21st Century Instructional Guide for Career Technical Education
Advertising Course
Business and Marketing Cluster
Fashion Marketing Concentration
Sports, Entertainment and Recreation Marketing Concentration
Title:
Advertising (WVEIS 0401)
Standard Number:
ME.S.ADV.1
Essential
Questions:
Objectives:
ME.O.ADV.1.1
Fundamentals of Marketing
Students will describe the fundamentals of marketing.
How do businesses use marketing to satisfy the needs and wants of their customers?
ME.O.ADV.1.2
recognize the functions of marketing.
ME.O.ADV.1.3
relate the marketing concept.
ME.O.ADV.1.4
outline the economic benefits of marketing.
ME.O.ADV.1.5
differentiate among the 4Ps of marketing.
Students will
examine the role of marketing and its
importance.
Learning Plan & Notes to Instructor:
Discuss how marketing affects all aspects of a
person’s life from the toothpaste they choose to the
auto they drive.
Give students a familiar company like McDonalds.
Have them construct a poster showing how that
company utilizes the functions of marketing.
Give out case studies; let students explain how they
would use the marketing concept to satisfy the needs
and wants of their customers.
Compile a list of new or improved products. Compute
prices with lower variable costs.
Give students a target market and have them
“invent” a new shampoo applying the 4 Ps of
marketing to make decisions. Bring in products and
have students analyze how the 4Ps of marketing
were used to market the product. Place a chair on a
desk attaching a sticky note to each leg with product,
price, place, or promotion. Explain that a marketing
plan must be balanced and if it is not, the product
may fail in the marketplace.
1
ME.O.ADV.1.6
illustrate the use of product positioning.
ME.O.ADV.1.7
utilize demographics, psychographics, and
geographics to determine the target market.
ME.O.ADV.1.8
construct a customer profile.
Standard Number:
ME.S.ADV.2
Essential
Questions:
Objectives:
ME.O.ADV.2.1
Promotion
Students will define promotion.
What is the role of promotion in marketing goods and services?
ME.O.ADV.2.2
contrast the elements of the promotional mix.
ME.O.ADV.2.3
develop a promotional plan.
Students will
determine the role of promotion.
Give students three products such as Nike, Addidas,
and Vans and have them explain how these three
are positioned differently. Use examples of
technology like the IPhone, Razor, and the Verizon
phone and have students explain how these
products are positioned in the marketplace.
Survey to determine school population and go to
Census.gov for a demographic profile of a particular
county. Track population shifts on a U.S. map - fast
growing vs. slow growing regions. Hand out
magazine ads and have students determine the
target market based on demographics,
psychographics, and geographics.
Construct a customer profile of students in the
classroom. Distribute a list of popular teen stores
such as American Eagle and Hot Topics. Have them
construct a customer profile on whom the typical
shopper is at these stores.
Learning Plan & Notes to Instructor:
List different products or retail stores and have them
give fast-back reports explaining how promotion was
used to help the success of the product or company.
Analyze how McDonalds uses sales promotion,
personal selling, advertising, visual merchandising,
and public relations/publicity to market their
products.
Have students develop a promotional plan for a
fundraiser or a school dance.
2
ME.O.ADV.2.4
recognize ethical standards of various
promotional media.
ME.O.ADV.2.5
distinguish among advertising, publicity, sales
promotion, and visual merchandising.
Standard Number:
ME.S.ADV.3
Essential
Questions:
Objectives:
ME.O.ADV.3.1
Advertising as a Promotional Tool
Students will explore advertising as a promotional tool.
How is advertising utilized to promote a business’s goods and services?
ME.O.ADV.3.2
contrast the advantages and disadvantages of
advertising.
ME.O.ADV.3.3
ME.O.ADV.3.4
research advertising careers
research the history of advertising.
ME.O.ADV.3.5
differentiate between an advertising agency
and an in-house advertising department.
ME.O.ADV.3.6
debate the laws that regulate advertising.
Standard Number:
ME.S.ADV.4
Essential
Questions:
Advertising Media
Students will analyze various types of advertising media.
On what basis do businesses select media to reach their target markets?
Students will
point out the characteristics of advertising.
Research cigarette or alcohol advertising and debate
the ethical implications. Research ethical standards
for radio and television advertising. Research the
American Marketing Association’s code of ethics.
Write a code of ethics.
Select local businesses and classify their
promotional activities. Construct a chart classifying
promotional activities.
Learning Plan & Notes to Instructor:
Construct a mobile; create a rubric using
characteristics of advertising. Construct a floor
puzzle showing characteristics.
Divide classroom into two groups; have one group
list advantages and one group list disadvantages of
advertising. Create posters. Pair, share.
Research on-line. Invite guest speaker.
Research on-line. Find and show video tracing the
history of a particular product or company’s
advertising.
Invite a guest speaker from an ad agency and one
from a business with an in-house advertising
department. Have students write a paper
summarizing the difference between an agency and
in-house.
Research advertising laws and create written and
oral reports.
3
Objectives:
ME.O.ADV.4.1
Students will
classify the various types of media.
ME.O.ADV.4.2
discover the advantages and disadvantages of
each type of media.
ME.O.ADV.4.3
select the appropriate media for the target
market.
ME.O.ADV.4.4
assess the effectiveness of an advertising
campaign.
Standard Number:
ME.S.ADV.5
Essential
Questions:
Objectives:
ME.O.ADV.5.1
Advertising Budget
Students will describe the purpose of an advertising budget.
How much should a business spend on advertising its products and/or services?
ME.O.ADV.5.2
Students will
determine methods of budgeting for
advertising.
compute media costs.
ME.O.ADV.5.3
ME.O.ADV.5.4
develop an advertising budget.
develop an advertising schedule.
ME.O.ADV.5.5
examine the role of advertising as an
investment.
predict placement costs for print, Internet, and
broadcast advertisements.
ME.O.ADV.5.6
Learning Plan & Notes to Instructor:
Divide students into groups giving each group a type
of media. Role-play the use of various types of
media. Have rest of students classify.
Construct a PowerPoint with slides showing
advantages and disadvantages of each type of
media.
Divide students into groups, give each group a
different product and target market. Have groups
present a “media plan” justifying why they chose
certain media.
Show a series of advertisements from various
media. Have students complete a survey on each
ad’s effectiveness.
Learning Plan & Notes to Instructor:
Construct a chart comparing and contrasting
different advertising budgeting methods.
Calculate media costs of newspaper, magazine,
radio, and television. Have students write a letter
requesting rate cards from various forms of media.
Construct and calculate an advertising budget.
Choose media and timelines and create advertising
schedules.
Interview business people to find out why they
consider advertising an investment.
Get local media rate cards and have students read
and report on placement costs. Invite guest speakers
from various media and have them “sell” the class on
that type of media.
4
Standard Number:
ME.S.ADV.6
Essential
Questions:
Objectives:
ME.O.ADV.6.1
ME.O.ADV.6.2
Advertisement Development
Students will develop advertisements.
Are advertisements worth the expense?
ME.O.ADV.6.3
ME.O.ADV.6.4
ME.O.ADV.6.5
develop advertising copy.
recognize the effectiveness of illustrations.
choose appropriate fonts.
ME.O.ADV.6.6
debate the levels of Maslow’s Hierarchy of
Needs as it relates to advertising.
ME.O.ADV.6.7
relate the effects of lines of force.
ME.O.ADV.6.8
ME.O.ADV.6.10
ME.O.ADV.6.11
ME.O.ADV.6.12
differentiate between the optical center and
focal point.
determine the steps of developing print
advertisements.
prepare an advertising layout.
produce a television storyboard.
produce a radio commercial.
ME.O.ADV.6.13
use color in advertising.
ME.O.ADV.6.14
produce a slogan, logo, and signature.
ME.O.ADV.6.15
select advertising proofs.
ME.O.ADV.6.9
Students will
outline the parts of a print advertisement.
select advertising headlines.
Learning Plan & Notes to Instructor:
Analyze print ads and label parts.
Write advertising headlines. Analyze headlines in
print ads for effectiveness.
Write advertising copy.
Choose illustrations for a print ad.
Construct two print ads using a different font for
each. Analyze which is more effective.
Find a magazine ad appealing to each level of
Maslow’s Hierarchy of Needs. Describe each level
giving an example of a product or service promoted
to meet that level of need.
Trace lines of force through print ads. Find examples
of lines of force in print ads.
Analyze print ads and choose optical center and
focal point.
Visit a local newspaper to watch the process of
developing a newspaper ad.
Prepare a print ad and layout.
Design a television storyboard.
Create and record a radio advertisement. Contact a
local radio station and have students record public
service announcements.
Construct color wheels and explain various color
combinations. Find print ads and analyze color
schemes.
Choose a product or business and design a slogan,
logo, and signature.
Prepare a print ad and proofread the advertising
proof.
5
Standard Number:
ME.S.ADV.7
Essential
Questions:
Objectives:
ME.O.ADV.7.1
ME.O.ADV.7.2
ME.O.ADV.7.3
ME.O.ADV.7.4
ME.O.ADV.7.5
ME.O.ADV.7.6
ME.O.ADV.7.7
ME.O.ADV.7.8
ME.O.ADV.7.9
ME.O.ADV.7.10
ME.O.ADV.7.11
Standard Number:
ME.S.ADV.8
Essential
Questions:
Visual Merchandising as a Promotional Tool
Students will create a visual merchandising display.
How does visual merchandising affect a consumer’s buying behavior?
Students will
characterize the characteristics of visual
merchandising.
recognize the benefits of visual merchandising.
Learning Plan & Notes to Instructor:
Write a definition of visual merchandising including
characteristics.
Observe and analyze window displays using a
critique sheet.
differentiate between a window and interior
Classify types of displays. Design both a window and
display.
interior display.
illustrate types of display arrangements.
Using products, construct displays with various
display arrangements.
determine how visual merchandising
Visit the mall and evaluate displays in various stores
contributes to the store’s image.
to ascertain what image the store is projecting.
examine artistic considerations such as line,
Build displays utilizing artistic elements. Have an
rhythm, texture, proportion, lighting, balance,
outside professional evaluate students’ displays for
and shape.
use of artistic elements.
select display fixtures and props.
Invite merchandiser to visit and talk about the
selection of fixtures and props. Have students design
and build a display using fixtures and props.
produce a display sign.
Using a computer lab, design appropriate display
signs.
select merchandise for a display.
Select merchandise and build a display.
draw a display.
Create a display. Visit a mall and watch
merchandiser construct displays.
outline the procedures for maintaining and
Compile a list of do’s and don’ts for maintaining and
dismantling a display.
dismantling a display. Invite merchandiser to
present.
Public Relations/Publicity as a Promotional Tool
Students will define public relations/publicity as a promotional tool.
How does public relations affect the business’s image with customers, employees, and the
community?
6
Objectives:
ME.O.ADV.8.1
Students will
deduce the benefits of public relations.
ME.O.ADV.8.2
determine the audience for public relations.
ME.O.ADV.8.3
Learning Plan & Notes to Instructor:
Research companies’ use of public relations. Invite a
local public relations specialist to speak with class
about benefits of public relations. Explore Tylenol
murder cases to learn how public relations helped to
defuse the crisis.
Analyze news stories in the business section of local
newspapers and classify the audience as for
employees, community, or customers. Divide class
into three groups to compile public relations activities
for employees, community, or customers.
Invite a guest speaker to explain how public relations
activities help the local community.
Write a press release.
determine the importance of company
participation in community activities.
ME.O.ADV.8.4
develop a media release.
Standard Number: Sales Promotion
ME.S.ADV.9
 Students will define sales promotion as a promotional tool.
Essential
What is the role of sales promotion in marketing goods and services?
Questions:
Objectives:
Students will
Learning Plan & Notes to Instructor:
ME.O.ADV.9.1
contrast the characteristics of sales promotion Have students write a definition for sales promotion
as opposed to other forms of promotion.
including characteristics.
ME.O.ADV.9.2
differentiate among the various types of sales
Chart types of sales promotion giving concrete
promotion.
examples of each type.
ME.O.ADV.9.3
analyze the advantages and disadvantages of Divide classroom into two groups. Have each group
the various types of sales promotion.
make a poster—one with advantages and one with
disadvantages of sales promotion. Share with class.
ME.O.ADV.9.4
select appropriate sales promotions.
Invite a guest speaker from a local business to
present how sales promotion is used in his/her
business. Divide class into groups and provide a
local business name. Have each group plan three
sales promotions for each business and report their
plan.
ME.O.ADV.9.5
develop a sales promotion.
Create actual sales promotions such as sampling,
contests, rebates, or coupons for your school or
school event.
7
ME.O.ADV.9.6
ME.O.ADV.9.7
Standard Number:
ME.S.ADV.10
Essential
Questions:
Objectives:
ME.O.ADV.10.1
determine the effectiveness of a sales
Conduct a sales promotion and track sales to learn
promotion.
its effectiveness.
point out the need for sponsorship.
Create a “Why Sponsor Us Top 10 List.”
Participating in a Local Student Organization
Students will participate in a local student organization.
How could membership in a student organization benefit your career?
Students will
assess the purposes and goals of a local
student organization.
ME.O.ADV.10.2
discover the benefits and responsibilities of
participation in a local student organization as
an adult.
ME.O.ADV.10.3
demonstrate leadership skills through
participation in local student organization
activities such as meetings, programs, and
projects.
Learning Plan & Notes to Instructor:
Show “DECA” membership DVD. Invite state officers
or alumni to speak with class. View DECA web page
and have students find the organization’s goals and
purpose. Read DECA Dimensions.
Hold a panel discussion with guests invited from
Rotary, Lions, Jaycees or Moose (etc.) to talk about
their involvement in the community. Invite officers
from FBLA, HOSA, FCCLA, Skills USA, FFA, or
other student organizations to meet with DECA to
plan a food drive for the community.
Have students compete in state and national
competitions and attend fall leadership and other
career development conferences. Encourage
students to run for officers in the local, state, or
national DECA organization.
8
21st Century Skills
Information and
Communication
Skills:
Learning Skills & Technology Tools
21C.O.912.1.LS1
Student recognizes information
needed for problem solving, can
efficiently browse, search and
navigate online to access relevant
information, evaluates information
based on credibility, social,
economic, political and/or ethical
issues, and presents findings
clearly and persuasively using a
range of technology tools and
media.
21C.O.912.1.LS3
Student creates information using
advanced skills of analysis,
synthesis and evaluation and
shares this information through a
variety of oral, written and
multimedia communications that
target academic, professional and
technical audiences and
purposes.
Student routinely applies
keyboarding skills, keyboarding
shortcut techniques, and mouse
skills with facility, speed and
accuracy.
21C.O.912.1.TT2
Teaching Strategies
Culminating Activity
Students will research
demographic,
geographic, economic
and psychographic
trends using Internet
sites such as
census.gov and bls.gov
to identify a target
market for a proposed
advertisement. Students
will incorporate this
study into developing an
advertisement.
Students will utilize
Microsoft Word,
PowerPoint, Excel, and
Access on a routine
basis to complete
assignments.
Evidence of Success
Research/Advertisement
Completed assignments
9
21C.O.912.1.TT4
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic documents
and other files to collaborate for
the creation of electronic products
that inform multiple audiences
both inside and outside the school
environment.
21C.O.912.1.TT9
Student uses advanced
telecommunication tools (e.g.,
email, video conferencing,
interactive websites, newsgroups,
video phones, chats) to create
collaborative projects that are
relevant to real world situations
and contribute to the
communication process among
various groups.
Student implements various
Internet search techniques (e.g.,
Boolean searches, metasearches, web bots) to gather
information; student evaluates the
information for validity,
appropriateness, content, bias,
currency, and usefulness.
21C.O.912.1.TT10
Students will create a
web page for a potential
new business or product
and link information
about advertising and
promotion to the
school’s website.
Students will create a
commercial (movie
maker) or an
advertisement (pictures,
clip art) for a potential
business or product.
Students will create a
virtual ad and post it on
You Tube.
Students will maintain a
blog or wiki and hold a
teleconference.
Web pages, links,
commercials,
advertisements, You
Tube posting
Students will research
five sites and use a
graphic organizer to
evaluate the sites for
content and validity.
Completed graphic
organizer
Blogs or wikis
Teleconference
10
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
21C.O.912.2.LS2
21C.O.912.2.LS3
21C.O.912.2.TT2
21C.O.912.2.TT3
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex criteria.
Student draws conclusions from a
variety of data sources to analyze
and interpret systems.
Student engages in a problem
solving process by formulating
questions and applying complex
strategies in order to
independently solve problems.
Student collaborates with peers,
experts, and others to contribute
to a content-related knowledge
base by using technology to
compile, synthesize, produce, and
disseminate information, models,
and other creative works.
Student uses multiple electronic
sources of information and
multiple technology tools and
resource tools (e.g., digital
cameras, graphing calculators,
probes, mp3 players, handheld
devices, other emerging
technologies, simulations,
models, browsers, word
processing, authoring tools,
spreadsheets, databases) to
collaborate with others, to
formulate a hypothesis, to solve
problems, make decisions, and
present and justify the solutions.
Students will use
Internet, business
publications, trade
journals, and other
resources to ascertain
advertising industry
trends and then use the
information to present a
PowerPoint presentation
to classmates.
Completed trend
analysis/PowerPoint
Students will work with
classmates to maintain a
blog or wiki. Students
will compile a database
of advertising and
promotion information.
Wikis, blogs, databases
Students will utilize a
spreadsheet to complete
a promotional budget for
a promotional campaign.
Promotional budgets
Students will use
emerging technology to
create a virtual
marketing campaign.
Virtual campaign
11
Personal and
Workplace Skills:
21C.O.912.2.TT4
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a process
to assess the information, and
chart and evaluate progress
toward the solution.
21C.O.912.3.LS4
Student demonstrates ethical
behavior and works responsibly
and collaboratively with others in
the context of the school and the
larger community, and he/she
demonstrates civic responsibility
through engagement in public
discourse and participation in
service learning.
21C.O.912.3.LS5
Student exhibits positive
leadership through interpersonal
and problem-solving skills that
contribute to achieving the goal.
He/she helps others stay focused,
distributes tasks and
responsibilities effectively, and
monitors group progress toward
the goal without undermining the
efforts of others.
Students will survey
potential customers
utilizing a questionnaire
created with word
processing software,
and create a
spreadsheet and chart to
analyze the information
collected.
Students will participate
in the DECA Community
Service Project event
identifying an area of
concern in the
community and
contributing towards the
resolution of the
problem. Students will
collaborate in conducting
a food drive for the
needy.
Students will participate
in DECA and become a
chapter or state officer
or serve as chairpersons
of committees. Students
will work cooperatively in
the classroom taking
leadership roles.
Completed
surveys/analysis
Completed community
service projects
DECA meeting minutes
Class work
12
21C.O.912.3.TT2
Student works collaboratively to
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
21C.O.912.3.TT3
Student evaluates current trends
in information technology,
discusses the potential social,
ethical, political, and economic
impact of these technologies, and
analyzes the advantages and
disadvantages of widespread use
and reliance on technology in the
workplace and society.
Students will conduct
research selecting
sources from an
approved list and
evaluate the sources
using a rubric to
ascertain validity, bias,
appropriateness,
usefulness, and
comprehensiveness.
Students will view the
website:
http://www.nytimes.com/
2007/10/04/technology/c
ircuits/04pogue.html?_r=
1&em&ex=1191643200
&en=54a7e1d4ece8519
2&ei=5087%0A&oref=sl
ogin Students will
evaluate the social,
ethical, political, and
economic implications of
supplying technology to
an emerging market or a
third world nation.
Completed research
Reports/Analysis
13
21C.O.912.3.TT4
21C.O.912.3.TT5
21C.O.912.3.TT6
Student adheres to acceptable
use policy and displays ethical
behaviors related to acceptable
use of information and
communication technology (e.g.,
privacy, security, copyright, filesharing, plagiarism); student
predicts the possible cost and
effects of unethical use of
technology (e.g., consumer fraud,
intrusion, spamming, virus
settling, hacking) on culture and
society; student identifies the
methodologies that individuals
and businesses can employ to
protect the integrity of technology
systems.
Student models ethical behavior
relating to security, privacy,
computer etiquette, passwords
and personal information and
demonstrates an understanding of
copyright by citing sources of
copyrighted materials in papers,
projects and multi-media
presentations. Student advocates
for legal and ethical behaviors
among peers, family, and
community regarding the use of
technology and information.
Student evaluates and applies
technology tools for research,
information analysis, problemsolving, content learning, decision
making, and lifelong learning.
Students will sign and
adhere to a school-wide
acceptable use policy.
Ethical use of technology
Students will sign and
adhere to a school-wide
acceptable use policy.
Ethical use of technology
Students will write a
promotion plan choosing
the appropriate
technology tools.
Promotion plan
14
21C.O.912.3.TT7
Student protects his/her identity
online and in email and/or
websites, limits the distribution of
personal information/pictures, and
evaluates the authenticity of
emails that solicit personal
information. Student identifies the
methodologies that individuals
and businesses can employ to
protect the integrity of technology
systems.
21C.O.912.3.TT8
Student uses technology to seek
strategies and information to
address limits in their own
knowledge.
Learning Skills & Technology Tools
Entrepreneurial
Skills:
B
Student understands the personal
traits/behaviors associated with
successful entrepreneurial
performance.
E
Student understands concepts
and procedures needed for basic
computer operations.
Student understands concepts
and strategies needed for career
exploration, development, and
growth.
H
Students will read
Reports/interviews
websites such as
www.isc.sans.org and
www.cert.org to identify
methods hackers use to
infiltrate business’ and
individual’s personal
information. Students
will interview information
technology
specialists/computer
security specialists to
learn the best practices
to safeguarding
technology systems.
Students will take a
Pretest/posttest
pretest and then
research questions to
find the answers.
Teaching Strategies
Evidence of Success
Culminating Activity
Students will take
Results from self-quizzes
available on-line quizzes
to learn their
entrepreneurial aptitudes
such as:
http://www.bizmove.com
/other/quiz.htm
Students will utilize
computer software and
hardware to complete
assignments. Students
will interview advertising
professionals to learn
about their career paths.
Completed assignments
Interviews/reports
15
Culminating
Assessment:
Culminating Assessment
Technical Skills Performance Assessment
End of course project—students will choose a product or a business. They will prepare a promotion
plan to include a budget; slogan; logo; signature; print ads; radio or television ads; a pop-up or banner
ad for the Internet; a window display; a point-of-purchase display; a coupon or direct mail piece; etc.
They will prepare a presentation to “sell” their promotion plan. Projects will be judged by a panel of
business people.
Links and Other
Resources:
Students will participate in DECA’s competitive events: Advertising Campaign, DECA Promotion Plan,
Fashion Merchandising Promotional Plan, or Internet Marketing Business Plan.
Links and Other Resources
Related Websites:
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
A*S*K Institute
www.ASKInstitute.org
CareerOneStop
www.careeronestop.org
Career Voyages
www.careervoyages.gov/index.cfm
Employment & Training Administration
www.doleta.gov
16
The Job Accommodation Network (JAN)
www.jan.wvu.edu
Marketing Education Association
www.nationalmea.org
Marketing Education Resource Teaching Cite
www.marketingteacher.com
Marketing Education Review
www.marketingeducationreview.com
Marketing Education Teaching Ideas
www.knowthis.com/academic/marketinged.com
MBA Research and Curriculum Center
www.mark-ed.org
Monthly Labor Review Online: Labor Force Archives
www.bls.gov/opub/mlr/indexL.htm#Laborforce
National DECA
www.deca.org
National Retail Federation
www.nrf.com
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Pathways to Success
www.careertech.k12.wv.us/pathwaystosuccess
17
U.S. Department of Labor in the 21st Century
www.dol.gov
West Virginia Career and Technical Education
www.careertech.k12.wv.us
West Virginia Earn A Degree Graduate Early (EDGE)
www.wvtechprep.wvnet.edu/edge.htm
Workforce West Virginia
www.workforcewv.org
Advertising Age
Business Week
Radio Only
Sales and Marketing Management
Contacts:
Contacts
Marketing Teachers: See Marketing/DCT Directory
Marketing Coordinator: Betty Sias, bsias@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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