, and yet Tennessee's School-to-Career Plan speaks of the state linking people who have completed their training with other community services. One would think that if the training program was successful that the "completers" of it would have no trouble finding a job, especially since the state has predetermined which jobs, and how many of those jobs are needed. The term community service is defined by law; such services are usually paid for with tax dollars.] "The state will enhance and expand Vocational Student Organizations involvement with the private sector." (17) "Vocational students organizations promote . . . activities and curricula as a means of teaching the SCANS employability competencies." (15) [It is highly doubtful that the SCANS competencies, and there are thousands of them, have been reviewed by the legislature or the State Board of Education, yet through the School-to-Career grant they are being promoted. Read: What Work Requires of Schools, A SCANS report for America 2000 and Teaching the SCANS Competencies.] [Some districts may presume that they have the liberty to decline
participation in School-to-Career. However, the plan states that the "models will expand
into every community in Tennessee." (12) In addition, Tennessee's
School-to-Career system "will require that all students engage in some form of
work-based learning . . . during grades 9-12." (15) Tennessee has developed a
plan for including "paid work experience as an integral part of its School-to-Career
system. (54) Regional partnerships will be required to include as a part of their local
plan provisions that guarantee paid work experiences. (54) "Agencies of state and
local government will . . . provide opportunities for work-based learning." (23).
[Such employees would of course be paid with tax dollars.] ADULTS AS STUDENTS The model "focuses on the essential skills needed" and "ensures all adults . . . access to continuing education and training programs . . ." (1) [Who determined what the essential skills are? How will they be assessed? How will the state ensure access? Normally, School-to-Work is confined to students K-12 whereas One-Stop Career Centers are for adults. Therefore, it appears a bit unusual that Tennessee's School-to-Career model combines both into one model.] SIX STRATEGIES TO IMPLEMENT THE CHANGE Six strategies to promote change have been identified: the framework, staff development, roll out strategy, replication, timeline, and a marketing plan. (4) The Governor has "instructed cabinet level staff to rally resources . . and to "expedite" the School-to-Career strategies. (22) 1. The Framework provides the guidance and promotes consistency statewide. The system provides students the opportunity for a seamless journey that includes career pathways. (4) A pathway links "high school, work, and further education." (i, 4, 3) [A pathway is not the road to one's destination, it merely links components of the total system.] 2. Staff Development "will enable all administrators, teachers, and guidance counselors to acquire the skills, knowledge and understandings necessary to successfully implement" the system. (9) Training will also be provided to partners, parents, and others involved in education of students. [No mention is made of the actual cost of this massive re-training project.] Already, members of the STC Policy Team, the Design Team, and Working Committees "have received training in School-to-Work philosophy, planning, and implementation." (9) {When, by whom, at what cost?] All "participants" will be educated on School-to-Career methodology. (36) The model provides for career counseling at all levels of education. (3) Counselors are, and have been engaged in staff development activities based on "School-to-Career guidance concepts and methodology." (3) 3. Roll out; it is to "ensure the equitable distribution and development of change." (9) [Over the past several years pilots have been rolled out. Therefore, state specific School-to-Work data should now be available.] 4. Replication. Over the "past several years . . . pilots have provided . . . . guidance for statewide replication." One such model, "the Knox-Blount County School-to-Career local partnership agreement received direct funding" from Washington. Other models listed under replication are the comprehensive Health Care Cluster and the Appalachian Inter-Mountain Scholars. (9-10) 5. Statewide Marketing of School-to-Career "will guide participants . . . in obtaining buy-in. . . " (10) National examples will be used to communicate marketing strategies. Key marketing strategy involves "developing media ties. . . video tapes, brochures, radio and TV spots, billboards, newspaper articles, and web-site information. (10) 6. The Implementation Timeline strategy covers a five-year period. The state plans on moving "to a system of [state, regional, and local] Workforce Development Boards during the next three years. (11) At the state level, the "State Workforce Development Board would assume the roles and responsibilities of the Job Training Coordinating Council, the Job Service employer Committee, and a number of related entities to provide one point of contact and responsibility for workforce related issues." (11) [Who serves on this Board?] STAKEHOLDERS Tennessee's School-to-Career plan "represents the most significant collaboration and partnering across the private sector, state agencies and education in the history of the state." (i) [Note: Collaborate has a negative connotation usually associated with war, i.e., one collaborates with the enemy.] "The Work Place Literacy Program, housed in the Department of Education, currently supports partnerships with major industries suffering the effects of a limited labor force." (38) [If this isn't corporate welfare, then I don't know what is.] But, there's a catch for stakeholders: Standards for "participation in the School-to-Career system by various stakeholder groups" will be developed. (22) All partnerships will "develop binding compacts supported by school superintendents, college presidents, local parent groups, key employers, local workforce agencies and critical others. (34) [No mention is made of local school boards]. "All stakeholders will continually recruit private sector involvement and provide clear quarterly reports . . . on their recruitment successes. . ." (17) IMPLEMENTATION TEAMS The School-to-Career system is designed "to encourage meaningful involvement of . . . interested parties in all aspects of System implementation." (19) [Encouraging participation in the implementation of the pre-planned system is meaningless when compared to the more important function of determining how such a system might look or even if such a system should exist.] "Active involvement" will include "employers and other interested parties critical to the success of the STWO system, as well as state legislators." (19) Stakeholders will undergo training in order to understand their roles. (35) [Presumably, this would include the training of parents and legislators.] Through team participation, "interested parties have input into the expansion, implementation, and maintenance" of the system. (19) "Individuals serving on the teams are either technical experts or in positions of authority bringing about change" in their respective organizations. (19) Their participation "clarifies their roles as stakeholders and encourages . . . [and clarifies their] support . . ." (19) 1. The Cluster Pathway Team, with over 50% of members representing the private sector is developing "appropriate curricula for each pathway." (35) [Those who want our children's labor are developing the curriculum.] This team will identify global standards for the Cluster Core and Specialty Core. (20) "The private sector will drive the development of the career pathways. (4). 2. The Restructuring Team will " . . . integrate current reforms efforts with School-to-Career. " (20) "This team will develop learner outcomes . . . and a performance based assessment process for evaluating student outcomes." (23) This team will "design recommended instructional methodologies, work-based learning components, and connecting activities. Each curriculum will include a Common, Cluster and Specialty Core. (35) School-site mentors will act as liaisons between educators, business, parents, and community partners. (16) The restructuring team will develop a monitoring guide and conduct workshops for mentors. (16) Restructuring also includes "learning partnerships between schools and school personnel and parents." (16) Reportedly, Family Literacy is a program to help parents "develop early habits for parent-school partnerships and for parent involvement."(16) EVEN START a Title I funded program, is an example of the use of programs and resources for "supporting parental involvement and partnership" in . . . system efforts throughout the school career of their children." (16) [The notion of parents signing a contract/compact with the school has ominous consequences, for in doing so parents will unwittingly weaken their parental rights, i.e., who is the senior partner and who is the junior partner in such partnerships? Parents who have already signed such documents should consider immediately sending a notarized letter nullifying said contract/compact.] 3. The Common Core Team will "create the framework for work readiness unit. "(20) 4. The K-Life Guidance Team will "develop the framework for a comprehensive career guidance system and an Advisor/Advisee Program" that "will be implemented to provide a vital link between home and school." (21)(35) 5. The Legislative Team will "Develop policy and legislation to accommodate School-to-Career performance standards and manage the legislative process regarding support for School-to-Career." (21) [The bureaucracy, working with business and industry, will "manage the legislative process." If this red flag doesn't get anyone's attention then more's the pity.] The School-to-Career office will be providing assistance to the regional partners regarding compliance with the Fair Labor Standards Act, Child Labor Law, and Liability issues. (32) [Expect to see legislation that transfers the burden of liability in terms of student injury, from the employer to the state.] 6. The Policy Team will "Serve as the governance and oversight arm of the statewide School-to-Career system; review and approve recommendations from other teams; recommend and determine policy regarding School-to-Career." (21) 7. Regional Technical Assistance Teams (15 teams) are composed of state
agency representatives on the Policy Team. (21) [Good bye any semblance of local
control]. "Regional Partnerships "establish standards for local School-to-Career
system design." (34) Application for local grants are to be made to the regional
partnership. (35) Local grants will be awarded "based on
compatibility" with regional structure and criteria. (35) " "Regional
Partnerships will . . . review the readiness of local partnerships for
implementation." (21) BARRIERS TO IMPLEMENTATION Anticipated Barriers to Implementation include" fear and misunderstanding" of the School-to-Career system. In response, School-to-Career will be vigorously and effectively marketed to all stakeholders. (44) $158,000 will be spent on an "initial marketing effort" to build awareness. (Budget Narrative) [I presume that legislators are among the "stakeholders" and that they too will be a target of the marketing campaign.] "Determining Global or International Achievement Measures To Serve As Comparison Benchmarks" is also listed as a barrier to implementation. The proposed response is to "Identify individuals and/or organizations to serve as consultants who assist in work-to-be-done." (44) [The work of identifying the global/international benchmarks has already been done by the National Center on Education and the Economy and by the National Skill Standards Board (Goals 2000). Who will serve as the "consultants" and at what price?] TECHNOLOGY The Department of Education is currently spending $10 million each year to build the technological infrastructure of school systems. These efforts support the School-to-Career system . . . the infrastructure is being extended through a $5.4 million ConnecTEN project. (38) ConnecTEN will be used to "connect employers with students and schools without leaving the workplace." (31) In addition, ConnecTEN will be used to maintain student portfolios and as a means of providing professional development for educators and mentors. Further, School-to-Career coordinators will be connected electronically. (31) COSTS Tennessee will spend "an estimated $200 million" during the next five years to accomplish "change in education." (Budget Narrative) Tennessee will commit more than $40.5 million existing state and local resources and nearly $21.4 million in existing federal funds to support School-to-Career. (37) "The $27 million in state funds that support the Extended Contracts Program, which offers educators opportunities to enrich and expand the school day and year, will offer opportunities through performance-based contracts with school systems to extend the School-to-Career system." (38) "At the state level, data assessing the five-year
performance measures . . . will be collected annually and analyzed by, local,
regional, and state agencies. This analysis will serve as the basis for
establishing benchmarks for continuous quality improvement . . ." (50)
[Continuous Improvement, a process of documenting data, is an integral part of the Total
Quality philosophy.] "A contract ($100,000, first year; $25,000 each successive year
of the grant) will be awarded to collect data to support evaluation of the implementation
goals . . ." (Budget Narrative p. 2) School-to-Work Opportunities. Tennessee's Plan of Action. Tennessee
Department of Education/Labor (August 30, 1996): 132 pages, plus appendices. Diana Fessler 7530 Ross Road New Carlisle, OH 45344 (937) 845-8428 e-mail: [email protected] World Wide Web:
http://www.fessler.com The Associated Builders & Contractors, Inc. is "active in the state and national level by encouraging the development of a progressive education system. It now has the support of at least fourteen national associations committed to . . . a standardized, portable, competency based training program. ABC "has been aggressive in pushing for school-to-work programs." ". . . Flour Danield is currently operating a pilot program at Eastman Chemical in Kingsport. ABC will be "promoting the plan" and they will "help to develop career clusters, support the work keys system for matching students with career paths." The "added value" of ABC's support during the five year life of the grant will be approximately $45,000. The Tennessee Association of Business, an association of 1700 member companies will make its resources available to ensure successful implementation of the School-to-Career plan. Specifically they will continue to "support the Work Keys System for matching student skills with career paths. The added value of their support is estimated to be approximately $25,000 over a five year period. The chair of the Tennessee Business Roundtable, Gordon Fee of Lockheed Martin, serves as co-chair of the Policy Team. [Mr. Fee also is also the Executive Director of STC]. Two other Roundtable members are also on the Policy Team. The Roundtable commits to seek grant funding for a WorkKeys profiling initiative that will provide a real-world assessment of the skills necessary to succeed in the work place. The Roundtable is proposing to "profile 1,000 jobs. . ." The resulting information would be used to develop curriculum. The Roundtable will provide specific training to CEOs and other business leaders regarding state and local partnerships. "The Tennessee Business Roundtable is proposing a $300,000 project to the federal government to develop job profiles of 500 Tennessee jobs for use in the School-to-Career student assessment system." (20) The Tennessee Chamber of Commerce Executives, with its ninety chambers, has appointed chamber executives from twelve of the fourteen regions outlined in the grant to co-chair the initiative to encourage School-to-Career programs in every community. The West Tennessee Chamber of Commerce Executives sanctions the effort to prepare Tennessee students for the workplace. Bank of Waynesboro endorsees the School-to-Career grant and has pledged support of approximately $70,000. BellSouth will continue to require students graduating in 1996 and beyond to provide ACT Work Keys scores and other school-related information when applying for employment. In addition, they will provide employees to read student essays and offer feedback. The CYC Corporation in conjunction with the CEO Roundtable, with a membership of 50 companies, and the area Chamber of Commerce have mustered their forces. The CEO Roundtable "has concentrated their efforts toward Work Keys adoption. With Work Keys we will have a common language and criteria, which employers can require and where schools will also have accountability. Our goal is to have all Warren County jobs profiled. Cost to accomplish $80,000. The value of various contributive services amount to $200,000 annually (2,040 hours @ $100/hour). It would be safe to assume at least five other major employers are contributing at the similar rate amounting to $1,000,000 annually. . . therefore, a conservative value for Warren County employer School-to-Career programs is $1,500,000 and up annually. The grant "will most certainly encourage continuance and acceleration of these worthwhile programs with an emphasis on Work Keys implementation county wide." Eastman Chemical Company is pleased to support Tennessee's School-to-Career Opportunity Implementation Grant. They estimate the added value of their support to be approximately $2.5 million over a five year period. Lockheed Martin believes that business must play a key role in the School-to-Career program including "establishing standards and expectations for entry-level workers, utilizing tools such as the Work Keys profile; [The second page of the letter was missing from the document.] The Metal Products Company believes that Work Keys offers the best hope for a small business to match the skills of prospective employees to the skills that a particular job requires. . . Once we have job classification profiles from across the state, the education system will be able to adapt and target their curriculum to ensure that their graduates fill the needs of the state's employers." The company has profiled one job classification so far and they plan to do several others. "In addition to the expense of having a profile expert come to our facility, we must take our employees off the shop floor and away from productions work. We estimate the cost of conducting a job profile at $2,500 in wages and lost production. they estimate the value of their School-to-Career activities to be approximately $18,000 over the next five years Employees of Rogers Group have "contributed over 750 hours per year working in support of educational programs . . . In addition to the hours, Rogers Group has put over $20,000 per year into the various projects and programs." Rockwell Automation Dodge believes that the added value of their support during the five year life of the grant will be approximately $25,000. The Jackson Area Chamber of Commerce endorsee Tennessee's School-to-Career Opportunity Implementation Grant. They estimate the added value of their support during the next five years to be approximately $175,000. The Greater Humboldt Chamber of Commerce estimates the added value of the support to be in excess of $10,000 over the next five years. The McMinnville-Warren County Chamber of Commerce, Inc. estimates the added value of the support to be in excess of $10,000 over the next five years. In addition, they will "encourage local businesses to utilize Work keys as a method of matching student skills with career paths. . . " The Memphis Area Chamber of Commerce states: "The minimum budget we are committing to workforce development is $300,000 annually" . . . "a $1.5 million investment. "If there is anything that I can do as the Tennessee School-to-Career System is rolled out, please do not hesitate to contact my office." Senator Fred Thompson "We endorse the Tennessee School-to-Career Opportunity Implementation Grant application." Senator O'Brien, Rep. Davidson, Senator Womack. The Department of Employment Security's total monetary contribution will include $197,692.00 and a part-time staff person to work in the School-to-Career office. Tennessee's Department of Labor - "Child Labor, Workers' Compensation, and Occupational health and Safety laws could present barriers to employers in providing such experiences. I intend to supply qualified staff and materials to resolve such issues, grant waivers where appropriate, and provide technical assistance to employers . . . " JTPA Service Delivery Areas have pledged $700,000. State Board of Education - "The Board's Master Plan for Tennessee Schools is consistent with Goals 2000." "Organizing programs of study around broad career clusters will ensure the integration of academic and vocational students while continuing to prepare all [emphasis in the original] students, as defined in the School-to-Work Act . . ." The State Board of Education . . . has begun the journey to transform the national School-to-Work vision into Tennessee's School-to-Career system." Private Industry Councils - Each director has pledged $50,000 in
training funds to be directed toward implementation . ." Fourteen directors are
listed. _________ School-to-Work Opportunities. Tennessee's Plan of Action. Tennessee
Department of Education/Labor (August 30, 1996): 132 pages, plus appendices. Diana Fessler 7530 Ross Road New Carlisle, OH 45344 (937) 845-8428 e-mail: [email protected] World Wide Web:
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