document resume ed 361 570 title services. final report ... · document resume. ed 361 570 ce 064...

DOCUMENT RESUME

ED 361 570 CE 064 572

TITLE Technical Preparation Development--FinancialServices. Final Report.

INSTITUTION Chicago City Colleges, IL. Harold Washington Coll.SPONS AGENCY Illinois State Board of Education, Springfield. Dept.

of Adult, Vocational and Technical Education.PUB DATE 30 Jun 92NOTE 97p.PUB TYPE Reports Descriptive (141)

EDRS PRICE MFOI/PC04 Plus Postage.DESCRIPTORS *Articulation (Education); Behavioral Objectives;

Business Education; *College School Cooperation;Cooperative Programs; Coordination; *CurriculumDevelopment; Educational Cooperation; Education WorkRelationship; Employer Attitudes; *FinancialServices; Institutional Cooperation; IntegratedCurriculum; Job Performance; *Job Skills;Postsecondary Education; Program Development; ProgramImplementation; Secondary Education; Standards;Vocational Education

IDENTIFIERS City Colleges of Chicago IL; *Tech Prep

ABSTRACTThis report describes the Career Preparation

Initiative in Financial Services (CPI-FS), a tech prep program infinancial services based at Harold Washington College and JonesMetropolitan High School. Two key features are the redesign ofsimilar programs operating at both schools to reflect elements of thetech prep model and the use of a large public-private planningcommittee. Major accomplishments are detailed: identification of 137performance standards in 6 skill categories that employers expect inhigh quality entry-level employees, translation of them into 29learning objectives, development of an employer recruitment video andbrochure and general marketing piece, and formation of a curriculumcommittee of secondary and postsecondary academic and vocationalteachers. The nine-page report is followed by these attachments: listof Full Implementation Team members; proposed financial servicescareer trainee performance standards;. list of learning objectives;career preparation educational philosophy; CPI-FS proposed academicand social policy; curriculum committee members and scope of work andassignments; advisory board members; Request for Proposal: MarketingMaterial for CPI-FS; list of chief executive officers (CEOs)participating in the video; talking points and interview questionsfor CEOs in the video project; brochures; meeting agendas; andpublicity materials. (YLB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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DEpARnsur OF ADULT, VOCATICNAL AND TECHNICAL EDUCATICNVOCATIONAL EDUCATICN PROGRAM Imp RovEmENT

FINAL REPORT ABSTRACT

Funding Agreement !timber: 1-0907-053

Official Project Title: Technical Preparation Development Financial Services

Project Director: Sharon Wheeler, Bernard Ferreri - Co-Directors (sub-grant -Diana L. Robinson)

Funded Agency: City Colleges of Chicago (Harold Washington College)

Time Period Covered: July 1, 1991 - June 30, 1992

Goals of Project and Relevancy to Vbcational Education: This first year TechPrep planning grant incorporates the goals stipulated under the federal Carl D.Perkins Vocational and Applied Technology Act of 1990:

- Integration of vocational and academdc skills, with an emphasis on criticalthinking skills;

- Teaching of "all aspects of the industry";

- Provision of services to special needs students;

- Participatory planning of students, parents, school staff, communityrepresentatives and business in developing programs.

These goals are addressed through the 26 project objectives, each of which isdescribed in the narrative of the report.

Major Accomplishments of the Project:

- Identification of 137 performance standards in six skill categories whichemployers expect in high quality entry-level employees.

- Translation of these performance standards into 29 learning objectives.

- Articulation of an educational philosophy and academic/tocial policy.

- Development of an employer recruitment video and companion brochure and ageneral marketing piece. (These items were funded by a $15,000 grant from theMacArthur Foundation.)

- Formation of a Curriculum Committee comprising academic and vocationalteachers at secondary and post-secondary levels to review existing curriculummaterial and implement employer recommendations.

Products Delivered:

t`. Final Report, 2 copies, delivered to Sharon Wheeler on July 17, 1992

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2. MOOR ACCOMISEINENTS AND swrancAur FINDINGS OF THE PROJECT

The Tech Prep program in financial services is based in Harold WashingtonCollege and Jones Metropolitan High School and is called the Career PreparationInitiative in Financial Services (CPI-FS). TWo features of this program arekey: (1) CPI-FS involves the redesign of a similar program already in operationat both schools, the Chicago Academy of Finance, to fully reflect the elementsof the Tech Prep model; and (2) it is effectively using a large public-privateplanning committee to achieve this redesign and to provide ongoing monitoringand quality control. Due in large part to the existence of this planningcommitte, the CPI-FS Implementation Team ("I-Team"), 19 of the 26 projectobjectives is either fully accomplished or near completion (see Attachment A forlist of I-Team members). Major accomplishments include:

- Identification of 137 performance standards in six skill categories whichemployers expect in high quality entry-level employees (see Attachment B).These standards were validated by three focus groups of employers in theinsurance, real estate, and securities/commodities/brokerage sectors.

- Translation of these performance standards into 29 learning objectives (seeAttachment C).

- Articulation of an educational philosophy and academic/tocial policy(Attachment D and E).

- Development of an employer recruitment video (Attachment F) and companionbrochure and a general marketing piece (the latter two items to be submittedby July 31, 1992). These items were funded by a $15,000 grant from theMacArthur Foundation.

- Formation of a Curriculum Committee comprising academic and vocationalteachers at secondary and post-secondary levels to review existing curriculummaterial and ensure that all I-Team recommendations are addressed within thecourse sequence and content. Attachment G lists the Curriculum Committeemembers and Attachment H contains the committee's scope of work.

- Agreement that the I-Team will have a continuing role in projectimplementation and monitoring.

In addition to the Curriculum Committee, the I-Team also formed a CompetencyDevelopment Committee (Attachment I) and a CEO Recruitment Committee (AttachmentJ) to focus respectively on the development of performance standards andemployer recruitment material.

The 26 project objectives are listed below with their corresponding activities.Of these, 15 were wholly completed and another 4 partially completed; six willbe addressed during the next project year; and only one objective was deemedunfeasible but was satisfactorily addressed through alternative resources.

Al. Review and refine work plan, evaluation components and anticipated outcomeswith core implementation staff.

Activity: COMPLETE. The original work plan has been revised to reflectwork in progress and extended through May 1992, and was approved by thefull Implementation Team on January 29, 1992.

A2. Identify Chicago Board of Education representatives for the Chicago Academyof Finance Advisory Board.

Activity: COMPLETE. Three Chicago Board of Education representatives areindicated on the current Advisory Board membership list (Attachment I) and

40.

Page 3

include Cozette Buckney, Principal of Jones Metropolitan High School;Loleta McDowell, Administrator, High School Service Center; and BernardSpillman, Assistant Superintendent for Vocational and TechnologicalEducation, Chicago Public Schools.

A3. Develop mechanimm/forum for coordinating curriculum development betweenhigh school and community college components.

Activity: COMPLETE. On June 19, 1992 the Curriculum Committee of theCPI-FS I-Team was convened. Committee members and a scope of work arerepresented in Attachments G and H.

AA. Obtain employer-affirmed entry level skills from CPI I-Team.

Activity: COMPLETE. The list of performance standards approved by theI-Team during the first quarter was reviewed by three industry focus groupsin the commodities/securities/brokerage, insurance and real estate sectorson December 5th, 6th and 9th, respectively. The changes resulting fromthese focus groups were adopted by the full I-Team on December 9, 1991.

This effort continued through the work of the I-Team's CompetencyDevelopment Committee, which convened on January 27, 1992 to begintranslating the 137 performance standards into measurable competencies.This committee also met on February 13, March 3, March 24, April 7 and May12. Their recommendations, which comprise 29 learning objectives andspecify measurement standards and evaluation methods, were approved by thefull I-Team on May 28, 1992.

A5. Develop informational and recruitment materials for the entire program.

Activity: PARTIALLY COMPLETED. A CEO Recruitment Committee was convenedon November 13, 1991 to address this task. They recommended that $15,000

. in additional funds be obtained to support the development of employerrecruitment material, which were subsequently provided through theProductive Chicago Office of City Colleges of Chicago. A Request forProposal to obtain professional services was drafted and distributed tocommittee members for review on March 30. Work products included a shortvideo targeted to the CEO level but with a secondary audience of allemployers; a companion employer-oriented brochure; and a brochure forstudent recruitment. After comments were received the RFP was revised anddistributed to potential firms. A copy of the draft RFP is attached asExhibit J.

lo

The CEO Recruitment Committee met on April 21, 1992 to review the fiveproposals received in response to the RFP and selected Video Services, asubsidiary of the not-for-profit organization Community TV Network, as theconsultant. Video Services began work in early May 1992, and met with theCEO Recruitment Committee on May 27 to brainstorm on product content andformat.

During the month of June 1992 the I-Team worked to identify CEOs willing toparticipate in the filming of the videotape. Seven CEOs ultimately agreedto do so (Attachment 10, were briefed, provided with talking points,interview questions and a video overview (Attachment L), and filmed byVideo Services. The final video is presented as Attachment F.

Text for the employer brochure was approved by the CEO RecruitmentCommittee on July 7, 1992 and the full I-Team on July 16, 1992. While the

4

brochure will not be available until July 31, 1992, the copy is provided asAttachment M.

Inlieu of a student recruitment brochure, it was agreed that a moreversatile marketing piece would Le developed. This will consist of afolder with three inserts: one for students, a second for parents, and athird for school administrators, teachers and local school council members.The final marketing kit will also be available by July 31, 1992.

A6. Develop in consultation with the Chicago Academy of Finance Advisory Boardan appropriate reporting format to accommodate the entire CPI-FS program.

Activity: POSTPONED. On December 5, 1992, Alex Robinson, the Chair of theI-Team, presented a comprehensive overview of CPI-FS to the CAF AdvisoryBoard. The Advisory Board will review the relationship between the ChicagoAcademy of Finance and CPI-Financial Services after the latter hasformulated its final recommendations. It is anticipated that this willoccur in August or September, 1992. At that time the issue of reportingwill be revisited.

A7. Prepare evaluation format and timetable to address such components asrecruitment, enrollment, retention, student performance, internships,permanent job placement, public relations, program outcomes.

Activity: COMPLETE. These are being addressed through the high schoolTech Prep grant.

Bl. Secure formal National Academy Foundation (NAF) approval for a ChicagoAcademy of Finance program at Jones Metropolitan High School.

Activity: COMPLETE. Verbal NAF approval received in July 1991. Writtenapproval received February 1992.

32. identify instructors and orient to NAF program.

Activity: COMPLETE. Five Jones High School teachers have been assigned tothe Chicago Academy of Finance: Maggie Culver, Annie Miller, EarlSilverman, George Williams, and Joseph Zale. These instructors wereoriented by the Director of the Chicago Academy of Finance on June 20,1991.

B3. Secure curriculum materials and provide technical assistance toinstructors.

Activity: COMPLETE. These materials and assistance were acquired during asite visit to the National Academy Foundation headquarters in New York onMay 20 - 21, 1991 with three high school representatives: Maggie Culver,Annie Miller, and Loleta McDowell.

34. Develop teacher internships at local financial service companies.

Activity: COMPLETE. Four teachers and a Vice Principal from Jones HighSchool participated in a week-long orientation to the financial servicesindustry developed by the CAF director from August 13 - 16.

B5. Provide stipends for instructors for curriculum writing that adapts NAFcuriculum to their classes and incorporates the I-Team's competencies andskill levels.

5

Activity: NEAR corwurnac A line item in the amount of $17,500 has beenincluded in this grant budget for curriculum development. Five teachers onthe I-Team's Curriculum Committee are receiving stipends for theircurriculum development work, which will be complete by August 31, 1992.

B6. Develop and implement student recruitment literature and strategy.

Activity: NEAR COMPLETION. The student recruitment material beingdeveloped by Video Services will be printed by July 31, 1992. This

41 information will be presented to incoming llth grade Chicago Academy ofFinance students at Jones High School to recruit them into the first CPI-FSclass.

B7. Develop and implement employer recruitment package and strategy.

Activity: COMPLETE. See A5. above.

B8. Arrange for community-college level foreign language class for llthgraders.

Activity: UNFEASIBLE. This task was not pursued when it was determinedthat the Jones students had insufficient time in their schedules for a fullperiod of a college-level foreign language. However, the foreign languageis being provided through a high school level French teacher.

89. Organize major public relations event announcing launch of CPI-FS.

Activity: POSTPONED. The I-Team agreed that such an event will be heldafter the first class of CPI-FS students is in place and needed employercommitments are secured. It is anticipated to occur in September 1992.

B10. Develop summer internships and procedures for llth grade completers.

Activity: COMPLETE. The 34 student who successfully completed the firstyear of their academic and vocational preparation in the Chicago Academy ofFinance have all been placed in summer internships. Students will work fora minimum of six weeks for at least 20 hours per week. Employers include:

Aon CorporationCentral City ProductionsChicago Academy of FinanceChicago TribuneCitiBankCity of ChicagoErnst & YoungFirst National Bank of ChicagoGardner Rich & Co.Harris Bank

Illinois BellKemper Securities, Inc.LaSalle Bank LakeviewLeo BurnettMidwest Stock ExchangeThe Northern Trust CompanyNorthwestern RailroadPrudential Realty GroupShearson Lehman Brothers, Inc.South Shore Bank

B11. Determine feasibility of developing/requiring entrance or exit standardsfor CPI-FS program.

Activity: NEAR ampLencm. Entrance requirements will be recommended bythe Curriculum Committee in their final report in August 1992. Exitstandards are reflected in the performance standards and learningobjectives approved by the I-Team.

B12. Identify possible college-level "Principles of Finance" class for 12thgraders.

Activity: POSTPONED. Due to a recent decision on the part of the Board ofTrustees of City Colleges of Chicago to eliminate instructional overtime,many classes at Harold Washington College (HWC) have been cancelled for the'92-'93 academic year. As a result, HWC's instructional staff have askedthat this request be revisited in September 1992 when the full impact ofthese class cancellations on special classes will be clearer.

B13. Initiate discussions with City Colleges of Chicago regarding AdvancedPlacement credit for college level courses.

Activity. POSTPONED. The current placement and testing proceduresthroughout the City Colleges of Chicago is being reviewed by afaculty/administrator panel for purposes of instituting systemwide changes.This objective can not be pursued until this issue is resolved.

Cl. Review student and employer marketing materials and strategies for purposesof possible modification.

Activity: COMPLETE. See AS. above.

C2. Identify instructors to assist with curriculum review and developmentprocess.

Activity: COMPLETE. See A3 and B5 above. Five have been identified:

Clarence Brown, Acting Chair, Business Department, Harold WashingtonCollege

Dorothy Brownstein, Vocational Teacher, Jones Metropolitan High SchoolRaymonda Johnson, Chair, English Department, Harold Washington CollegeJack Lombard, Associate Professor, Chicago City=Wide CollegeMary McPherson, Curriculum Coordinator, Jones Metropolitan High School

C3. Prepare curriculum development work plan with instructors and collegeadministration.

Activity: COMPLETE. See Attachment H.

C4. Initiate discussions with local colleges/universities regardingarticulation with CPI-FS, including transferability of credits.

Activity: POSTPONED. This objective can not be addressed until the workof the Curriculum Committee is complete and reviewed by the I-Team.

C5. Continue established procedures for student and employer recruitment,student support services, internship and permanent job development, otherprogram components.

1.

Activity: COMPLETE.

Jones High School:

39 students were screened, interviewed and enrolled as the charter CAFclass at Jones Metropolitan High School (see Attachment N). Another 7

7

were admitted early in the school year. Forty-one students completed thefirst year.

- Special activities were planned and executed to complement the academicofferings: monthly breakfasts with financial services employers(Attachment 0 contains the programs); election of CAF class officers;assignment of mentors; visitation by the Atlanta Academy of Finance, andspecial events to launch the program (Attachment P) and honor studentswho completed their first year of the program (Attachment 0).

- 100% of the 34 eligible students completing the llth grade CAF programwere placed in paid summer internships.

Harold Washington College:

- 66 students enrolled in the CAF program at Harold Washington College inthe Fall'91 semester, of whom 57 successfully completed the semester.For the Spring '92 semester, 47 students enrolled and 43 completed.

- Eight "Strategies for Success" seminars were offered for studentsthroughout the '91-'92 academic year (Attachments R and S) and wereattended by a total of 139 students. In addition, 110 persons werecounseled regarding CAF. No students were eligible for internships, buttwo were placed in permanent jobs in financial services companies.

C6. Implement community college evaluation plan.

Activity: POSTPONED. While evaluation of the college component willnot become relevant until competencies are integrated into the curriculumor until the first high school class enrolls in the college, an evaluationcomponent will be recommended by the I-Team during the next program year.

3. EVALUATION AND INPACr

Evidence of program effectiveness is provided by:

- The successful adoption a high school Tech Prep site at JonesMetropolitan High School;

- a student retention rate at Jones High School of 87% and at HaroldWashington College of 80%;

- a student academic achievement rate for students earning at least a "C"grade point average of 91.2% at Jones and 88% at Harold WashingtonCollege;

- a 100% student placement rate for summer internships at Jones; and- significant employer support and involvement through the CPI-FS

Implementation Team and the CAF Advisory Board.

In addition, 15 of the 26 project objectives were completed and another 4partially completed. Six will be addressed during the next project year andonly one objective was deemed unfeasible, but was satisfactorily addressedthrough alternative resources.

4. RESOURCE LISTINGS

A. No instructional resources or materials were purchased for this projectwith grant funds.

0

B. Paid ParticipantsDiana L. Robinson, Director, Chicago Academy of Finance, project

administration servicesClarence Brown, Acting Chair, Business Department, Harold Washington

College, curriculum development assistanceDorothy Brownstein, Vocational Teacher, Jones Metropolitan High School,

curriculum development assistanceRaymonda Johnson, Chair, English Department, Harold Washington College,

curriculum development assistanceJohn Lombard, Professor, Chicago City-Wide CollegP, curriculumdevelopment assistance

Mary McPherson, Curriculum Coordinator, Jones Metropolitan High School,curriculum development assistance

C. Unpaid ParticipantsSee I-Team list (Attachment A)See Chicago Academy of Finance Advisory Board list (Attachment I)Guest Speakers at Jones High School:

Lauren Claire, Auditor, Arthur Andersen & Co.Dallas Creitlon, Tax Consultant, Arthur Andersen & Co.Lawrence Geraghty, Senior Vice President, Shearson Lehman Bros.Felicia Haraway, Ernst & YoungKaren Jones, Manager of Travel Services, American Express Co.Marya Kovacik, Corporate Training, The Northern Trust Co.James Lowry, First Scholar, First National Bank of ChicagoSharon Marioka, Financial Services Representative, American Express Co.James Mason, First Scholar, First National Bank of ChicagoEric Nance, Ernst & YoungMichael Richards, Manager, Arthur Andersen & Co.Levoyd Robinson, Corporate Banking Officer, First ChicagoMichael Skinner, Vice President, Shearso Lehman Bros.Al Thomas, Financial Consultant, Shearson Lehman Brso.Bruce Williams, Staff, Arthur Andersen & Co.

Guest Speakers at Harold Washington College:Bob Chrismer, Vice President, First ChicagoTbny Fuller, Assistant Director of Recruiting, Arthur Andersen & Co.Michael McGillicuddy, Vice President, The Chicago CorporationJohn McGinley, Manager, CNA InsuranceKaren Murphy, Vice President, LaSalle Bank LakeviewChryssa Regas, Staff Recruiter, North American Company for Life and

Health InsuranceMaria Rodriguez, Gardner Rich & Co.Karen Stark, Employment Representative, First ChicagoMel Stoesser, Assistant Manager, Consumer Credit Counseling ServiceElaine M. Virant, Professional Employment SpecialistJoseph Webb, Human Resource Officer, First Chicago

5. PRCELEMS

The most significant problem encountered during the grant period was adelay in the start-up of the curriculum development effort. This was dueto the work plan of the CPI-FS I-Team, who did not sign off on the learningobjectives until April 1992. However, a team of secondary and post-secondary academic and vocational teachers has been assembled for thisproject and work will be completed by the beginning of the next grant year.

The other departure from planned activities was due to recent policychanges occuring within the City Colleges of Chicago in the areas of coursescheduling and student placement. It is not yet clear how thedeliberations by the City Colleges Board of Trustees will impact the TechPrep program in these areas.

6. CCNCLUSICNS AND RECCINEMATIONS

- A Tech Prep program can succeed only if all thee partners -- thecommunity collge, high school, and employer community -- are activelyinvolved in program planning and implementation.

- An important benefit of an effective Tech Prep planning process is theeducation and sensitization of the partners to each others' perspectives,issues, and capabilities.

- There is significant employer support for a Tech Prep program infinancial services provided that employers have validated studentcompetencies, are involved in program development, and have confidence inthe educational partners' ability to deliver on their responsiblities.

7. PUBLICITY

Six articles were published about the Chicago Academy of Finance in theJones Reporter (Attachment T).Visits to the project sites by individuals other than those listed aboveinclude:

Adrienne Bailey, Deputy Superintendent, Chicago Public SchoolsAtlanta Academy of Finance, Director and StudentsBusiness Advisory Council Members, Jones High SchoolLocal School Council Members, Jones High SchoolPhyllis Frankfort, Executive Director, National Academy FoundationGrady Jordan, High School District Superintendent, Chicago Public SchoolsTed Rimbrough, Superintendent, Chicago Public SchoolsShirley Macklin, Acting Manager, Tech Prep, Chicago Public SchoolsMarsha Phelps, Tech Prep Project, ISBEBernadette Toomey, Vice President, National Academy FoundationSusan Zimny, Program Director, National Academy Foundation

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ATTACHMENT B

FINANCIAL SERVICES CAREER TRAINEEPROPOSED PERFORMANCE STANDARDS BY PROGRAM YEAR

Following is a proposed list of suggested performance standards to be addressed by theCareer Preparation Initiative in Financial Services (CPI-FS) over the four years of educationand training comprising that program. The focus of these standards is the knowledge andskills necessary to master any entry level position within the financial services industry. Itis expected that students will acquire additional knowledge and skills required by the IllinoisBoard of Education and Illinois Community College Board in the course of their educationalprograms.

Standards reflected in this inventory are taken from five sources:

- existing curriculum material from the Chicago Public Schools, the City Colleges ofChicago, and the National Academy Foundation;

- basic skills identified by employer representatives on the CPI-FS ImplementationTeam;

- a DACUM ("Developing a Curriculum") process conducted for CPI-FS;

- skills identified by the national Secretary's Commission on Achieving NecessarySkills (SCANS); and .

- a series of focus groups held with representatives of the insurance, real estate andsecurities/commodities/brokerage sectors in December 1991.

These perfornumce standards have been validated by a cross-section of Chicago'sfinancial services industry and reflect three key dimensions:

1. The level of attainment: partial knowledge ("PK") or mastery ("M").

2. The point at which the standard should be attained (years 11-12 or 13-14, the latter two. 10 years occuring in the community college system).

3. Whether some amount of learning should occur in the workplace and during which yearsof the program. This is indicated by a "Yes" in the column under "Workplace".

-is

13

FINANCIAL SERVICES CAREER TRAINEEPERFORMANCE S'TANDARDS BY PROGRAM YEAR

I. Basic Academic SkillsA. Reading (locates, understands, and interpretc written information

in prose and documents)B. Writing

1. Communicates thoughts, ideas, information, and messagesin clear and grammatically correct writing

2. Creates simple documents such as letter, directions, graphs3. Creates more complex documents such as manuals, reports,

flow chartsC. Arithmetic/Mathematics

1. Performs basic computations2. Approaches practical problems by choosing appropriately

from a variety of mathematical techniquesD. Listening (receives, attends to , interprets, and responds to verbal

messages and other cues)E. Speaking

1. Organizes ideas and communicates orally in a clear andgrammatically correct manner

2. Makes presentitions and speaks publiclyF. Formulates and asks questions

It. Thinking (Note: All thinking skills should be applied to avariety of situations)A. Thinks creatively (generates new ideas)B. Makes decisions (specifies goals and constraints, generates

alternatives, considers risks, evaluates, and chooses bestalternative)1. Simple decision-making2. Complex decision-making3. Ethical decision-making

C. Solves problems (recognizes problems and devises andimplements plans of action)1. Simple problem-solving2. Complex problem-solving

D. Conceptualizes (organizes and processes symbols, picturesgraphs, objects, and other information)

E. Knows how to learn (uses efficient learning techniques to acquireand apply new knowledge and skills

F. Reasons (discovers a rule or principle underlying the relationshipbetween two or more objects and applies it in problem solving)

G. Demonstrates understanding of *common sense" and "goodjudgement"

M. General Vocational SkillsA. Processes information

1. Identifies a variety of methods/formats for organizinginformation/data

2. Organizes data for entry3. Inputs and stores documents and files4. Maintains documents and files5: Prints and correctly distributes information6. Checks document for spelling, grammar, and accuracy

14

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page #2

B. Operates a computer1. Understands basic computer concepts (PC and mainframe)2. Performs start-up functions3. Selects and sets document format and page specifications4. Inputs-data in appropriate format5. Demonstrates editing functions6. Originates a data entry file7. Selects the appropriate file to add new data8. Prints mailable documents9. Edits records and modifies files for production10. Maintains a system of storage and retrieval11. Demonstrates basic knowledge of spreadsheet software

including formatting, creating formulae, and printing12. Demonstrates basic knowledge of database software

including retrieving files; deleting, adding, and sortingrecords; and formatting and printing reports

C. Performs technical support duties1. Follows oral and written directions accurately2. Demonstrates keyboarding skills3. Reviews and organizes data for typing/keyboarding4. Processes incoming and outgoing mail5. Demonstrates proper business etiquette in greeting

visitors/clients, making introductions, escorting visitorE toproper area/person, offering assistance

6. Performs telecommunications activitiesa. Demonstrates basic knowledge of telephone functionsb. Demonstrates proper telephone etiquette/proceduresc. Takes messages accuratelyd. Accesses voice mail messages; leaves clear, concise

voice mail messagese. Prepares documents to be faxed

7. Maintains office supplies and forms8. Demonstrates basic knowledge of office equipment, including

simple mpintenance9. Organizes, plans and prioritizes work activities

10. Demonstrates alphabetic and numerical filing skills11. Transcribes verbal communications into written messages12. Demonstrates note-laking skills

D. Communicates effectively1. Composes and prepares written business communication

a. Determines purpose and audienceb. Organizes major ideas and composes ideas in clear and

concise formc. Demonstrates business vocabulary skillsd. Spells correctlye. Uses proper grammar for business communicationsf. Demonstrates knowledge of acceptable letter and report

formats2. Delivers oral business communication

a. Makes recommendations to supervisors/co-workersb. Gives directions clearly and conciselyc. Communicates clearly and concisely in pressure situationsd. Responds appropriately to nonverbal or implied

communicatione. Speaks tactfullyf. Does not use slang

15

Yrs. Work- Yrs. Wait-nal plat

page #3

3. Demonstrates interpersonal skills to solve problemsa. Exercises leadership (listens to and communicates ideas

to justify position, persuades and convinces others,responsibly challenges existing procedures and policies)

b. Negotiates (works toward agreemants involvingexchange of resources, resolves divergent interests)

c. Considers opinions and suggestions of othersd. Delivers and accepts constructive criticism and positive

feedback from otherse. Uses effective questioning and seeks out information to

investigate problems4. Trains new employees

a. Develops an on-the-job training program for a newemployee, determining training needs, methods, and timeframe

b. Demonstrates training skills, implements training planc. Reviews and assesses trainee's progress

E. Customer/Employee Relations1. Understands importance of both internal and external

Matt:MMUS2. Establishes a positive rapport with clients, customers3. Evaluates and prioritizes customer's concerns4. Offers optional/alternatives to meet customer needs5. Refers customers to proper departments6. Demonstrates knowledge of specific company's products and

services7. Matches customer needs to product/services available8. Demonstrates product/service presentation skills9. Resolves misunderstandings and conflicts or refers problem

IV. Industry-Specific Knowledge and SkillsA. Demonstrates conceptual knowledge of:

1. Purpose and function of business2. How companies of all sizes are organized3. Sectcrs comprising the financial services industry:

a. banking and creditb. insurancec. real estated. securities/commodities/brokeragee. accounting

4. Economics5. Marketing, sales and distribution6. Management7. Personal investment fundamentals8. Business law

B. Understands career opportunities in each financial services sectorC. Accounting/Bookkeeping

1. Records entries in journals and ledgers-2. Identifies methods and formats for recording expenditures

and receipts3. Maintains accurate records of financial transactions

a. For a personal budoetb. For a corporate buclget

4. Compares actual expenditures to budget projectionsa. For a personal budgetb. For a corporate budget

16

Yrs. Work- Yrs. Work-nal Rint 1314 Mom

___M__ Yes

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5. Identifies variances and measures to bring expenditures in linewith budgeta. For a personal budgetb. For a corporate budget

6. Prepares a personal income tax returnD. Demonstrates familiarity with a particular vocational area within

financial services (e.g. property maintenance)1. Understands technical terminology2. Understands basic operations3. Identifies relevant information sources for research purposes

(if applicable)

V. Employability SkillsA. job-seeking

1. Identifies employment opportunities2. Applies employment-seeking skills3. nterprets employment capabilities4. Prepares a resume5. Interviews for employment

B. On-the-job1. Follows company policies and procedures2. Understands personal corporate benefits3. Maintains safe and healthy environment4. Maintaint businesslike image5. Participates as a member of iteam .-6. Wolas with a Minimum of supervision7. Willingly accepts routine or repetitive tasks and performs

performs them well8. Demonstrates courtesy9. Works with diversity (works well with men and women from

diverse backgrounds and of varying ages)10. Demonstrates flexibility

a. Adapts to changeb. Demonstrates ability to identify the need for changec. Adjusts to emergency situations

11. Meets timelines/deadlines12. Demonstrates neatness in work produced and work

environment13. Initiates in identifying a problem/issue and takes

appropriate action14. Understands the corporate mission and own role in organization15. Understands quality concepts, tools and principles

VI. Personal QualitiesA. Responsibility (exerts a high level of effort and perseveres towards

goal attainment)B. Self-esteem (believes in own self-worth and maintains a positive

view of self)C. Sociability (demonstrates understanding, friendliness, adaptability,

empathy, and politeness in group settings)D. Self-management (assess self accurately, sets personal goals,

monitors progress, and exhibits self-controlE. Integrity/honesty (chooses ethical courses of action)F. EnthusiasmG. Willingness to learn

Yrs. Work- Yrs. Wolk-11=12 plass 13..14 War&

PK

M

M

___- M___ YAM_Di_ _Yu _hi_ _AL

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ATTACHMENT C

LEARNING OBJECTIVES, STANDARDS AND EVALULTION METHODSCAREER PREPARATION INITIATIVE IN FINANCIAL SERVICES

BASIC ACADEMIC SKILLS

I . Rending. The student locates, understands, and interprets written information in prose and documentsby identifying explicitly stated facts, drawing accurate inferences, and formulating appropriategeneralizations necessary to perform college-level work.

2. Writing. The student writes thoughts, ideas, information, and messages by using correct grammar,spelling, capitalization, and punctuation and structuring sentences and paragraphs appropriately,organizing main and subordinate ideas, and recognizing basic writing conventions as measured by agrade of 13" or better in college English 101 (Composition 1) or a "C" or better in college English 105(Business Writing).

3. Sneaking. The student communicates thoughts, ideas, information, and messages orally by speakingfluent standard English with individuals or groups and using appropriate behaviors such as eye contact,posture, and gestures as measured by a minimum grade of "B" in college Speech 101(Fundamentals of Speech Communication) or a 'C' or better in college Speech 160 (Business andProfessional Speech).

4. math. The student demonstrates computational skills and knowledge of basic mathematical functions(adding, subtracting, multiplying, ald dividing whole numbers, decimals and fractions; computingpercents; and interpreting charts and graphs) by choosing appropriately from a variety of mathematicaltechniques to solve practical problems as measured by a "C" grade or better in a college-levelintermediate algebra class or a higher level math class.

THINKING SKILLS

5. Eathitetsphing. The student recognizes problems and devises and implements plans of action bywritiag short papers, answering essay questions, and analyzing case studies in group discussions, roleplaying, and simulations in the classroom and through monthly evaluations by workplace supervisors.

6. Decision-Making. The student makes decisions by defining goals and obstacles, generating andevaluating alternatives, and choosing the best plan ofaction by writing short papers, answering essayquestions, and analyzing case studies in group discussions, role playing, and simulations in theclassroom and through monthly evaluations by workplace supervisors.

7. Learning. The student evaluates efficient learning techniques and uses them to acquire and apply newknowledge and skills by successfully completing a series of workshops on learning styles.

gENERALSA2CAMEALSKELLS

8. Information Processing. The student demonstrates understanding of information processing bycorrectly identifying a variety of methods and formats for organizing information/data, efficientlyorganizing data for entry, accurately entering and storing documents and files, correctly printing anddistributing information, and checking documents for spelling, grammar, and accuracy as measured bya "C" grade or better in required course(s) and the satisfactionof the workplace supervisor.

9. Basic Comnuter Operations. The student demonstrates understanding and application of basicmicrocomputer concepts and operations by entering, editing, and storing data in appropriate formatsas measured by a "C" grade or better in the required course(s).

10. sagadshatidmars. The stuthnt applies basic concepts and knowledge ofspreadsheet softwareby modifying existing spreadsheds, creating formulas and new spreadsheets, and printing thespreadsheet with two or fewer minor errors according to specified formats and parameters providedby the instructor or workplace supervisor.

11. patabase Software. The student applies basic concepts and knowledge of database managementsoftware by modifying existing databases, creating new ones, and printing reports with two or fewerminor errors according to specified formats and parameters provided by the instructor or workplacesupervisor.

12. Keyboarding. The student has keyboarded at 40 words per minute with a maximum of three errorson a three-minute timed writing.

13. Processes Mail. The smdent sorts, prioritizes and routes a variety of incoming and outgoing mailand describes the various procedures for sending outgoing mail (e.g. UPS, Federal Express,messenger service) to the satisfaction of the workplace supervisor.

14. Business Etiquette. The student displays a cooperative, helpful attitude by greeting visitors/clients,making introductions, escorting them appropriately, and offering assistance resulting in visitor/clientsatisfaction on an ongoing basis to the satisfaction of the workplace supervisor.

15. isigusnownisatigul. The student performs telecommunications activities by demonstrating basicknowledge of telephone functions, exhibiting proper telephone etiquette and procedures, taking andleaving clear and coherent voice mail messages, and correctly preparing documents to be faxed onan ongoing basis to the satisfaction of the workplace supervisor.

16. Office Equipment. The student displays familiarity with basic office equipment by identifying,using, and performing simple maintenance on a 10-key calculator, photocopying machine, micro-computer printer, typewriter, fax machine, and multi-line telephone to the satisfaction of theworkplace supervisor.

17. riling. The student demonstrates filing skills by establishing an alphabetic, geographic, subject, andnumeric filing system and retrieving materials from these systems as measured by a passing gradein a filing test in an office procedures class.

18. Written Business COMMUllisdition. The student creates mailable business documents by generatingbusiness letters, memoranda, research themes, formal business reports, meeting minutes, simpleprocedural documents, job descriptions and performance evaluations in clear and grammaticallycorrect writing which effectively uses business vocabulary and proper formats to the satisfaction ofthe workplace supervisor.

19. Oral Business Communication. The student delivers effective oral business communication bymaking recommendations to supervisors and co-vvorkers, giving directions clearly and concisely inroutine and pressure situations, responding appropriately to nonverbal or implied communication,speaking tactfully, and not using slang as evaluated by the workplace supervisor.

20. Trains Employees. The student effectively orients his/her peers to their job duties as measured bya satisfactory evaluation by the workplace supervisor.

1,9

o'21. Customer Relations. The student demonstrates effective customer relations skills by establishing

a positive rapport with customers, offering options/alternatives to meet a customer's needs, referringcustomers to ;appropriate departments, and resolving misunderstandings and conflicts or referring theproblem on as measured by customer and workplace supervisor satisfaction on an ongoing basis.

EsTDUSTRY-SPECIFIC KNOWLEDGE AND SKILLS

22.

23.

24.

25.

General Busines Concepts. The student demonstrates proficiency in basic concepts of generalbusiness organi72tion; economics; marketing, sales and distribution; management; personalinvestment fundamentals; and business law by achieving a minimum cumulative 2.5 grade pointaverage in academic courses covering these areas.

Financial Services Concepts., The student demonstrates understanding of the financial servicesindustry by describing the basic function and operations of the finance, insurance, real estate,brokerage, and accounting sectors and identifying career opportunities in each sector as measuredby a "C" grade or better in an Introduction to Business class.

AcutuntingamikstRing. The student understands basic accounting principles by recording entriesin journals and ledgers according to generally accepted accounting principles as measured by a "C"grade or better in an accounting fundamentals class.

Esatignal_Arga. The student demonstrates understanding of technical terminology, basicoperations, and if appropriate, relevant information sources for research purposes for a specificvocational area as measured by the satisfaction of the teacher and workplace supervisor on his/hersummary report on each workplace experience.

EMPLOYABILITY SKILLS

26. Consumer Economics. The student incorporates the principles of sound consumer economics bydeveloping a workable personal budget which reflects a realistic salary as measured by a passinggrade on his or her budget project.

27. Job-Seeking. The smdent demonstrates effective job-seeking skills by identifying employmentopportunities, applying employment-seeking skills, and interpreting employment capabilities asevaluated by interviewer(s) for work placements.

28. Sip-the-Job. The student exhibits sound on-the-job practices by demonstrating appropriate workbehavior, attendance, and punctuality; accurately completing forms; un4,,rstanding personal corporatebenefits; maintaining a safe and healthy environment; maintaining a businesslike image; anddemonstrating flexibility as measured by a satisfactory evaluation by the student's workplacesupervisor.

PERSONAL QUALITIES

29. The student displays desirable attitudes including responsibility, self esteem, sociability, selfmanagement, integrity, honesty, enthusiasm, and a willingness to learn by satisfactorily completingthe prescribed coursework and work-based learning experiences required through the CareerPreparation Initiative with a minimum cumulative grade point average of 2.5 and adhering to theprogram's social and academic policies.

0

ATTACHMENT E

CAREER PREP EDUCATIONAL PHILOSOPHY

The Career Preparation Initiative in Financial Services is designed to provide studentswith both career competencies in the financial services industry and a foundation of basicacademic skills, emphasiemg thinking skills, decision-making skills, and communicationskills. Through this joint venture between business and our schools, personal qualitiesleading to professional success are developed and the student is prepared for employment,a professional career, and continuing education.

This education is effectively developed and delivered only through a genuinepartnership at all levels between the educational and employer communities. Bothdemonstrate their commitment to this educational approach by identifying and deliveringessential responsibilities and resources.

Within the educational community, the secondary and post-secondary partners arecommitted to delivering a quality educational program. The curriculum is articulated so thatstudents are provided with a *seamless" or continuous education. Technical and academiccurricula are integrated throughout, with a focus on thinking skills to empower students toactively construct knowledge for themselves. Cooperative problem-solving is also essential,and students learn the importance and benefits of teamwork and interpersonal skills.

A representative cross-section of the financial services community identifies andendorses career competencies which support and complement the educational partnership.These competencies are measurable, and student achievement toward them is assessed atregular intervals. Periodic internships in financial services companies allow students to learnskills in the context of real problems. Internships are sequenced so as to build upon thepreceding work experience and are integrated into the total curriculum.

Teachers and workplace supervisors are equipped with the knowledge and skillsneeded to make this program successful. To this end, they work with the employer andeducational communities in identifying and securing the resources they require to developand provide a quality educational program.

ATTACHMENT E

CAREER PREPARATION INITIATIVE - FINANCIAL SERVICESPROPOSED ACADEMIC AND SOCIAL POLICY

To encourage the development of desirable attitudes and job behaviors on the part ofstudents in the Career Preparation Initiative in Financial Services (CPI-FS) such asresponsibility, self-esteem, sociability, self management, integrity, honesty, and awillingness to learn, the following academic and social guidelines are recommended.

To remain a student in good standing:

1) 95% of all assignments are completed;2) 90% of all classes are attended;3) dress and grooming codes are followed; and4) a cumulative grade point average of 2.5 in CPI-FS classes is maintained after the

first semester in high school and college.

Students are withdrawn for violations of disciplinary policy of participating educationalinstitutions, including but not limited to cheating, theft, fighting, or excessive tardinessor absenteeism. Students' academic performance will be reviewed periodically andacademic probation will occur if improvement is not made within the specified timeframe.

All students are to review this policy with a program administrator or faculty member andsign a form indicating their understanding and agreement to abide by its terms.

4 4

ATTACHMENT G

Career Preparation Initiative - Financial ServicesCdrriculom Committee Members

Mr. Clarence BrownBusiness DepartmentHarold Washington College30 East Lake Street - Roam 301Chicago, IL 60601(0) 984-2806 (H) 994-2163

Ms. Dorothy BrownsteinJones Metropolitan High School606 South State StreetChicago, IL 60605(0) 534-8600 (H) 763-0941

Ms. Christine FranzDean, Faculty and InstructionHarold Washington College30 East Lake Street - Room 1132Chicago, IL 60601 .

(C) 984-2843

Ms. Raymonda T. JohnsonChair, English DepartmentHarold Washington College30 East Lake Street - Room 602hChicago, IL 60601(0) 984-2822 (H) 324-5684

Mr. Jack LombardAssociate ProfessorDepartment of Applied SciencesChicago City-Wide College6147 N. Sheridan RoadChicago, IL 60660(H) 334-4995

Dr. Mary McPhersonCurriculum CoordinatorJones Metropolitan High School606 South State StreetChicago, IL 60605(0) 534-8600 (H) 721-4290

Ms. Diana L. RobinsonDirector, Chicago Academy of Finance30 East Lake Street - Room 1105Chicago, IL 60601(0) 984-2775 (H) 943-9335

Dr. Sharon J. WheelerExecutive DirectorProductive Chicago Partnership Programs226 West Jackson - 14th FloorChicago, IL 60606(0) 368-8839

Ms. Dona J. YoungPresidentChicago Institute for Training andDevelopment

600 North McClurg - Suite 304Chicago, IL 60611(0) 944-0910 (H) 219/762-0115

Cia-rs CURRICULUM =Err=Scope of Work and Assignments

1. Review existing programs of study and course outlines for the ChicagoAcademy of Finance at the high school and community college levels todetermine:

2.

3.

4.

5.

6.

a. where learning objectives are addressed (by class and within courseoutline)

b. identify which, if any, objectives are not addressedc. recommend new classes.to-address these objectivesd. recommend substitution of classes which do not address objectivese. recommend changes to course outlinesf, recommend timing and programming for three work-based learning

experiences

C. Brown, D. Brownstein, C. Franz, R. Johnson, M. McPherson

Develop a work-based learning component which identifies specific,measurable objectives to be addressed by students' supervisors andassessment instruments for each of the three work experiences. Alsorecommend appropriate training, training resources, timetable andmaterials for supervisors.

J. Lmobard

Recommend teacher training/development activities, methods, resourcesand timetable at the high school and college levels.

Entire Committee

Write an academic philosophy dercribing our targeted student.

Entire Committee

Develop a student portfolio assignment that will span the entire fouryear program and reflect individual growth and mastery of many of theCPI-FS competencies. A, work journal should be incorporated into thisand at least one face-to-face student evaluation should be included.

Entire Committee

Identify external resources and internal/external support needed toachieve curriculum-related products described above.

Entire Committee

CHICAGO ACADEMY OF FINANCEADVISORY BOARD MEMBERS

Paul W. AndrusAccount Vice PresidentAmerican Express Travel RelatedServices Co., Inc.

Donald E. BrownPresidentEffective Management Technologies

Cozette BuckneyPrincipalJones Metropolitan High School

Steven CapouchVice PresidentUnit Manager Specialized Div. CFSDThe First National Bank of Chicago

Alan J. DeanChief Financial OfficerChicago Board Options Exchange

Sandra Filion FosterConsultantKetchum Public Relations

James A. FriedliebPartnerArthur Andersen & Company

Christopher P. GardnerManaging General PartnerGardner Rich & Company

Harry J. HarczakPartnerCoopers & Lybrand

ATTACHMENT

John M. KellerPartnerArthur Andersen & Company

John M. KissPartnerErnst & Young

John W. LombardAssociate ProfessorChicago City-Wide College

Loleta McDowellAdministratorHigh School Service CenterChicago Public Schools

Gloria McMahonSenior Vice PresidentShr mon Lehman Bros.

Bernice J. MillerPresidentHarold Washington College

David MurrayPartnerErnst & Young

Robert SaundersVice PresidentThe Northern Trust Company

Bernard SpillmanAssistant SuperintendentDepartment of Vocational andTechnological EducationChicago Public Schools

4. a

ATTACHMENT J

REQUEST FCR PROPOSALMARKETDIG MATERIAL FOR ME CAREER PREPARATION INITIATIVECM =ALMS or maw

41 I. Purpose of Project

A newmodel of business education is being developed through acollaboration of the City Colleges of Chicago, the Chicago Public Schools,and a cross-section of employers in Chicago's financial services industry.This effort, named the Career Preparation Initiative - Financial Services(CPI-FS), is based upon the European apprenticeship approach to educationwhich involves the employer in teaching relevant skills to students anduses objective performance measures to assess student.mastery of theseskills.

April 1, 1992

As envisioned by the 37-memdber CPI-FS working committee or "ImplementationTeam," the proposed program would consist of a four-year curriculum whichtakes the student from the llth and 12th grades of high school through atwo-year associate degree program at a community college. Students wouldbe taught the academic and vocational skills identified by employers asnecessary for a successful career in banking, insurance, real estate,accounting, commodities/securities/brokerage, and other financial servicesectors. Learning would occur not only in the classroom but in theworkplace, and employers will be asked to provide each student with severalwork-based learning opportunities throughout their four-year education.

The success of this project will depend upon employer involvement. Manytypes of employer commitments will be required, ranging from providingquality student and teacher internships to hiring students for entry-levelpositions. To this end, effective employer recruitment material must bedeveloped which communicates the importance of this project to the businesscommunity and persuades key corporate decision-makers to commit neededresources to CPI-FS.

Five (5) copies of the proposal and the attached bid forms must be signed,enclosed in a sealed envelope, and sent to the City Colleges of Chicago,Office of Purchasing, Room 1241, 226 West Jackson Boulevard, Chicago, IL60606-6998 ty 12:00 noon, on Monday, April 20, 1992. Proposals receivedafter than time will not be considered. Please note that the City Collegesof Chicago will be closed on April 16 and 17, 1992.

For additional information, call Ms. Diana Robinson, Director of theChicago Academy of Finance, Harold Washington College, 312/855-8127.

II. Scope of Services

Professional marketing/pUblic relations services are being sought for thedevelopment of audio-visual and printed material to recruit employerinvolvement in the Career Preparation Initiative - Financial Services. Theconsultant will provide the following services:

Task 1: Preparation of a reproducible audio-visual presentation whichibleik-s to the effectiveness of the CPI-FS approach to workforce preparationand the benefits of employer involvement. This would be presented tosenior financial services executives by a marketing team of CPI-FSrepresentatives.

City Colleges of ChicagoRe_qest for ProposalPage 2

Task 2:- Preparation of a written brochure reinforcing the key messageForribi conveyed in the above material which could be left behind anddistributed internally. This brochure should be a basic "stand alone"information piece and appropriate for distribution to the general businesscommunity. The consultant will provide camera-ready copy of this material.

Task 3 ((ptional): Preparation of a written brdchure targeted to potentialstudents of the CPI-FS program and their parents. This brochure woulddescribe the program, highlight its unique features, and emphasize theeducational benefits to students. Camera-ready copy of this material wouldbe provided.

Task 4: Two presentations to the CPI-FS Implementation Team: one to thesub-committee overseeing this project; and a second to the full CPI-FSImplementation Team.

III. Preparation of Proposal

All costs incurred in the preparation of proposals shall be borne by thevendor.

Cral explanations or instructions given before the award of the contractwill not be binding. Any information given to a prospective vendorconcerning the request will be furnished to all prospective vendors as anaddendum to the RFP, if such information is necessary to vendors insubmitting offers on the solicitation, or if the lack of such informationwould be prejudicial to the uninformed vendors.

Each proposal shall include a letter of transmittal which bears thesignature and title of an authorized representative of the vendor. Theletter shall indicate that the vendor's proposal is a firm offer for sixty(60) days and that the vendor shall comply.with the terms of the RFP. Theletter shall also indicate the existence and nature of any contemplatedsubcontractor relationship.

The proposer may designate those portions of the proposal which containtrade secrets or other proprietary data which shall be treated asconfidential.

The proposal shall contain, as a minimum, the following information.

1. Background of firm.

2. Demonstrated capability to perform task (list of clients for whomsimilar materials have been prepared in the past is preferred).

3. Cost by task as described in the scope of work.

TV. Project Schedule and Budget

It is expected that work would commence May 11, 1992. All work must becompleted by June 30, 1992. A $15,000 budget is available for all servicesassociated with this project.

City Colleges of ChicagoRequest for ProposalPage 3

V. Evaluation Criteria

City Colleges of Chicago will select a contractor on the basis of theresponsiveness of the proposal to the RFP requirements and the vendor'swillingness to negotiate and execute an acceptable written agreement. CityColleges of Chicago reserves the right to reject any, some, or allproposals, and to request written clarification of proposals and supportingmaterials.

All submittals will be evaluated according to the following criteria:

pTa) the proposer's demonstrated experience in developing similarmaterials;

fob) the quality of references which the proposer receives;sc) the overall quality of the proposal submitted;,A) the qualifications of key personnel committed to the project;e) the organization of the process of accomplishing the project

as outlined in the scope of services;, f) the cost of completing the project as defined in the proposal and

any subsequent negotiations.

VI. Contract Award

City Colleges of Chicago reserves the iight to negotiate with more than onepotential awardee after the submission of all proposals.. The successfulproposer will be required to enter into a contract with City Colleges ofChicago, which.incorporates as part of the contract this RFP and theproposer's response to the RFP.

VII. Appendix

a. Proposers must comply with all laws, ordinanCes, regulations and codesof the federal, state, and city governments which may in any way affectthe preparation of proposals of the performance of the contract.Proposers must also comply with the Board Rules of the City Colleges ofChicago.

b. Time is of the essence in all matters regarding proposals.

c. City Colleges of Chicago has absolute discretion with regard toacceptance and rejection of proposals.

d. False statements in proposals will disqualify the proposal.

e) In order to be considered, the party submitting a proposal waives theright to bring legal proceedings challenging the Board's choice of theaward proposal.

BID FORMS

Schedule of Bid Documents to be submittedThe following schedules document compliance vith the Board of TrusteesMinority/Vomen Contract Participation Plan. Schedules A, B, and C must besubmitted vith a bid or proposal. Schedule D is used to monitor complianceafter a contract is avarded. All forms must be completed and submitted withthe proposal sheet in the pink bid envelope.

M/VBE Schedule A - Compliance Proposal and AffidavitPart I requests information regarding the status of the bidder/proposer.Particular attention should be given to the required attachments becausefailure to attach the documents may void the bid.

Part II should be completed by any bidder/proposer vho intends toutilize a M/VRE.subcontractor or supplier. Only those subcontractorsand suppliers that the bidder/proposer is coamitted to using on theCity Colleges of Chicago contract should be included.

Part III should be completed only if the bidder/proposer intends to enterinto a joint venture vith an M/VBE for this particular contract.Bidder/proposers not entering joint ventures need not complete thissection.

Part IV is a summary of H/VBE participation vhich should be completedby all bidder/proposers regardless of the extent or type ofparticipation. After the avard on the contract changes from theinformation included in this schedule vill not be permitted vithout theapproval of City Colleges of Chicago.

M/VBE Schedule B -Letter of Intent from M/VBE to Perform as Subcontractors, Supplier,or Joint VentureBidder/proposers must attach a completed Schedule B for each M/VBElisted in Schedule A. Schedule B must be coapleted and signed by theM/VBE, not by the bidder/proposer. A bidder/proposer vhich is a M/VBEneed not complete Schedule B for itself, but must include Schedule B'sfor any other proposed MAME participant in the contract. If a fullycompleted and executed Schedule B is not submitted vith the bid, it mustbe received by the Office of Contract Compliance within five businessdays after the bid opening. All post-bid submissions must have theoriginal signatures on all documents.

M/VBE Schedule C - Request for 'WaiverSchedule C must be completed by any bidder/proposer submitting a bidvhich does not meet the Board's requirements of 17% MBE and 7% VBEparticipation.

The vaiver request must establish by clear and convincing evidence thatfull compliance vith MBE or VBE requirements is not possible or iseconomically unreasonable under the circumstances. The waiver requestmust be submitted with vritten documentation demonstrating your "GoodFaith Efforts" to comply vith the M/VBE Special Conditions.

M/VBE Schedule D - M/VBE Progress ReportSchedule D is used to report compliance vith the M/VBE requirements ofthe contract following avard of a contract. It need not be submitted aspart of a bid or proposal.

City Colleges of Chicago 07/01/89-4; 0

M/VBE BID'FORMS

M/VBE Schedule A - M/VBE Compliance ProPosal and Affidavit

The bidder/proposet shall satisfy the M/VBE participation goalsapplicable to this contract through one or more of the following means.

I. KBE or VBE Bidder/Proposer.

1. Is the bidder/proposer an MBE? Yes No

2. Is the bidder/proposer a VBE? Yes No(If the ansvere to questions.1 and 2 are both "No," skip downto Part II and do not answei the remainder of Part I).

3. Is the bidder/proposer cerified as an MBE or a VBE by thePurchasing Department of the City of Chicago? Yes No(If "Yes," attach a copy of the City of Chicago Letter ofCertification)

4. Does the bidder/proposer have a current application forcertification pending with the Purchasing Department of theCity of Chicago? Yes No

5. Has bidder/proposer ever applied to the Purchasing Departmentof the City of Chicago for certification as an MBE or VBE?

Yes No(If "No," skip question number 6 and go on to question number 7).

6. Has the Purchasing Department of the City of Chicago everrejected an application for certification as an KBE or VBEfiled by bidder/proposer? Yes No(If "Yes," explain the circumstances on separate sheet).

7. Had bidder/proposer identified himself or herself as aminority or women-owned business as of the effective date ofthis Plan through the Purchasing Department of City Colleges'form for Disclosure of Minority or Women Ownership or throughsome other form provided by the Purchasing Department of CityColleges?

Tes No(If "Yes," attach a copy of the completed fors for Disclosureof Minority or Women Ownership).

II. MBE AND VBE SUBCONTRACTORS AND SUPPLIERS.(The subcontractor or supplier can only be counted as either anMBE or a VBE, never as both)

City Colleges of Chicago 07/01/89

Schedule A - Cont'd

1. Name of MAME:

Address:

Contact Person:

MBE

Phone:

VBE (check one)

Dollar Amount of Participation:$

Percent of Participation:Z

Describe the subcontracting vork or supplies the M/VBE vill provide:

2. Name of M/VBE:

Address:

Contact Person:

MBE

Phone:

VBE (check one)


Percent of Participation:%

Describe the subcontracting,vork or supplies the M/VBE v111 provide;

3. Name of M/VBE:

Address:

Contact Person:

MBE

Phone:

VBE (check one)


Percent of Participationa


Schedule A - Cont'd

Describe the subcontracting vork or supplies the M/VBE vill provide:

4. Name of M/VBE:

Address:

Contact Person: Phone:

MBE VBE (chedk one)


Percent of Participationa

Describe the subcontracting work or supplies the M/VBE vill provide:

5. Name of M/VBE:

Address:

Contact Person: Phone:

mBB VBE (check one)


Percent of Participation:Z

Describe the subcontracting work or supplies the M/VBE vill provide:

6. Attach additional sheets as needed.


0 4

Schedule A - Cont'd

III. JOINT VENTURES

1. Is the bidder/proposer a joint venture? Tes No(If "No," do not ansver the remaining questions in this Part III).

2. Specify the respective percentages of ovnership and control ofeach co-venturer.

Co-VenturerZ of Ovnership

(Check one) and Control

MBE VBE

KBE

KBE

MBE

VBE Z

VBE Z

VBE Z

MBE VBE Z

Each MBE and VBE co-venturer must attach to this Schedule a copy of hisor her Letter of Certification fit= the Purchasing Department of the Cityof Chicago, or a copy of his or her pending application for certificationby the Purchasing Department of the City of Chicago, or a copy of his orher form for Disclosure of Minority or Women Ovnership submitted to thePurthasing Department of City Colleges.

3. State the dollar amount of participation and the percentage ofparticipation of each MBE or VBE co-venturer.

Dollar Amount Percentage ofMBE CoVenturers of Participation Participation

$

$

$


3

Schedule A - Cont'd

Dollar Amount Percentage of

VBE Co-Venturers of Participation Participation

Z

IV. SUMMARY OF MBE AND VBE PARTICIPATION.

$

Dollar Amount Percentage of

MBE Firm Names Of Participation Participation

$.

Total MBE Participation

Dollar Amount Percentage ofVBE FIRM NAMES of Participation Participation

Z

Total VBE Participation $ Z


:)4

Schedule A - Cont'd

I solemnly declare and affirm under penalty of perjury that the factscontained in this document are correct, that no material fact hasbeen omitted, and that I ad authorized on behalf of the contractor tomake this affidavit.

SIGNATURE OF AFFIANT:

.TITLE:

FIRM NAME:

ADDRESS:

CITY: STATE ZIP

TELEPHONE NO:

DATE:


MAME Schedule BLetter of Intent from MBE/VBE to Perform As Subcontractor, Supplier and/orConsultant

To: and the City Colleges ofChicago. (Name of Contractor, Bidder/Proposer)

The MBE/VBE intends to perform vork in connection vith the above projectas a: Subcontractor Joint Venture Supplier

The MBE/VBE itatus is confirmed by:

Letter of certification from the City of Chicago.

Copy of pending certification application vith the City of Chicago.

City Colleges' form for Disclosure of Minority or Women Ovnership.

The undersigned is prepared to provide the folloving services or suppliesin connection vith the above referenced contract:

List the dollar amount of participation and the payment schedule for theabove-described services:

Attach additional sheets if needed to fully describe the M/VBE'sproposed scope of work and /or payment schedule.

The undersigned vill enter into a formal agreement for the abovereference contract with the Bidder vithin (5) five vorking days of TheBidder/Proposer's receipt of a signed contract from City Colleges.

I solemnly declare and affirm under penalty of perjury that the factscontained in this document are correct, that no material fact has beenomitted, and that I am authorized on behalf of the contractor to sakethis affidavit.

SIGNATURE OF AFFIANT:

TITLE: DATE:

FIRM NAME:

ADDRESS:

CITY: STATE ZIP

TELEPHONE NO:

MBE: Yes NoWEE: Tes No


v 0

M/VBE Schedule C - Request for Vaiver

The bidder/proposer respectfully requests a waiver of the MBE or VBE goalsapplicable to this contract.

:1. The MBE goal applicable to this contract is 17 X; the VBE goalapplicable to this contract is 7 E.

2. The bidder/proposer commits to achieve Z MBE participation andrequests waiver of the remaining Z of the MBE goal.

3. The bidder/proposer commits to achieve X VBE participation andrequests waiver of the remaining Z Of the VISE goal.

4. Describe in detail with supporting documentation, why despite goodfaith efforts the M/VBE goals in this contract cannot be net.Particular attention should be given to Section VIII of the Planconcerning waivers and the need to explain why it is noteconomically feasible to met the applicable goals.

I solemnly declare and affirm under penalty of perjury that the factscontained in this document are correct, that no material fact has beenomitted, and that I an authorized on behalf of the contractor to sakethis affidavit.

SIGNATURE OF APPIANT:

TITLE: DATE:

FIRM NAM:

ADDRESS:

CITY:

TELEPHONE NO:

STATE ZIP


Ms PARTICIPATING DI CPI-Ps VIDEO

Mr. Milton DavisChairman of the Board

South Shore Bank7054 South Jeffery Boulevard

Chicago, IL 60649

Mr. Charles DohertyPresident and Chief Operating Officer

Midwest Stock Exchange440 South LaSalle Street

Chicago, IL 60605

Mr. S. Martin Hickman.Chainman and Chief Operating OfficerBlue Cross/Blue Shield of Illinois

233 North Michigan AvenueChicago, IL 60601

Mr. Henry G. MacMorranPresident and Chief Operating Officer

LaSalle Bank Lakeview3201 North AshlandChicago, IL 60657

Mr. Wilbert A. ThielPresident and Chief Operating Officer

The Chicago Corporation208 South LaSalle Street

Chicago, IL 60604

B. Kenneth MstChairman and Chief Executive Officer

Harris Trust and Savings Bank111 i*st Monroe StreetChicago, IL 60690

0 CA

ATTACHMENT L

TALKING POINTS AND INTERVIEW QUESTIONS FOR CEOsCAREER PREPARATION INITIATIVE - FINANCIAL SERVICES VIDEO PROJECT

Talking Points

- Quality of the American worker: too many new workers are unqualified for entry leveljobs. By forming partnerships with education we can begin to remedy this.

- Responsibilities of employers may have to include more involvement in the education ofour young people by providing increased exposure to the workplace, hands-on training,and support of relevant education to prepare youth for entry into the workplace.

- The gap between what the educational system is providing and what the businesscommunity is getting needs to be filled. One remedy is to have the two major playerseducation people and business people work together.

- Human resource managers from the financial services industry have taken the initiativein this program by contributing to the curriculum and laying the groundwork necessaryfor mutual accountability and responsibility. We now, need to commit meaningfulinternships, work supervisors, and training personnel tc the students who qualify for theCareer Preparation Initiative program.

- The apprenticeship model upon which the program is based depends on the commitmentand interest of an older generation. By providing expanded internships and workbasedlearning opportunities, the experience of seasoned workers is passed on to new workersthrough hands-on work, through the personal relationships which develop, and throughdaily involvement on the job.

- A cmcial point here is the structured relationship that has formed among financial serviceemployers, the Chicago Public Schools, and the City Colleges of Chicago. By creatingthis program together, we know what the other is doing, the students are learning relevantskills, and, for the first time, there is a sense of ownership in this program by all threesectors through their hands-on participation in developing the Career Preparation Initiative.

0-

Interview Questions

Why are you commining resources to the Career Preparation Initiative - Financial Services(CPI-FS)?

Describe what you see happening to the American workforce.

How does the CPI-FS address your concerns about the workforce?

How would you define the role of an employer? How has this role changed?

Address the concerns that the business world, specifically the financial services industry, hasabout the quality of education.

You are addressing a peer, a CEO at a major corporation. Tell this CEO why he/she shouldcommit resources to this program.

4 0-2-

Video on the CPI-FS Program

OverviewPurpose

What do we want from the viewers at the end of the video?We want them to want to know more; we want their interest piqued, their curiousity

aroused, and we want them to have a feeling that this program, out of the many programs

offered through many schools and agencies, could work, especially if they--the viewers--

become involved. We want them to know that they, their businesses, our city, and our

youth will benefit from being involved.

Tone

What kind of tone would best propei the video?Professional. A sense of potential. Serious. Pace and power. Committed people. Asense of the impact the program can have. Different Unique. Sense of mutual

responsibility.

Point of ViewWho is presenting the information in the video?People who axe tops in the field: CEOs, Chairman of the Board of City Colleges ofChicago

People who are tops in the program: Principal at Jones, representatives from the I-team,.teachers

People who would end up working closely with the program: students from Jones, humanresource professionals in the fmancial service industry

Ikiap le who would benefit from the program: every speaker, from the CEO to the studentsat Jones

What the Viewers Will Know After Watching the Video

Point 1That the CPI-FS program is a unique partnership between education andemployers with incredible potential to effect change in the quality of ourworkforce but that the potential will only be realized if there is "top down"participation from industry leaders.

41

2

That the employer has a mandate to invest in the American workforce now,and that this program is a strategic, long-term investmentThat without this type of investment, we as a country will continue tosuffer in the international marketplace and continue to waste the majorhuman potential of our youth

Narrative Strategies to address this point

Statements and "buy-ins" from CEOs and resptcted representatives from allparts

of the partnership. CEOs talking about their vision of future of the industiy

Statement from human resource professional on the present quality of the

workforce, something hie, "What we have is people who are applying for entry level jobswho are not qualified, who don't have what it takes. What we need are job applicants whohave the basic skills and who are eager to learn. With this program we'll get this and more--we'll have applicants familiar with the industry who have been taught using a curriculumthat we helped design and implement"

*CEOs talking about opening the doors to innovation, to new ways of thinking

about education, to embracing an apprenticeship model of education and training

Visual Strategies:

*quick workplace shots

*head shots of speakers, wide shots on office

Point 2

'That the CPI-FS program is different from any regular education andtraining program in the Chicago Public Schools or City Colleges ofChicago',That the CPI-FS program will improve the reputation of CPS and CityColleges of Chicago

Narrative Strategies:

*Show Jones and its representatives: its principal, its teachers, its students

Interview students who talk about their desire to make it, that what they want is astrong education and a program which provides exposure and opportunities to work andlearn

612

0.

Appeal to pride in our city: no matter what William Bennett says, if we all are

committed to quality, Chicago can have quality career preparation programs for our

students.

Visual Strategies:

*good looking kids...kid in school clothes...kid in work clothes

*Jones and its classrooms in action

Point 3That the CPI-FS program will work, is unique, and is supported by a teamof professionals unequaled in the nation

Narrative Strategies:

*Spokespersons from key people from the Implementation Team who have been

involved from the beginning- Diana, Alex

'Ron Gidwitz as demonstration of top level commitment on the public side of this

partnership and also speaking as a business leader and employer

Visual Strategies:

*shots of people in the workplace working in teams

close ups...reaction shots....kids learning....on the job scenes

Community Television Network, Video Services312.278.8500

Creative Team:Deb EllisChris KowalkeChris Bayard

43

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Dir

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30 E

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0601

312-

984-

2775

7

ATTACHMENT N

CHICAGO IF'ACADEMY OF FINANCE

JONES MEMOPOLITAN HIGH SCHOOLOF

BUSINESS AND COMMERCE

Introduces the New

CHICAGO ACADEMY OF FINANCE

for

High School Juniors and Seniors

Jones Metropolitan High School606 South State StreetChicago, IL 60605

A Program of the National AcademyFoundation

andA Tech Prep Program

Illinois State Board of EducationDepartment of Adult. Vocational

and Technical Education

A N

ew B

usin

ess

Prog

ram

for

Pub

licH

igh

Scho

ol S

tude

nts

The

Chi

cago

Aca

dem

y of

Fin

ance

(C

AF)

is a

uni

que

high

sch

ool b

usin

ess

prog

ram

des

igne

d to

hel

p 11

than

d 12

th g

rade

stu

dent

s le

arn

abou

t Chi

cago

'sfi

nanc

ial s

ervi

ces

indu

stry

bot

h in

the

clas

sroo

man

d on

-the

-job

.

CA

F in

trod

uces

stu

dent

s to

the

arra

y of

sec

tors

com

pris

ing

Chi

cago

's w

orld

-cla

ss f

inan

cial

com

mun

ity:

acco

untin

g,ba

nkin

g, s

ecur

ities

and

com

mod

ities

exch

ange

s, b

roke

rage

, ins

uran

ce, a

nd r

eal e

stat

e.

CI&

Pre

pare

s St

uden

ts f

or C

olle

geor

the

Wor

kfor

ce

Stud

ents

who

suc

cess

fully

com

plet

e th

e C

AF

prog

ram

at J

ones

Met

ropo

litan

Hig

h Sc

hool

are

str

ongl

yen

cour

aged

to a

ttend

col

lege

to p

ursu

e th

eir

busi

ness

stud

ies.

One

opt

ion

iS a

two-

year

Chi

cago

Aca

dem

y of

Fina

nce

prog

ram

off

ered

at H

arol

d W

ashi

ngto

n C

olle

gefo

r st

uden

ts in

tere

sted

in a

cqui

ring

an

Ass

ocia

teD

egre

e. F

rom

ther

e, s

tude

nts

may

tran

sfer

to a

sen

ior

inst

itutio

n to

obt

ain

thei

r ba

ccal

aure

ate

degr

ee.

Gra

duat

es o

f C

AF

at J

ones

Met

ropo

litan

Hig

h Sc

hool

are

also

qua

lifie

d fo

r a

vari

ety

of e

ntry

-lev

elpo

sitio

ns th

roug

hout

the

fina

ncia

l ser

vice

s in

dust

ry.

Uni

que

Feat

ures

A p

rogr

am o

f th

e N

atio

nal A

cade

my

Foun

datio

n, C

AF

is o

ne o

f 45

fin

ance

aca

dem

ies

acro

ss th

e U

nite

dSt

ates

. Sev

eral

uni

que

feat

ures

cha

ract

eriz

e al

lA

cade

mie

s of

Fin

ance

:

* Sp

ecia

lized

cla

sses

in f

inan

ce d

evel

oped

by

busi

ness

exp

erts

.

* Pa

id s

umm

er in

tern

ship

s af

ter

the

I I

th y

ear

ofhi

gh s

choo

l.

* C

olle

ge-l

evel

cla

ss e

xper

ienc

e in

the

seni

orye

ar.

49

* O

ppor

tuni

ties

to e

stab

lish

pers

onal

con

tact

sw

ith p

rofe

ssio

nals

in th

e in

dust

ry.

Inte

nsiv

e A

cade

mic

and

Voc

atio

nal

Prep

arat

ion

Stud

ents

acc

epte

d in

tO C

AF

follo

w a

two-

year

acad

emic

and

voc

atio

nal p

rogr

am. F

ollo

win

gar

e th

e cl

asse

s re

quir

ed f

or e

ach

year

.

Juni

or Y

ear

Wor

ld o

f Fi

nanc

e/Se

curi

ties

Ope

ratio

nsT

ypin

g I

Bus

ines

s E

nglis

h I

Ele

ctro

nic

Bus

ines

s Pr

oced

ures

Com

pute

r M

ath

Fund

amen

tals

/App

licat

ions

Hig

h Sc

hool

Rea

ding

Im

prov

emen

t/Ora

lC

omm

unic

atio

ns a

nd S

peec

hA

ccou

ntin

g I

and

IIFo

reig

n L

angu

age

Phys

ical

Edu

catio

n

$eni

or Y

ear

Ban

king

and

Cre

dit/F

inan

cial

Pla

nnin

gU

nite

d St

ates

His

tory

Bus

ines

s E

nglis

h H

Col

lege

-Lev

el B

usin

ess

Cla

ssFo

reig

n L

angu

age

Phys

ical

Edu

catio

n

Spec

ial C

AF

Act

iviti

es

Stud

ents

enr

olle

d in

the

Chi

cago

Aca

dem

y of

Fina

nce

also

par

ticip

ate

in n

umer

ous

spec

ial

activ

ities

des

igne

d to

fur

ther

thei

r un

ders

tand

ing

of th

e fi

nanc

ial s

ervi

ces

sect

or. T

hese

incl

ude:

- St

ock

Mar

ket G

ame

- Sp

eake

rs f

rom

the

fina

ncia

l ser

vice

s in

dust

ry-

Tri

ps to

loca

l fin

anci

al s

ervi

ces

com

pani

es-

Bus

ines

s sk

ills

wor

ksho

ps-

Exc

hang

e tr

ips

to o

ther

Aca

dem

y of

Fin

ance

scho

ols

(out

side

of

Chi

cago

)-

Spec

ial g

radu

atio

n ce

rem

ony

(sen

ior

year

)

Loc

al a

nd N

atio

nal B

usin

ess

Res

ourc

es

An

Adv

isor

y B

oard

con

sist

ing

of s

enio

r ex

ecut

ives

inC

hica

go's

fin

anci

al s

ervi

ces

indu

stry

and

loca

l edu

cato

rs

keep

s th

e C

hica

go A

cade

my

of F

inan

ce u

p-to

-dat

e an

dre

leva

nt to

toda

y's

wor

kpla

ce.

The

Nat

iona

l Aca

dem

y Fo

tinda

tion(

NA

F) p

rovi

des

addi

tiona

lre

sour

ces

from

a n

atio

nal p

ersp

ectiv

e. N

AF

was

est

ablis

hed

in 1

982

to e

ncou

rage

and

sup

port

par

tner

ship

s be

twee

nbu

sine

ss a

nd e

duca

tion

to s

tren

gthe

n th

e pr

epar

edne

ss o

fth

e A

mer

ican

wor

kfor

ce. N

AF

prov

ides

pro

fess

iona

lde

velo

pmen

t opp

ortu

nitie

s fo

r _t

each

ers;

a n

atio

nal n

etw

ork

amon

g st

uden

ts, t

each

ers

and

busi

ness

par

ticip

ants

; and

copy

righ

ted

curr

icul

um m

ater

ial i

n fi

nanc

ial s

ervi

ces

oper

atio

ns.

The

Aca

dem

y of

Fin

ance

Wor

ks!

Bas

ed o

n a

natio

nal r

ando

m s

urve

y of

gra

duat

es f

rom

Aca

dem

ies

of F

inan

ce, t

he f

ollo

win

g fm

ding

s em

erge

d:

* 92

% o

f th

e pr

ogra

m g

radu

ates

rep

orte

d th

at th

eA

cade

my

of F

inan

ce h

elpe

d th

em to

mak

e co

ncre

teca

reer

dec

isio

ns.

* 90

% s

aid

that

the

prog

ram

pre

pare

d th

em f

orem

ploy

men

t.

* 95

% o

f al

l gra

duat

es w

ent o

n to

col

lege

.

* 68

% o

f pr

ogra

m g

radu

ates

are

wor

ldng

, and

hal

f of

them

in th

e fi

nanc

ial s

ervi

ces

area

.

* T

he A

cade

my

ofF

inan

ce h

as p

rove

n an

exc

elle

ntve

hicl

e fo

r yo

ung

wom

en a

nd m

inor

ity y

outh

toac

cess

non

trad

ition

al, w

ell-p

ayin

g jo

bs w

ith c

aree

rpo

tent

ial.

The

se g

radu

ates

per

form

ed a

s w

ell i

npo

st-s

econ

dary

edu

catio

n an

d em

ploy

men

t out

com

esas

oth

er y

outh

ix th

e pr

ogru

m.

50

Elig

ibili

ty R

equi

rem

ents

Any

Chi

cago

hig

h sc

hool

stu

dent

, whe

ther

ina

priv

ate

or p

ublic

sch

ool,

who

has

a 1

111

aver

age

and

95%

atte

ndan

ce r

ate

is e

ligib

le f

orC

AF.

To

be a

ccep

ted

into

the

prog

ram

you

mus

tco

mpl

ete

the

CA

F ap

plic

atio

n, in

terv

iew

with

the

CA

F C

oonE

nato

r at

Jon

es M

etro

polit

an H

igh

Scho

ol, a

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ign

a tw

o-ye

ar a

gree

men

t to

follo

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e C

AF,

prog

ram

and

its

requ

irem

ents

. The

stud

ent's

par

ents

mus

t als

o si

gn a

con

sent

for

m.

Lim

ited

Spac

e -

App

ly N

ow!

A li

mite

d nu

mbe

r of

stu

dent

s am

acc

epte

din

to th

e C

hica

go A

cade

my

of F

inan

ce.

App

licat

ions

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acc

epte

d ye

ar-r

ound

and

are

cons

ider

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the

orde

r of

thei

r re

ceip

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uden

ts a

re e

ncou

rage

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app

ly e

arly

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eir

soph

omor

e ye

ar. T

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ceiv

e an

appl

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ion

form

, com

plet

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e en

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r co

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Ann

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ATI .CHMENT R

STRATEGIES FOR SUCCESSFALL 1991

The Chicago Academy of Finance is again offering its 'Strategies for Success' seminars to help Harold

Washington College students gain the competitive edge in the business world. This school year the seminars

will be offered during both the fall and spring semesters. For this Fall '91 semester, the seminars are scheduled

for December 3, 5, 11, and 12. All seminars will be held in Room 394 from 1:30 to 2:30 p.m.

To reserve your space at one or more of these timely seminars, contact Violin Hughes at 984-2775 or stop by

Room 1105.

"THE ECONOMY AND YOUR CAREER: How to Plan in Uncertain Times"December 3, 1991

Marya Sovacik, Senior Staff Development SpecialistThe Northern Trust Company

Back by popular demand, Ms. Kovacik will conduct a workshop to help you identify and prioritize your careeroptions. Don't let economic uncertainty stand in the way of the job you want! Come to this seminar and take

control over your future.

"FINANCIAL PLANNING FOR STUDENTS"December 5, 1991

Mel Stoesser, Assistant ManagerConsumer Creclit Counseling Service

Managing your budget is always a challenge for students, and is even moredifficult when economic times are

tight. This seminar is geared to the business student who must juggle the budget demands of school, studentloans, family and a social life. Learn how to make even a small income work for you!

"THE NEW RESUME"December 11, 1991

Tony Fuller, Assistant Director of RecruitingArthur Andersen & Co.

You need every competitive edge you can get in today's job market. *Because your resume is usually the first

contact you have with an employer, make sure it effectively sells you. A top recruiter will share his insightsand let you know what works in a resume.

"HOW TO READ THE WALL STREET JOURNAL"December 12, 1991

Bob Chrismer, Vice President, First Chicago Corp.Jack Lombard, Associate Professor, City-Wide Coll,te

Don't be daunted by the seemingly impenetrable Wall Street Journal. Let a banking executive and a collegeprofessor demystify the nation's leading financial newspaper. Learn how the Journal can be an essential toolfor schooi and business.

:C3 1/4.1

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ATTACHMENT T

JONES REPORTERVOL. 22 - NO. 1 JONES METROPOLITAN HIGH SCHOOL OF BUSINESS & COMMERCE

OF

SEPTEMBER 1991

ultjto,OF

Christopher P. Gardner.Manager, Gardner Rich &Co. Chicago Academy ofFinance Advisory Board.

Nelvis M. Brad).Chancellor, City Colleges

of Chicago. ChicagoAcademy of Finance

Advisory Board.

Susan :tunny. Directorfor Program Adm..National Academy')

Foundation.

Bernard SpiHman,ANsistant Superintendent

Chicago PublicSchools.

Annie B. Miller. Academy')of Finance. Teacher

Specialist. !ImesMetropolitan ti:gh

School.

Diana Robinson, Director ofProgram's. Harold Washiagton

College.

o.

.5,

"2.;34At

Donald E. Brown, ChairmanChicago Academy of Finance

Advisory Board, PresidentEffectise Management Technologies

BEST COPY AMIABLE

Initiation Of TheAcademy Of Finance

by Anabel AndrangoAs all of us waited anxiously for the

commencement of the program. I wasable to talk to a parent and ask herreaction to thh ceremony for thestudents who are part of Academyof Filmset.

She was very proud of her daughterand she was so excited as she had neverexperienced such an occasion.

Finally, Mrs. Buckney came up tothe podium and requested everyone'sattention to the beginning of the pro-gram. First she expressed her emotionsabout the Academy of Finance. "Wehave worked diligently with theBusiness Council for over six monthsto be able to have this moment."

Donald E. Brown, Chair of theChicago Academy of Fin:, cc AdvisoryBoard was next on the podium. His ex-pressions of endearment weresomething like this: "I feel like a proudfather today! For six months I havebeen waiting for this baby." The sur-prise was that each an.J every singlestudent of the Academy of Financewould qualify for a ;cholarship whichwould in turn enable them to go to anycollege they would like to attend. Therequirements were: I) The studentmust be eager enough to want to go tocollege. 2) A student must be enrolledin the Academy of Finance curriculum.3) Also the students who are sattsfac-torialy in the curriculum will also havea paid summer internship which will bein the business community. 4) Thc stu-dent, in order to receive a scholarship.must have a B plus average, and have a95 percent attendance rate to qualify .

After the presentation by Mr.Brown, Mrs. Buckey and Ms. AnnMiller introduced the charter class ofthe Academy of Finance.

The students were: William Alex.ander, Norma Aranda, LakeishaBeans, Asantewaa Beasley, LakenaBoyd, Nicole Clark, Willie Curry,Peliar Durden, Giovanna Espinoza,. . .

Cherrie Little, Jacquelync Little,Venita Lockett, Tamara Mckenzie.Latre MorrOw, Shaneen New ton.Timothy Parker, Tekenya Peek. IvyPorter, Hubert Ptak. Deborah Rainey,Shelley Riggs, Esmeralda Roque,Helen Rucker, Beatriz Sanchez, IrmaSanchez, Patricia San Martin. HowardSchabow, Cheryl Scott, Tasha Undcr.wood, Jaime Villanueva, TamalaWright.

Next up was one of the most influen.tial ladies, Diana Robinson, thc Chairfor City Colleges of Chicago. She em-phasized the fact that JonesMetropolitan High School is the onlyhigh school to have such a curr.culurnand the only one to have an internshipprogram in the business community.The only one in ihc vit.- of Chicago:What an honor.

Following Diana was the Superinten-dent of Chicago Public Schools, TeaKimbrough. He has been in publiceducation for over 36 years and hc wasalso a principal of a school but he men-tioned he had never seen such motiva-tion in a class. One thing he made clearwas that 95% of the class was a minori-ty. But this was a good sign to thebusiness community, for it shows theminority groups are recognizing thevalue of an education and especially inthe business environment. One of thespeakers said she felt as if she hadgiven birth to the greatest thing ever."I've just gone through an immaculateconception!" But in general eachspeaker was proud to say that this wasthe future generation of the workforce. And they're pretty happy it%people with such a background, notonly educational terrain but also a widevariety of background, such as ethnic,cultural and basically moral. At theJones Reporter we hope that thesestudents realize that they have a chancein a lifetime and that they shouldn'twaste it. We wish you the best andhope you come out on top just like allJonesites do when they are domg theirbest.

%IP Or II II ft= ft/ II Ilk. Wm II Mir \ ism II 11.JONES METROPOLITAN HIGH SCHOOL OF BUSINESS IL COMMERCE NOVEMBER 1991VOL. 22 - NO. 3

Academy of Finance Breakfast MeetingTHE ACADEMY OF FINANCE

SALUTES ARTHUR ANDERSENby Liliana Cortez

On Tucsday, October 22, 1991, the Academy of Finance saluted ArthurAndersen & Co. during a breakfast meeting here at Jones Metro. -

Although 1 was a few minutes late for thc meeting, I was there on time tolisten to the first speaker, Michael J. Richards, with whom I had the pleasureto speak. He spoke of the company's distributitin of MO offices in 36countries, and its primary busincss that is accounting. Mr. Richard is the man-'ager and he has many duties besides being manager, such as helping other'companies with bookkeeping; providing services to help customers withaccounting; and working in the consulting division helping computerizedcompanics to run their systems.

Next up to the podium was Dallas Creition, who is a tax consultant for Ar-thur Andersen & Co.. He works in the consulting division designing computersystems for different companies that will aid them with their personal ac-counts, and is currently working on a system of personal computers formanagers.

Introduced next was Lauren Claire, who works in the Audit Section. She hasworked for Arthur Andersen & Co. for two ycars. In the Audit Sectionsomeof their duties are to prove what thcir clients own and possess is legal and true,'and thcy issuc control letters.

Up next was Bruce Williams, who is responsible for staff and works in thetax division. He mostly works helping to set up divisions thz: strictly workwith wealthy families to prepare thcir tax returns. Their com.nercial division isa multinational corporation.

After all the guest speakers stepped up to the podium, Ms. Miller made anintroduction of the Chicago Academy of Finance Charter Class of 1991, andintroduccd the Academy staff teachers: Ms. Maggie Culver, Accounting; Mr.Joseph Zak, Economics; Ms. Merle Tillery. French; and ofcourse Ms. Millerherself as thc Academy of Fiaance Coordinator.

Afterwards there was a special thanks given to Mr. Da..id Rosen from theChicago Board of Education and the students had thc opportunity to askquestions to the special guest speakers.

Finally, thcrc was a special recognition of the Academy of Finance class of-ricers, who arc:

PRESIDENT: Adrienne Farmby.VICE-PRESIDENT: Latrese HardnickSECRETARY: Ceetter CarpenterASSISTANT SECRETARY: Nora VcraTREASURER: Cheryl- Ann ScottThc Acadcmy of Finance students will have the opportunity to participate in

a summer internship and each student is guaranteed a $2,000 scholarship, bas-eed upon 95% attendance rate and 3.56 GPA.

All in all, this was a great opportunity for the Academy of Finance studentsto learn of the great and magnificent job world that awaits them. So, guys andgirls, kccp up thc good work and show you'rc thc best!

los

Lauren Oaire of the ArthurAndersen Co. pictured at thebreakfast meeting.

Michael Richards. Manager forArthur Andersen & Co. and stu-dent Salvador Guerrero.

Members of the Jones staff, our ppncipal and Diana Robinson of the Chicago Academy ofpictured at the breakfast meeting.

Finance

BEST COPY AWAKE

.%licsa rUK I ERVOL. 22 - NO. 4 JONES METROPOLITANHIGH SCHOOL OF BUSINESS a COMMERCE DECEMBER 1991 ! JAM ARN 1992

111.1

Academy of FinanceHosts Northern Trust

!= 1

John Frederick and Hubert Ptak meet William Satterstrom,Senior Vice President of Northern Trust.

1Mike Tortoretto of American Express (left, which will heguests of AOF in February) poses with speakers from NorthernTrust Michele Clark, Robert Saunders, Graciela Ilurhe WilliamSetterstrom, Mary Kovarik and John Frederick.

Tor

The representatise from American Express Mike Tortoeliotalks with AM' students Giovanna E.spinola and SalvadorGuerrero.

BEST COPY VAIkLE

maxamaami=1====11111and dedication to be the best, ana evenif they were not on the honor roll. itdoesn't mean they are not doing well."He is proud of the Jones students' in-itiative, and Jones will definitely set thepace for other schools.

Alan Dean was invited by DianaRobinson and was greatly impressed byour program. He admitted he didn'teven know of Jones' existence, but hisfirst impression of the Academy andJones was so positive that he predictedthat the commitment of the studentsand staff will help Jones to flourish.

a.

Northern Trust BankMeets With The

Academy Of Financeby Tamara Wright

The Academy of Finance kicked offanother successful breaVast for themonth, Mhich took place Wednesday,December 18, 1991. This is the thirdbreakfast that the AcatIsrny of Financehas had and this time a was with liiiNorthern Trust Company.

Many encouraging word, were saidby some important people. Those im-portant mole were William Set-terstrom, Senior Vice President of Cor-porate Training; and Marya Kovacik,who designs and teaches courses forchoice options. All were welcomed andgreeted by the Academy ot Financestudents, staff and Cozette Buckney.our vincipal. The Academy ofFinance was recognized for sameoutstanhing accimplishments and forthe enthusiasm that was shown toour guests. The Academy of Finance ismaking so many moves right non. Thisis the Charter Class of Academ%of Finance and esersone is lookingover each others backs to helo. There'sa lot of hard work and the takine of alot of challenges but by hosing thesebreakfasts and meeting these impor-tant people, their encouragment helpsus and our fellow classtr4tes. and alsoour teachers. to go further stub theAcademy of Finance.

It is a great opportunity for anyonewho wants to know what the workforce is all about and what it takes toreach those standards that will helpyou achtese in getting into the work-force.

Along with Northern Trust Bank.Mike lortorello. Amerw.an Express.was here to acknowledge the Academyof Finance. Thar will probably he thenext company that will meet with theAcademy of Finance

'La

Recognition ForAcademy Of

Finance Studentsby Lilian: Cortez

Ort Tuesday, Noyember 2h. 09.Jones hosterl the Asadem,. cit ! ta ..,Ass ards Breakfast in thefo-r in recognition of the students tintheir perfect siten&nce z,nd as.ur..mk.,tchievemeri.

The event began with an irwirodt.c-lion of our principal, Mts. Bu, kn Osthe A01- Junior Class ssident .Aorienne Formby. Mrs. Bo.s.iwy gas.'a welcoming address to the students.staff, and special guestspeakersDonald E. Brown. Chair-man of the Chicago Adacemy ofFinance Advisory Board: Alar Ikon,Chief Financial Officer of the ChicagoBoard Option, Exchange; and DianaRobinson. the Chicago Academy ofFinance Program Director. Each guestspeaker presented remarks thegathering, and the awards were thenpresented by Mrs. Buckner for perfectattendance and 'or honor roll. Afterthe awards presentation there was areception gisen in the place of atten-dance.

In an inter% iew with Diana Robin.son, she said that "the success of Jone%will determine it the A01 rsr,.1ainponds into other high s,hools" Shealso gas e the three motor reasons ofwhy Jones was chosen for the program: Ill for being a unique school andthe only high school in the countrythat's a IwC). ear business high school;(2) Jones is Business; and (3) Jones hasserious business Iles with the businesscommunity, gising many Job oppor-tunities (or the students.

Donald E. Brow:, said of !hestudents that "just bring in the pto.gram inspires them to dedicatethemselses. The% all show expertise

( ont united --rerre-. above)

to 10 I 11m *AP Il 16. %, I% I LIN IN.VOL. 21 - NO. 5 JONES METROPOLITAN HIGH SCHOOL OF BUSINESS & COMMERCE FEBRUARY 1992

"Academy Of FinanceSalutes First Chicago

National Bank"by Ultima Cortex

On Wednesday. January 29, 1992.the Academy of Finance had the'honor to have four guest speakers fromthe First Chicago National Bank.located in downtown Chicago.

The breakfast meeting began with anintroduction by AOF Junior ClassSecretary. Ceetter Carpenter, who thenmade for the welcome address by Mrs.Buckney. The first guest to step up tothe podium was Steven Capouch, Vice-President of First Chicago. He hasbeen with the corporation for 13 years,and also on the Chicago Academy ofFinance Board for 3 years. He statedthat the bank has various locations inthe country and this past year it had$49 billion in assets. First Chicago is alarge corporate business involved inregular transactions. Next was JamesLowry, and after him James Mason,both first Scholars at First Chicago.Both talked about their experiencesduring the summcr internship at FirstChicago, and who are now currentlyemployed at the bank. James Lowryattended Princeton University andJames Mason attended WashingtonStatc University. Last to the podiumwas Lcvoyd Robinson, CorporateBanking Officer. Mr. Robinson hasbeen with the corporation for threeyears. and his primry job is to call peo-ple who have not paid their loans. Hcreceived his M.B.A. from Nor-thwestern Universit y.

In an interview with Steven Capouchand Levoyd Robinson, I learned Mr.Capouch is in charge of the trainingprogram, and both stated that it reallydoesn't matter if you attend a citycolkge. Thcy help companies withtheir debts and/or figure solutions.Currently there arc 17,000 peopleemployed in the corporation, and everyyear they criiiiloy 500-600 people. Theyare always looking for smart people.butall four strongly emphasind thatthe main skills to succeed in the work-ing world arc to have goodication, writing, and analytical skills.bin most importantly good comnitiiii-cation skills, since that is what has putFirst Chicago ahead.

Thc February breakfast meeting willhonor students on academic achieve-ment and perfect attendance. Thc pur-pose of these meetings with high cor-porate executives give students thc op-portunity it, c cell and stl ise tin molta spet:61instilsed in die ()In am.

*Mill mcrwrc CPCVOL. 22 NO. 7 JONES METROPOLITAN HIGH SCHOOL OF BUSINESS & COMME RC E MAY, 1992

Academy Breakfasts WithShearson Lehman And

Atlanta AOFby Tamara Wright

The Academy of 'Finance has beenhaving a tremendous number of suc-cessful breakfasts, and now Shearsonl.chman Brothers can he included withthe other successes.

Shearson Lehman Brothers attendeda breakfast with the Jones AOF onMarch 27th, in the auditorium foyer.Eseellent speakers represented thefinancial services corporation: GloriaMcMahon, Senior Vice-President;Lawrence Geraghty Jr., Senior Vice-President; Michael Skinner, Vice-President; and Al Thomas, Financial

'Consultant, who kft us with thisthought, "Going and getting theeducation is worth it. Stick to youreducational goal." Somc of thcspeakers told the AOF how they camcto-join Shearson Lehman, as well asabout Shcarson Lchman's predecessorsand the company's history.

Not only was Shearson LchmanBrothers represented at the Marchbreakfast, but the Atlanta Academy ofFinance joined us at the same time.The Atlanta group, which had flown inon thc 25th, cnjoycd ShcarsonLehman's presentation as much as theJonesites did, and continued their tripto Chicago with a sight-sccing tour ofthc downtown arca; they rounded outtheir day with attendance at the AOFDance which was held the evening ofthc 27th in thc Jones gymnasium.

Thc Atlanta AOF had a wonderful1imc, and told us that they lovedChicago. Thanks to thc AdvisoryBoard; Diana Robinson, Director ofAOF; Dr. Buckncy, and Ms. A. Miller,Coordinator of our AOF, for makingall this possible.

A special apology to Americn Ex-press for thcir inadvertent omissionfrom last months's issue of theREPORTER. We appreciatedAmcrican Express' taking the time tospeak to the young Jonesites who arcalways eager to know about theworkforce and what it takcs to survive.

A.

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Itk. la;ka

Academy of FinanceDance

by Mow PorterThe Academy of Finance dance,

"You're Breaking My Heart", washeld in the Jones gymnasium on Fri-day, March 27th, and it was a greatsuccess, due to the hard work of theAcademy students and their sponsors,Mrs. Culscr and Mrs. Miller.

1 he dance's success was 1 urther in-sured by the DJ, the one and only1-matmel Pippen, ho started the partylumping with his musical sae'. lions,

Joining the Jones studentcwere members of the Atlanta AM',vho had joined Jones at the AM-

eak last v. it h Shearson I .ehmanBrothels earlier in the day.

The dance was also the setting torthe announcement ot the choices forMr. and Ms. Academy in Linance.1992's Mt. and Ms. Academy ofidnance were William Alexander and

lardnik. Tiinothy Parker andramara Wright were the ruimers-up.

JONES REPORTER 1VOL. 22 NO. $ JONES METROPOLITAN NIGH SCI.001 OF SUSINESS COMMERCE JUNE 1992

The Jones Academy of Finance hosted a breakfast.for Ernst and Young on April 22, 1992, in theauditorium foyer. Participating (Left to right) were: Ms. M. Culver, accounting teacher; Ms. A.Miiier, Jones' AOF coordinator; Ghia Griffin, AOF stedent; Erik Nance, Jr., and Felicia Haraway,Junior Account Executysts, Ernst and Young; Diana Robinson, Program Board; and SalvadorGuerrero, AOF student.

ACADEMY TOADMIT

FRESHMENby LaTrese Hardniek

Jones is going to have another first,.this time in September of 1992. ThisSeptember, we are going to have 28ninth-graders, who will be the Pre-Academy of Finance Students.

Students were selected for the pro-gram based on their interest in Pre-Academy programs, academic perfor-mance, a 95% attendance rate, andabove-average stanine levels on theIowa Test of Basic Skills.

In addition to the required highschool classes, the Pre-Academystudents will take key boarding and ac-counting to help prepare them for theintensive two-year Academy program.Students will also be exposed to theunique business environment here atJones .

This two-year Pre-Academy pro-gram will insure that students in-terested in business are prepared toenter and be successful in the ChicagoAcademy of Finance.

AcademyProgram

Wins AwardOn June I I, Jones principal Dr.

Buckney accepted the "Connestions2000 Ideas Program" award, presentedto educators who have exhibited in-novative techniques for integratingcurriculum across disciplines, in-cluding the integration ol academIcand technical content.

The award was presented in Spring-field at the Connections 92 Con-ference for Jones' new Academs. otFinance program.

Jones was the only Chicago PublicSchool to reeelse this a%iard.

ti BEST COPY AVAILABLEfr