BULLETIN 80H-2
AUGUST 1970

DIVERSIFIED COOPERATIVE

TRAINING

PROGRAM STANDARDS

STATE OF FLORIDA
DEPARTMENT OF EDUCATION
TALLAHASSEE, FLORIDA
FLOYD T. CHRISTIAN, COMMISSIONER
DIVISION OF VOCATIONAL, TECHNICAL
AND ADULT EDUCATION
CARL W. PROEHL. DIRECTOR

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DIVERSIFIED COOPERATIVE TRAINING
PROGRAM STANDARDS

Table of Contents

Page

I INTRODUCTION 3

II OBJECTIVES 5

III CONSIDERATION FOR UNIT APPROVAL 7
A. STUDENT NEED
B. JOB OPPORTUNITIES
C. TEACHER-COORDINATOR
D. FACILITIES
E. LOCAL SUPPORT

IV MINIMUM FOUNDATION PROGRAM (MFP)
VOCATIONAL INSTRUCTION UNITS 8
A. UNIT DETERMINATION
B. HOW TO APPLY FOR UNITS

V PROGRAM ORGANIZATION AND OPERATION 9 & 10
A. STUDENT
B. TEACHER-COORDINATOR

VI EVALUATION 11

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I INTRODUCTION

PROGRAM STANDARDS
This Guide was prepared to aid the Administrator and Teacher-
Coordinator in establishing and operating a Diversified Cooperative
Training Program. In order to carry out the philosophy and ob-
jectives of the Diversified Cooperative Training Program in Florida,
the general standards contained in this Guide should be complied
with.
The Diversified Cooperative Training Program (usually re-
ferred to as DCT) is designed to train youths who have attained
their sixteenth birthday, and who are in either the eleventh or
twelfth grade, in a realistic job situation of their choice and/or
aptitude. Students may be enrolled for one or two years. DCT is
an integral part of the high school curriculum, utilizing the business
and industrial establishments of the community as training agencies.
This program is based on a specific need that of providing effec-
tive on-the-job training correlated with related and supplemental
classroom instructions. DCT provides an opportunity for boys and
girls to discover and develop to the fullest their interests, latent
aptitudes and abilities, thereby enabling them to become more
valuable citizens with a satisfying feeling of confidence and voca-
tional competency.

II OBJECTIVES OF PROGRAM

Objectives of Diversified Cooperative Training Programs are
designed:
To prepare the individual for employment through experiences
provided by the cooperative method
To correlate knowledge and skills gained through job-training
and class instructions
To understand and participate in our American business
system
To improve personal attitudes and develop satisfactory be-
havioral patterns

III CONSIDERATION FOR UNIT APPROVAL

A. STUDENT NEED:
The needs of the students to be served are among the first
factors to be considered in establishing a DCT program. The
interest in and attitudes toward work on the part of potential
DCT students must be considered. A survey of tenth and
eleventh grade students should be conducted to determine
their vocational interest.
B. JOB OPPORTUNITIES
A survey of all businesses who are potential training agencies
for the program should be conducted to determine whether or
not a program of this type is needed in the community. After
the need is identified information should be gathered concern-
ing the attitudes of the employers of the community toward
the establishment of such a program. In addition, information
should be obtained concerning the extent of employment possi-
bilities of students entering the program. Care must be taken
to insure a training situation without the possibility of student
exploitation.
C. TEACHER-COORDINATOR:
Must have valid Florida Graduate Certificate.
Must have a minimum of two years of successful work experi-
ence.
Must meet the requirements as outlined by the Florida Cer-
tification Department.
D. FACILITIES
Classroom The space indicated below is the minimum space
recommended for a 1-teacher 20-student facility for re-
lated instruction:
Classroom and Instruction Area 800 Sq. Ft.
Storage and Materials 24 Sq. Ft.
Office 120 Sq. Ft.
Conference Room and Library 120 Sq. Ft.

Total Square Feet: 1,064 Sq. Ft.
Telephone
File Cabinet 1 w/lock, 1 without lock
E. LOCAL SUPPORT
The local educational agency is responsible for providing each
program with a budget sufficient to insure a quality program.
An adequate travel budget must be provided for the teacher-
coordinator to perform his coordinating duties and attend pro-
fessional meetings.

IV MINIMUM FOUNDATION PROGRAM (MFP)
VOCATIONAL INSTRUCTION UNITS
The Diversified Cooperative Training Program receives one (1) full
unit financial support from Florida's Minimum Foundation Program
(MFP). This support is administered through the State Vocational
Division and is not provided as a part of the regular earned average
daily attendance (ADA) support based on total school attendance.
A. UNIT DETERMINATION
130-6.57 Determination of Vocational Instruction Units.-
(1) In a junior, senior or four-year high school, one instruction
unit shall be allowed for each qualified full-time vocation-
al teacher who renders approved vocational education
instructional services provided the average daily attend-
ance in the vocational education program of the school is
not less than one-half of the number used as the divisor
for the school's classification in calculating the average
daily attendance instruction units.
(2) In all other schools, one instruction unit shall be allowed
for each qualified full-time vocational teacher who renders
approved vocational education instructional services pro-
vided the average daily attendance in the full-time voca-
tional education program of the school is not less than 10.
(4) Proration of units.-
(a) If a qualified vocational teacher renders less than five
hours of approved instructional service per day for
180 days during the school year, a proportionate frac-
tion of an instruction unit shall be allowed, which
fraction shall be calculated at the rate of .2 of a unit
for each hour of service per day.
(b) If less than the minimum average daily attendance re-
quirement is maintained in the vocational education
program of the school, proportionate fractions of units
shall be allowed.
B. HOW TO APPLY FOR UNITS
Principals and their staff determine the need for vocational
programs in schools based on student and community needs.
These needs are made known to the District Vocational Direc-
tor or Supervisor. The Director or Supervisor then initiates a
request through the Superintendent and School Board to the
State Director of Vocational, Technical and Adult Education.
The State Director compiles requests from Local Districts and
presents this compilation to the Commissioner of Education
who in turn makes a request to the Legislature for support of
local needs. The Legislative allocation of Vocational MFP
Units is a means of meeting these needs.

V PROGRAM ORGANIZATION AND OPERATION

STUDENT
A. Students selected for DCT must spend a minimum of one
(1) year in the program and a maximum of two (2) years.
B. Criteria for Selection of Students
The coordinator assumes the responsibility of student selection
for the program. He may solicit the assistance of the principal,
counselor, and teachers prior to final acceptance of the student.
Many factors must be considered, but the main concern is
whether or not this type of program will benefit the student.
1. Students who have a career objective for which the school
is unable to provide training.
2. Students who have a need for financial assistance to remain
in school.
3. Students who have a sincere desire to obtain experiences
working in the community and agree to comply with the
rules and regulations of the program.
4. Students who plan to attend college and feel that the
occupational experience will assist them in their career
objective.
5. Students who are 16 years old or older.
6. Students who are in either the 11th or 12 grade.
7. Students who are making passing grades.
C. Schedule
The scheduling of classes can be done in many ways, depend-
ing on the schedule of the students, the school schedule, and
the needs of the employer. One approach to the problem is
as follows:
Students will attend school in the morning for four periods,
two of which will be for DCT. One for General related study
(total group) and one for Specific related study. The other
two periods may involve regular subjects. The work time will
normally involve three to five hours each afternoon with a
minimum of fifteen hours per week. The schedule may be re-
versed with students working in the morning and attending
classes in the afternoon depending on scheduling problems and
needs of the employers.

Schedule (Cont'd)
The Teacher-Coordinators' teaching schedule should comply
with the rules as stated in the Florida State Board of Educa-
tion Regulations, Chapter 130-6.58, item 2:
Diversified Cooperative Training Vocational educational in-
struction units shall be allowed for Diversified Cooperative
Training teacher-coordinators rendering five class periods of
instructional service per day for 180 days during the school
year. Three of these periods shall be devoted to teaching ap-
proved vocational classes and two periods devoted to coordina-
tion of job responsibilities with class activities.

VI EVALUATION

The program will be evaluated in keeping with the Florida State
Plan for Vocational Education, Section 9.28.
9.28 Evaluation and Followup Procedures
The program of instruction will be conducted and moni-
tored by teachers and local and state supervisors and
consultants meeting the qualifications established in
parts 1.31 and 1.32 of this Part.
Evaluation will be conducted cooperatively through
periodic visitations by appropriate state staff personnel
and continuing collection of information and data by
local personnel, indicating progress toward the achieve-
ment of program objectives and as a basis for reassessing
need and establishing new objectives. Such information
and data will include objective measures and subjective
assessments of student progress in school work and on-
the-job training. A follow-up record of each student com-
pleting the program will be kept for not less than two
years; students leaving before completion of the program
will receive counseling and assistance in securing more
appropriate placement. Placement and follow-up records
and reports will be used as another means of evaluating
the effectiveness of the program.