DOCUMENT RESUME

ED 101 263 95 CG 009 555

AUTHOR Leland, Arthur L.; And Others TITLE Paraprofessionals in Occupational Resource Centers. INSTITUTION Massachusetts State Dept. of Education, Boston. SPONS AGENCY Bureau of Elementary and Secondary Education (DHEW /OE), Washington, D.C. PUB ;ATE Jul 74 NOTE 101p. AVAILABLE PROM Keynotes, Division of Curriculum and Instruction, Massachusetts State Department of Education, 182 Tremont Street, Boston, Massachusetts 02111

EDRS PRICE MF-$0.76 HC-$5.70 PLUS POSTAGE DESCRIPTORS *Career Education; Educational Programs;Elementary Secondary Education; Guidelines; *Information Dissemination; *Nonprofessional Personnel; *Occupational Information; *Resource Centers; Resources IDENTIFIERS *Elementary Secondary Education Act Title III; ESEA Title III

ABSTRACT This report is intended to serve as a basic information source for those who seek to establish anOccupational Resource Center, are seeking informationconcerning paraprofessionel training programs, or simply wish to expandtheir awareness of the programs and materialsavailable in the career education field. This report is intended as a guideline forinterested individuals, through a description of onetraining program which, has proved successful and through a description and directory ofoccupational resource centers which serve as models for institutionsimplementing their own occupational resource center programs. (Author) PARAPROFESSIONALS IN OCCUPATIONAL RESOURCE CENTERS: A training program whichSecondaryDepartment was established Education of Education. Actin 1972of 1965, under in Title cooperation III of thewith Elementary the Massachusetts and seekingPREFACE:for those information who seek concerningto establish paraprofessional an Occupational trainingPesource programs,Center, are: or This report is intended to cerve as a basic information source simplyguidelineavailable wish inforto the expandinterested career their education individuals, awareness field. of through the programs a description and of one This report is intended as a materials andtrainingfor directory institutions program of occupationalwhich implementing has proved resource their successful own centers occupational and which through serve resource a as center description models THEprograms. COVER: The Career Education logos of the H.E.W. superimposed on aUnstated thesuccess. outline but understoodof Massachusetts is the symbolizeshuman involvement two dimensions which madeof this this program. program ARTHUR L. LELAND U S. DEPARTMENTOF HEALTH, EOUCATION WELFARE VIRGINIA C. CHARLESSIDDALL E.MARILYN STEVENS G. SINGER ATINGTHEDUCEDTHIS PERSON IT EXACTLY DOCUMENTPOINTS OR ORGANIZATIONOF AS VIEW RECEIvEDHAS OR BEEN OPINIONS ORIGIN FROM REPRO NATIONAL INSTITUTE OF EDUCATION JULY 1974 EDUCATIONSENTSTATED OFFICIAL DO POSITION NOT NATIONAL NECESSARILY OR POLICY INSTITUTE REPRE OF ArthurPROJECT L. STAFF: Leland, Director Billie M. Howes AssistantCharlesAmherstGuidance E.Regional Counselor toStevens Director High School GuidanceMarilynAmherstDirector RegionalG.Counselorof SingerResource Schools Centers StaffVirginiaAmherst, Assistant MassachusettsC. Siddall WildwoodAmherstGuidanceLeo P. Vigneault ElementaryRegional Counselor High School-Amherst School UniversityDr.Amherst,Professor Ronald Massachusetts ofH.of Massachusetts-AmherstFredricksonEducation continuedToACKNCZiILEVGEMEWTS: Ellen Butterfield,strong support Massachusetts throughout theDepartment duration of of Education, who provided this project. Toandfacilities allthe whose theAmherst-Pelham paraprofessionalsefforts and administrative contributed Regional and Schools,greatlyspace. supervisors tofor the success providing allwith training whom we have worked of this program. TABLE OF CONTENTS SECTIONINTRODUCTION.. I 1 A.C.B. The TrainingParaprofessionalCccupational Program Resource Center 2921 4 SECTION II A. Introduction to Section II 44 B. CcatersResource in GuideMassachusetts to Existing Occupational Adams....Resource 45 Holyoke 70 45 BostonAttleboroAmherst ...46 4551 HyannisHuntingtonLexington 797370 FalmouthEastonConcord 555451 NorthamptonMilfordMedford 848381 GreenfieldGloucesterFramingham 635856 Westfield.TownsendSpringfield 898735 HoldenHadleyGreat Barrington.65 6765 WorcesterWilbraham...... 91 94 In the past three years, 1972 through 1974, this INTRODUCTION project, which has been funded BEST COPY AVAILAR!.E 5 undertionaltablish Title institution-, Occupational III of the throughout ResourceElementary Centers Massachusetts. and Secondaryin schools, Education corn Act, In cooperation with the Massachu- pity agencies and correc- has worked to es- BACKGROUND ) settsprograminstitutions Department on the to establishmentofdevelop Education the Resource theand Projectoperation Centers stimulated of by an providing: and Occupational Resource Center encouraged the various 1) A free training 10 waspurchasefor a aone paraprofessional of year the programnecessary that of materials their choosing and equipment and 2) matchingfor th? Center.funds to provided seed money to local institutions and train- assist in theIn essence, it 15 yeartionaling theto Resourceparaprofessionalsinvolvement Center of theapproach in project order to towithCareer initiate Education. the each local institution terminated and establishment of the Occupa- At the end of the school Intinuedthe addition program, out ofto if thethe it participatingtraininghad proved program beneficial institution's and the to seedthe budget. institution'smoney, the project also pro- clients, was con- 20 videdThetional Project,various newsletters follow-upofficially and andin-service titled support PARAPROFESSIONALS trainingservices workshops.such as on-site IN OCC( PATIONAL RESOURCE CEN- visits, informa- 25 amountenteenTERS, trainedparaprofessionalsof twenty-two forparaprofessionals the school year for 1973-74. the school year 1972-73 and sev- federal funds available, 100% matching funds were provided to Due to variations in the institutions 5 1 participating during 1972-73 and 50% to those BEST COPY AVAILABLE Project is in the process of terminating participating during 1973-74. 5 Atofits the planningoperation. present and time, two Julyyears 1974, of operation the is the This is a normal occurence for Title III programs; one year usual Title III format. The Pro- anjectfectively experiment was in providinga thatsense we an clientsfeel experiment with inimportant the information has shown itself to be of significant value delivery of occupational information; and experiences. in ef- The i() staffvices members that place of the heavy Project demands all onhave their careers time and in guidance or instructionalprofessional ser- capabilities and theandmake direction.future it impractical development The staff for of thedoes, the project concepthowever, to of continue intend toparaprofessional continue strong trainingsupport toand tc the under their direct supervision 15 jectfuture staff establishment stand ready of to Occupational respond to inquiriesResource Centers.and to provide assistance Allwhere- members of the pro- by this Project. Muchthisever has bookletpossible been learnedis to assist in the other course educators of in the to assure continuation of the progress made this Project and the basic purpose of effective utilization of the PURPOSE Oi'JBOOKLET \ 20 veyofparaprofessional occupationalthe knowledge, informationand experience resou:,..ce and centercareer conceptseducation. as part of a and insight we have gained in working with numer- This booklet attempts to con- systematic program ousintovide Occupational twoboth sections. information Resource and Centers practical resources, therefore The 6iA4 t4 e2.tion deals with the definition of the parapro- in the last two years. the bookletThe is intentdivided is to pro- Section One 25 fessional and the resource center along with the -2- conceptualization of. their functions, BEST COPY AVAILABLE tingandfessional. withoperational the nature resource of the centers training established required tounder adequately this program. prepare the parapro- The second section provides a brief description of each of the exis- The people Sect ioryiwo 5 videdateassociated youinformation with with sources onthese how of programs toinformation go about stand settingand ready materials, upto aassist Resource with you examples Centerwith practical, ofthat effective can pro-up-to- programstersThese and pecx and are eactivities anhave invaluable done andthe withresourcebasic suggestions work to ofanyone establishing of contemplatingsuccessful and methodsoperating a similar and their program.techniques. Cen- 10 thenWeand would selectfurther suggest Resource information. that Centers you read in oversettings the informationsimilar to yourin the own first for observationsection and 15 knowsionalsIt shouldon theor resourcebesubject. noted centers.that this booklet is by no means the last word on paraprofes- We are simply setting down in practical form what we have We certainly don't claim to know all there is to calownlearned, systems.formulations to assist or those impressively who may attemptmanipulated to implement. masses of thesophisticated concepts within statistics their Due to this emphasis, those individuals desiring complex theoreti- 20 wouldpracticalOccupational best lookinformation, Resource elsewhere. Centersomeone within knowledgeable their own to situation talk to, andand feelan existing the need program for But for those people who desire to incorporate the 25 to observe, we hope that this booklet will prove useful. -3 For the purposes of ;.;lis program we THE OCCUPATIONAL have defined a Resource CenterRESOURCE as a CENTER place 5 periences)ingether which ininformation -order in this that caseon it a is Occupationsparticular subjectreadilyand the (inavailableWorld the of form Workand of effectively- materialsdelivered and tois ex-thebrought to- essencetors,clients guidance anyoneof that personnel, Center. having need for the information These clientsparents, may be drop-outs, students, inmates, servicescommunity provided people; byin the Re- teachers, administra- 10 thesource materials.subject Center. matter and to The Resource Center is designed maximize the systematic, comprehensive to increase the visibility delivery of of 15 materials;Theter Resource materials but C:,.ater itare is grouped isnot a a library library in thetogether sense onthat the it basis of a common in a strict sense because the is a gathering place for form. Resource Cen- Many will terargue,thize is assimplywith was since noteda tiendy many termResource in a recent article in Time, that meaning library. Centers resemble libraries The argument is easy to sympa- the term Resource Cen- in their appearance 20 libraryCentersand some acts areare significantlyasin afact storage located area far different enough to warrant thewithin a facility's library. materials on a wide range of distinction.However, Resource topics and sub- The andtogetherjects; experiences the in Resourceone within place Center theand systemoperates compiles or programsa all the available information,school relating to a particular to facilitate the delivery of materials topic 25 these multiform resources to the Center's clients. -4- Therefore, instead of having Resourceouttte the y Centerlibrary, compiles and intermixed these items with together materials in onone other area topics,and supplements the Occupational them relat___ to occupations and the World of Work scattered through- withresources,aptitude additional determination field resources trips, devices,suchand outsideas games,training, speakers. audio-visual listings ofmaterials, appropriate interest community and The overall effect is to in- Occupationalgramscrease andboth resources tits chJice visibility relatedis quite ofto possibly thethat subject topic. the mostarea importantand the accessibility single decision to pro- an CHOICE 10 madeTheindividual onestablishment the basiswill makeof of inaccurate anand ORC is (Occupationala decisionor inadequate that Resource shouldinformation Center)not be or left acknowledgesassumptions. to chance the or OCCUPATIO1 15 workthatlife-long and occupational to needunderstand and world. desire and makeof people decisions to learn about more their about own thelives real in worldterms ofof The ORC concept has been deve'oped and implemented fororto outreachdeveloping of individualsschool, their child fullwherever or human adult, they potential and are to in provideregardlesstheir careerindividuals of development,race, withsex, theage, in vehicle schoolsocio- 20 ORCTheeconomic Program,assumption status, and is ethnichave being taken ormade cultural the that time if background. andyou effortare interested to acqu$re in andestablishing examine this an CAREER UCATION 25 servesbooklet,date informationas thateither you the recognizeon initialcareers the componentand need the thatWorld of apeople ofdeveloping Work. have forCareer accurate, Education up-to- program Since such a center often 0 -5- or a facet of a pre-existing, on-going CE (Career Education) effort, it seems BEST COPY AVAILABLE ofappropriate the CE concept. at this point to briefly"The conceptoutline ofthe CE definition ih neithek and new implications rim kevatutionaky: it two evatved 5 In the decades since the Smith-Hughesment6tom theokie6." decades Act provided o6 expetience an impetus and expekimentationto with cakeek /1 devetop- vocational 10 researchersabouttraining the in needshave 1917, offeredstudents many guidance-theories and others about(and/or have how forvocationally) vocational releva:it choices informationoriented are authors madeconcerning andand Councilanythe Worldregularity on of Vocational Work. until early Education in 1971. recommended that American education include The term Career Education, however, was not used with In July, 1970, the National Advisory 15 UnitedtheCareer problems States Education, symptomatic Office suggesting of Education,to many that educational undera career Commissioner focusinstitutions. would of helpEducation in Early in 1971 the alleviating Sidney P. thatSchool-based,Marland, time endorsedthe employment-based,term ahas research been widely and home/community-based development used, and thiseffort first centeredand formalrural-based. in thrust four by models: Since the 20 ofOfficeshould the conceptof be Education implemented. itself provided and the thevarious impetus alternative for a great ways deal in which it could discussion, both and/or 25 hisJames concerns Coleman, by althoughstating thathe does "the not new use goat the (of term schools) Career muttEducation, be to 10 -4- integkateaddresses BEST COPY AVAILABLE theaveHe youngto describes humanbe into changed, iunctionat beings...." "schoot communityand thiscommunities" notes he thatsees move aswhose them more to "intent adulthood." radical is than to makethe schools'itesponsibte, reorganiza- pkoduc- /3 He continues by saying that workplaces need also /2 5 tionalcationaltion. instituti.on." institutions would disappear, "a woick-place would also be anThe educa- end result would be that the dichotomy between economic and edu- /4 There would be continuous in each _ndividual's life 10 a fusion and mixing of work andnot"Cancer education. a set Education olf do-this-and-do-that. £4 stitt a concept, not a pAogAam, not a btueoint, A6 a concept it 42 att-inctusive, secondartyAanging"Lt"So itis )nomisoitieked education,far very liAom asea/11y a a ce&tainty wayconcept etementaAy to encounage that thAough gradeshas peopleputiessionat through to make seaondaity Achools,...... " thei& choicesand post- cf.ocmatity on definition " /6/5 15 withinavoided, vent' broad ctite&ia. . . . any definitions ." Therm are no 4peci6i(Ations. /7 We have hisbyDr. viewtocat Marland is initiative that is adamantthe movementand thattocat CE"has pa&tnekships." (Career to grow Education) town by town,not be state defined by statein Washington; . /8 'The definitions and implemen- . . 20 Basicintation a tovariety haveeach beenprogramof ways left arethrough to somelocal curriculumfundamental educational efforts concepts, agencies, and theteacher and threads they in-service have of whichresponded training. link have,(Hackensack,the forprojects the mostN.J.) in generalpart, or broad agreed unanimity. goals on tenets(Seattle, (East Wash. Providence, and Arizona R.I.), Department concepts of Systems widely separated geographically 25 -7- Education) that reflect: of1. the individual's attitudes, abilities,a concern for self-awareness on BEST COPY the part of the student, an awareness AVAILABLEinterests and values; 5 shetraining;tion2. leaves and theschool, opportunities at whatever for age a productive,and a concern satisfying for each student's perceiving the relationship between educa- .=i1-11 ul-atever amount or degree of life after he or and4.in3. acquireddetermining as welland examiningas the interrelationships alternatives;a concern of for the for knowledge about decision-making skills, for student's economic growth in terms cf skills needed economics and people and experience 10 pay.a their5.knowledge productivity, of the basic that economic service is work,a concern whether for it abe work ethic, that principles; work and the worker be valued for voluntary or for 15 Hoyt has offered a comprehensivemost"Culftentty definition: accuAatety it deiinedseems sa6e as toa conceptsay that in 'careen search oi a education' can perhaps be de6inition." /9 withthe."In thesaootsmy view,values and catgen o6the a communityworth education - oriented to canhelp besociety, att de6ined .individuals to as integAate the to tat e66oAt 06 become liamitian those values 20 Clearly the emphasis here isin onindividual."into ways the thsin thatrole petsonatmakeof education worth vatue possible, as stAuctukes, part meaning6ut, and to and.implement satisfying those /10 of the community.lion eachvalues 25 A slightly different emphasis,a peAsonatty "Cateeton the careereducation salisliying is thesuccession total eiioAt o6 of the community to oppoAtunities 6okseAvice itself, is Evans': -8- develop The advocates of Career Education are clear in oughtheir wank, insistence paid oh, that unpaid, the concepts extending throughout tiie." /11 BEST COPY AYAILABLi 5 andvocationalapply beyond to each theskills individual,school training and the throughoutto jobinclude to leisure-time hisself-awareness lifetime, and and andretirement that decision they activities. extendmaking beyondskills; OccupationalThe current employmentResource renters. crisis gives a clear mandate for the establishment of The establishment f these centers does not THECENTER OCCUPATIONAL RESOURCE (ORC) 10 Thegreatrepresent ORC potential is anplanned immediate for andalleviating equippedresolution theto of provideproblem. this long-rangein two ways problem, the experiences but there for is 15 which(andthe CEtheothers) program clientele who of are theis not developmentallyinstitution, served by aand CE"ready." itprogram is available and/or whoalso seek to thosespecific students in- It supp:mts and facilitates areaformation planned, conveniently on sequential their close own at seriesini:iative. .-Ic.nd of forexperiences; more casual in use. the latter instance, resources In the first instance, the program provides 20 dentialCenterNeeds, is andor located. non-residential,specific objectives, occupational vary depending goals --on mustthe settingbe taken in into which account. the The nature cf the population to be served -- age, resi- 25 newnesstedOther with criticalof the the instructional Center factors and to its curriculum,be physicalconsidered location.the are degree how theof localCenters supervision, will be integra- the -9- Theby aultimate, trained paraprofessional,long-range objectives are: for the est:=1-lishment of an ORC, staffed ORC OBJECTIVES 5 2.through1. an increased availability of materials;To aidintensify professionals the use inof establishingoccupational and operatingrelated information work-study of4.3.and Work. other alternative learning programs;To aid professionalsall individuals in ingaining meaningful more knowledgecareer development; about the World 1Q publicThese-Hate general agency'scareer objectivesdecisions. effectiveness may bein seenhelping as enablingeach individual client to make appro- Although the aide is trained to work effectively in objectives for the school or 15 andalan ORC,evaluationequipment. the actual of need establishment and professional of the selection and Without the professional involvement in planning the Center, Center is dependent on the profession- evaluation of materials tielishmentthe targetaide with(or population. paraprofessional)no innovative thrust tends in tobringing be absorbed new methods into the and materials to existing estab- 20 socialTheis program,the studies key. the program, vehicle specific for conveying courses information in career explorationto students whichor other may be This program may take various forms: the already-established clients, 25 Services,offeredgram developed by a anpart individual byof thea rehabilitation Extension department Service orprogram by foran ininterdisciplinaryuse a prison or hospital team, a pro- with 4-H and other Extension setting. Whatever form the program takes, it is essential to its success that: BEST COPY AVAILABLE REQUIREMENTS sionals1.2. working closely together with administrativethethe broad program goals support;to andbe developedconcepts, byas awell team as of the professionals criterion-referenced and paraprofes- per- 5 when3.beformance clearly they objectivesare delineated; needed. (cognitive, affectivethe and resources, psychomotor) print and and activities non-print, needed be on hand and available paraprofessionals,relationIt is this to thethird ORC. pointmakes thatthe programis crucial possible to the and functioning helps to makeof a itCE "happen".program in The establishment of such a Center, staffed full-time by 10 Youngvelopmenttheir people careers and are career"develop" constantly education even rec-iving without programs. careerany formal information school exposurefrom many to sources; career de- The purpose of a CE Program is to PROGRAM NEED 15 readinessprovideeration information thefor agesthe information.of at the appropriate students andtimes their for needsthe student's for particular age and information. degree of Programs are developed which take into consid- NoyoungThis resource formal pet:pie programcenter get; itofwill willcareer not tend replac'cinformation to plan or theremove can learning proviae the informal ona planned,a developmental careef, structured information basis. 20 however,programintervention willthe programbe without as viable is a thewell-thought-out without essential such component. a center.and carefully planned program, and no They are mutually necessary: 25 theThe mostspecific part naturebe dependent of the uponprograms what developedindividuals by arethe definedResource as Center the major, will forfocal /6- clients of the Center. The nature of these clients and their particular needs willresource determine materials how the it Centercontains is andorgani the kinds of activities it operates. . where it is located, the types of 5 within:,OurIn experiencealmost formal all educational hascases been the almost schoolinstitutions exclusively systems on facedthe concerned elementary the task and with Centersof established establishing an Occu- secondary levels. ORIENTATIONSTHREE COMMON sonnel.pationaltives and Resource initiate Center priorities, Program andwith these both centereda limited around budget the and definition Due to these limitations there was the necessity to limit the limited per- ofobjec whom - 10 formstionthe clients processare not of threemutually the commonCenter exclusive formswere going emerged.or totally to be. distinct. It is important to note thatBased these upon this client determina- Each Center contained 15 tingtheelements Resourcethe variousof all Center threeways developed; Centersforms and developed howeveroften progressed thebased forms upon fromserve the one majorthe form purpose clients. to another of as illustra- 1. CounsetoA-Oxiented ORC THEsisThis COUNSELOR-ORIENTED in was the due perception in all probability OCCUPATIONALon the part to ofRESOURCEthe the fact Guidance CENTERthat these Staffwas Centersthein amost had common form. particular school their gene- 20 thatThis incorporatedthewas careercommon informationin career schools information thatneeds did of notneedsits navestudents into a formalthe were regular systematicnot beingcurriculum. adequatelyCE program met. There- 25 ORCfellfore wasunderthe designed burden the responsibility ofand delivering established ofoccupationally theto meetGuidance the specificorientedStaff. needsinformation of that to Counseling students Because of this fact the Staff: The goals, objectives and priorities are set by that staff and they /6 -12- toCounselor-Orientedsupervise the Resource the day-to-day Center form by isactivities the upon Guidance meeting of theStaff the operation. specificand upon needsproviding of students the Guidance referred The emphasis in the 5 sultsThisStaff closein with a cooperativerelationship information working betweenand materials relationship the Resource relating of Center referral,to careers and the follow-upand Guidance the World and Staff mutualof Work.re- parametersDepartmentThe Counselor-Oriented of with activity. relatively form tendslittle to direct be an contactin-ho,...se with operation other departments of the Guidance and closeexpandactivities. to its the operation Guidance andOffice, contacts, operates in theunder beginning the close it supervisionis located withinof that or Although at some later stage of its growth and development it may /5 Theancestaff, secondpersonnel and deliverscommon rather form, information than THE on STUDENT-ORIENTED an to independent students through basis.RESOURCE the CENTER, auspices often of the develops guid - 2. Student -0AZented isieatedfrom an activethe Occupational Counselor-Oriented program orResource a conceptualized model Center of commonlyorganization goal. develops and focus.in a system in which CE Thus the use of occupationally The Student-Or- ORC 20 terbeoriented underchanges theresources from direction one is closely, moreof a widespreadprofessional or exclusively, throughout CE coordinator. affiliated the school with andone maydepartment in fact to In this form the Cen- 25 a Thisgeneral change resource in form area is onoften occupational accompanied information. by a change in location. The ORC in the Student-Oriented form usually becomes affiliated in an organizational withsense these with areas the in an organizational sense, library or media services area. in both the establishment of goalsthe ORC tends to exercise a However,rel- although affiliated 5 ativeItand is objectivesamount in this of form autonomyin thethat day-to-day andthe independenceORC is most likelyactivities to intitiate of the ORC. or work closely withprogramexperience the existing both that represent work-studythe operation or communityof an ORC resourcesor the full-time jobs if they are to he handled administration of a work-study programs. It has beenadequately our and 10 thustheirin ORCsaddition development tend toto theeither rather Resource work than with Centeractually program. existing work-study programs or encouragesetting up and operating the programs 15 causeThis typethe Center'sof ORC development is referred to as primary clients are students. the student-oriented form be-Programs and activities are designedialscounselors on toa walk-it. beor deliveredthe instructionalbasis, directly in response staff.to students to specificStudents programsutilize theoperated resource by themater- Re- rather than indirectly through 20 selorsthesource Guidance Center,for use Staff. onin assignmenttheir settings but the Certainly the resources are provided to from classroom activities, or on referral primary emphasis is upon obtaining teachers and coun- from materialspendentlyexperiences with because directly a direct it tois interest students.assisting to instudents the and The ORC in this for fulfillment of school-wide or system- delivering the information/ is able to exist inde- 25 wide objectives rather than those established by -14- just me department. RESOURCEThe third CENTER. prevalent type of development is THE TEACHER-ORIENTEV OCCUPATIONAL In this form the teachers are the major clients and the ORC 3. Teachen-Oniented ORC ations.andfunctions its utilization. as a sort of professional library ORC on occupational information First, it was the common form in elementary schools; students are too This type of form was utilized in two of our school situ- 5 thisyoungcupational form to effectivelyalso. information utilize program the wasCenter to deliveron their information own. through the vehicle Second, it was used in schools in which the focus of the oc- Some middle schools use 10 curriculumtionsof the wasclassrooms toand integrate thus and the the careerORC individual was related designed teachers. materials to assist and the programs individual into teachersthe regular in The emphasis in these situa- classroomsthisIn thistask. form nor thedoes ORC it doesact asnot an generally open resource operate center programs for studentindependently use. of the The 15 curriculumitsmaterials use by and guides,the experiences teachers teachers' rather housed manuals, than in L.Ieby and students Center source are andand selected thereference Center bookswill contain on the basis of on CE. 20 betion41 Thisused Teacher-onstaff any tolevel. Orienteduse occupational form was mostinformation common atin thetheir elementary classroom level programs. but could It does require a commitment on the part of the instruc- If willIfthe it seeuse is the ofnot thisvalue an accepted,kind of theof informationCenter clarified and willgoalis a utilizetheschool teachers orits system resources may tendwide andtogoal regardpersonnel. the teachersthe 25 uponCenter the as instructionala threat or additional staff it isburden. crucial to establish the program so that it /9 With the heavy demands and pressures -15- meet these demands and goals ratherTheis seenquestions than as addinga devicefacing additional tothe assist educator ones. the staff and help desiring to set up a Center most often con- ESTABLISHMENT OF ORC cerntiesficient space to beORC and operated. will funds. depend primarily upon the clients to This may beThe approached question fromof how either much direction.space is necessary be served and the activi- for an ef- You may ORC,conceptualizeOn thethen other determine andhand, outline thespace space themay clients,necessarybe a major goals, and attempt priorities to limitation and it will be necessary to find it within the school.and activities of the 10 a Itdesiclassroom has been or our a closet.experience that very successfulfn programs can the Center with these physical limitations clearly Certainly an ORC that has a large stock of materials in mind. be operated out of Location 15 berandlarge, of equipment, independent easily servesaccessible, programs, students well-equippedutilizes directly guest as location. an open use center, speakers, does well to have a However, with imagination operates a num- a thatforfimilar transporting the operationORC must materials. be in a specific place; - in a sense could be handled with a desk, a closet and a mobile cart It is important not to get locked into the the Center is a method idea 20 storagethatof delivery is areaabsolutely andfor canmaterials: necessary be effectively is a desk accomplished for the paraprofessional Programs and activities can be run out of in many ways. In essence andall a secure various Oneempty form classrooms may take andconsiderably information more displays can cooperation and coordination than another be set up throughout the school. that is well 25 thoughtand more out time and may realistically be required definedto accomplish should lessbe able but toa program 20 -16- exist in whatevez, space is available. thescopeCost Centers isof thethe establishedmainORC. institutional under this fact project of life had that a firstwill defineyear budget the nature of less Not counting the salary of the paraprofessional, most of and Cost 5 andisthan thenot $2,000. materialsrequired. purchased are directed to these goals then a large outlay As long as the goals and objectives of theIt programis surprising are specific how often new Centers purchase materials 10 andquentmay equipment have programs. been without wasted firstsince outliningthe materials objectives may be and activities: inappropriate to the subse- The money Theof firstwhom thestep ORC in isthe designed determination to serve, of materialsthe needs toof purchasethose clients is the and the types decision Materials(1) 15 toofthis programsdetermine is not and whatan activitiesidle appropriate task sinceto bematerials thereoperated. may exist be awithin significant the school number or ofsystem; useful Second, there should be a search (2) Thirdlateditems is tothat to your examinehave specified simply the materials nevergoals beenand and objectives.gathered equipment together available and put on tothe efficient market re- use. In the past several years the (3) 20 wellcreasedamount determine ofat commerciallyan thatenormous some rate,produceditems andcan items verybe produced littlerelated cf locally;to it occupations is inexpensive. for example, and CE anhas Eng- in- You may 25 video-tapelish-Journalism interviews class withcan gomembers out into of athe particular community occupation. and develop slide-tape or We strongly recommend that you preview any material before purchase. Et -17- Most companies are very open to this arrangement. Get the item, look at it, have Thisstudentsto purchase.preview and beforestaff usepurchase and evaluate is the lastit before step inmaking the a decision cn determination of materials purchase. 5 ment,Education.In conclusionactivities itand can experiences be said that related the ORCto occupationalis a collection of The stress is to develop inventories of resources that will relate information and Career materials, equip- CONCLUSION 10 plementedprintto the andclients bynon-print reality of the materials experiencesCenter. both (work commercially experience, and field locally trips, produced guest andspeakers, sup- Thus the Center will have a wide selection of aswaysrole wide playingand a respondvariety and situationdifferentlyas possible. simulations). to various materials The Center evaluates new resources in terms of Since students learn in different it is important to provide 15 cess.teachers,the clients and for staff whom isit activelyis intended. solicited and considered in the purchase pro- The opinion and evaluation of students, 20 Successfultheirif called programs Resource for. and Centershave not have hesitated continued to revise,to take limitan introspective or expand the look program at They have alloided the tendency to achieve the original objec- andturetives methods. and and needs then of"sit all still" clients but through have in periodic fact continued self-examination to meet the of changing na- objectives 25 The importance of doing the groundwork preparatory to the establishment of an 22 -18- GroundworkImportance of ORC cannot be overstressed. If the conceptualization of the goals, objectives, BEST COPY AVAILABLE paraprofessionalsibility,intended clients,accountability, and priorities, the accumulation etc., lines are notof of authority accomplishedmaterials and and beforeaction, equipment the limits arrivalthe ofvaluable respon-of the 5 rection.efficientlytime has been utilized lost, theand skillsthe program and training will be ofhampered the paraprofessional by confusion and are misdi- not 10 Hackenzack,REFERENCES: New Jeuey, undated, p.1. 1 How It ALL Began, a paper on the Comptehenaive CareerTHE EducationOCCUPATIONAL Modet, RESOURCE CENTER Today, February 1972, p. 75. 32 Coteman, James S., "The Children Have Outgrown the Schoots," ftychotogy 15 54Ibid. Op. cZt., p. 82 WashiAgton,pelts, Number'. D.C., Twenty,20005, Councilp. 7. 04 Basic Education, 725 Fiiteenth St&eet,6 N.W.,MaAtand, Sidney P., PL., in "What i4 Carteet Education?" Occasionat Pa- 20 gIbid.70p. Op. c. t., p. cit., p. 29 18 25 Counaeting:can Peuonnet and Guidance Auocimtion, 1607 New fiampohim Ave., N.W.,9 Wash- Hoyt, Kenneth B., "e2Aeek Education: Today and TOMOVLOV, cauette tape Amiett produced by the Amen& Beyond Calmest Development," ington, D.C., 20009, 1972. `23 -19- BEST COPT AVAILIWLE REFERENCES, continued: "Ibid. THE OCCUPATIONAL RESOURCE CENTER 5 GarthCompany, L., Cmkeek937 Eabt Education: 9th South, 11 Hoyt, Kenneth B., Evin4, Rupert N., SatWhat LakeIt 14 City, and HowUtah, To Do It, Mackin, Edwakd 84102, Otympus1972, p.Pubti4hing F., and Mangum, 1. 10 15 20 25 -90- BEST COPY AVAILABLE techniques.Career Education today requires innovative approaches in both materials and Society's desire to help each individual to developTHE to hisPARAPROFESSIONAL full 5 rehabilitationgroundhuman potential workers regardless for imaginativeof race, socio-economic, and relevant educationalethnic or cultural counseling. back- places increased demands upon teachers, counselors, community service 10 counselors,One way to socialmeet these workers demands and othersis to makecharged maximum with usethe of administration present teachers, of anddifferentiationprograms semi-clerical within whichoftasks, the career professionals'though invormation essential, functions cancan bebe presented.indicatesperformed thatby trained many routine aux- Analysis of the 15 Paraprofessional;areiliary representative personnel. aide; of thissupport new personnel;career opportunity resource whichspeclalist; has emerged these terms during classroomsthesethis past team decade. andmembers, offices. for example, and schools increasingly employ them in The medical profession has begun more extensive use of 20 tionatized,appuptiate44,4etected,"The inttoduction doe4 not of need auxitiaty tnained, to te6utt petzonnet,utitized in metety and when in4titu-'mote they of ate 25 tote4thepram..ol5 4same'. =metoi the devetopment zchoot. to the total educationat en et- It can contaibute to 4,14 - tuti.onat and zociatLt can .6timutate a teasze6.6ment of att the It can help to appty the concept zs -21- changes o6 some magmaude." /1 paraprofessional as an indi- DEFINITION 5 sionalvidualFor the qualified inpurposes the establishment byof athis combination and project we have defined a operation of an Occupationalof training Resource and experience to assist a profes- Center. Thetionfessional primary and resources objectivesare (1) toTo toclientsincrease be the achieved throughand (2) the to introduction relieve the ofprofessional effective and efficient delivery of theof parapro-tasks and informa- 10 whichresponsibilitiestraining includes are notat which leastnecessary. are one essential but professional.The paraprofessional is a for which professionalAny clerical work is sometimes per- trained member of a team educatim-and adirectlyformed wide byvariety under the paraprofessionaltheof supervision ofor non-professional tasks at different levels bythe student professional help. team member The paraprofessional works of responsibilityin carrying out 15 Theandparaprofessional autonomy.establishment ofdoes an more than simply create new Occupational Resource Center and the tasks and provide someone utilization of a PROFESSIONALSADVANTAGES TO 20 thethoughtfullyto perform school them.or conceivedagency. can have A paraprofessional position The effect is to allow people to ramifications for task performance that has been carefully and concentrate more time throughout kersandof energytheor supervisingtasks on activitiesof examining students appropriate catalogues, using to self-directed resources, teacherssearching can out materials,their skillsarrangiLg and spea-training. Relieved spend 25 moreof instruction.time on lesson Similarly, the guidance professionalpreparation, curriculum development and 26 -22- released from the burden individualization of test administration, resource acquisition and explanation, or student super- thevisiontion, parent-student canvocational devote morecounseling,decision time makingwith dealing students process. with conducting student problems, in-depth andtest assisting interpreta- in 5 determineareIn additionbetter the served. toclient's the school needs or and agency smoothly benefits mobilize from appropriatethi3 arrangement, resources the andclients With adequate preparation, an ORC Program can more accurately ADVANTAGESCLIENTS TO )0 a fyingqualifiedprocess manner. that assistance allows themto meet to proceedthose needs at their in a ownmeaningful rate and and provides personally the neces-satis- Such a system enables clients to become active participants in areThesary (1)essentialsupport an adequate and minimum guidance supply requirements at of each resources, step. of an materialsoperational and resource equipment center to meet program the PROGRAMCONSIDERATIONS 15 inperienceneeds the ofoperation tothe assist pre-determined of, in programs the establishment clients and activities and of(2) the ato personCentermeet the withand occupational tothe operate, training informa- or and assist ex- 20 outparaprofessionaltion the needs other. of clients. comprise a single unit, that neither can really function with - The most elaborately equipped Resource Center will be virtually We feel very strongly that the Resource Center and the withouttouseless programs the without provision and clients,a qualified of materials while individual the is introduction an toinefficient deal withof paraprofessional gesturematerials at andbest. to personnel relate them 25 The other vital components of such a program are planning and teamwork. -23- Only misconceptions,in this way can dissatisfaction,such a program be confusion, introduced the clients it will serve, the acti- hostility andinto ineffectiveness. a school or agency without 5 placevitiesThe goals of and theand programs programobjectives itwithin will of thetheoffer, Center,organizational the role structure is contracted or a ofsingle the paraprofessional,piece and the ideally should all beTheof determined material explicit purchased. beforeclarification the paraprofessional and exposition Df the paraprofessional's role, res- JOB 10 benefitsponsibilities,determination is probably authority,will formthe mosttheorganizational basiscrucial for task the placement, screening in the planning process. accountability,and selection processwages and This REQUIREDDESCRIPTION 15 ofthatit this haswill Projectbeen be involvedour we experience have in trained obtaining that and there anwork-1 is no appropriate individual. with forty absoluteparaprofessionals set of personality and or edu- In the course meetThecational mostthe characteristicsrequirementscritical factor of thattheis to positionautomatically obtain yetan results individualnot with so overqualifiedenough background that tothe in an ideal paraprofessional. speci- 20 abilityThefied paraprofessional role to communicatecharacteristics musteffectively, havebecome solid, a andfrustrating basicthe capacityintelligence to deal and openly common with sense, otherlimitation. the SELECTIONFORCRITERIA people.abilityceptualized and roledesire and to status. work independently might have Beyond this the required qualifications will be An individual with a strong background difficulty conforming to an dependent upon the con- and the 25 operation that expected the paraprofessional to perform -24- primarily information work.mightacquisition have difficultyand storage if functions. placed in a position which demanded much independentAccountabil;ty must rest upon the professional staff for defining the po- Individuals with less background and training 5 sitionIntions. general, adequately the successfulbefore filling programs it, andestablished for establishing as part ofrealistic this project qualifica- do not PARAPROFESSIONAL assignaskof morethe an paraprofessional ofoverqualified the paraprofessional person needs toto than thebe clearlypositionthe individual stated that is butis established. capableit must ofbe andrecognized do not The role ROLE 10 responsibility,sothat too this will role the supervision,is role not ofstatic. the orparaprofessional. organizational position, accountability pro- As the ORC develops, expands, modifies over time, The authority, status, autonomy, 15 ledgeobjectivescedures and and experience. are personnel examined contacts and defined will andchange as theover paraprofessional time as th3 program grows goals in know- and While it is advantageous to have the paraprofessional aisparticipate teamnot aeffort process in on the thatthe decision-making partcan beof leftthe paraprofessional,solely process to ofthe the paraprofessional. evolvingthe professional role definition, counselor, it It must be 20 menttheschool paraprofessionalunilateral administrators decisions. has and neither teachers the sinceknowledge in most to makeorganizational nor the power structures to imple- 25 sitionsfromThe functionsbasic of informationbroad and independence, duties acquisition that paraprofessionalsautonomy and storage and authority. under perform close vary stl?ervision over a wide to rangepc- These roles vary according 21 -25- exist,to the andnature the ofcapabilities the individual of the Resource paraprofessional. Centers, the situations in which they In Section II of this 5 booklet,cation.are statements which gives on the a briefparaprofessional's sketch of each of the An examination of these provides an idea of the different ways role and job description at each lo- operational centers, there in which thefriction,It positionshould thatbe can noted rolesbe conceptualized.that not itonly is bevery clearly necessary, defined in andorder assigned to but that they avoid confusion and PARAPROFESSIONALOFCOMMUNICATION 10 beprofessional, instanceswell known professionals to with everyone the sole connectedwere reason hostile withthat or orthe at affected roleleast of uncooperative bythe the paraprofessional program. with the hadpara- In some ROLE 15 butasnot abeenin resource the defined interim person and time madehad had beenknown been clarified to lost, them. action the had been misdirected, and often Once the role of the receptionparaprofessional was usually excellent, Inframespersonalities a common of reference. occurrence, had clashed because simply members because of people the staff were wereoperating not made with aware different of 20 theretothe client lengthy was littleuse, process it tangible seemed involved toevidence many in thethat of establishment activitythe paraprofessional or accomplishment.of a Resource was Center prior in3ctive since However, evaluatingthefor paraprofessional free materials;materials alreadywasmaking in factcommunityavailable; very activecontacts; developing in examiningaccunulating, programs; catalogues; and examining all of theand sending 25 other activities which are vital to the development of a Center and which must -26- be developmentalaccomplished beforeprocess clients on the canpart be of accommodated. the staff can avoid having the paraprofes- Increased awareness of the 5 paraprofessionalsionalIt is andtotally the programunfair that aretoacquire makenot adequatelydemandsan unjustified in compensatedterms negative of time in reputation. orterms responsibility of salary and/or upon a asub-professionalbenefits, concomitant and recognitionif onethe requiringparaprofessional that suchspecialized skills is expected andknowledge performance to andfill skills, amust position be there sufficient- that must is be a 10 paceward,ly remunerated.with there the should increase be somein skills, progressive knowledge, system ability that keeps and responsibilitywages and benefits that in In addition to a starting salary arrangement that is a fair re- 15 hasofare been theacquired teamour experience thethrough more on-the-jobvaluable that the this longerexperience person's the paraprofessionalover presence the course becomes of has andseveral been the amoreyears. member diffi- It Thecultstaff paraprofessionalshe/he of essential would be buttois replace.anon-professional team member designed tasks; to (2) (1) operate relieve an the Occupational professional Re- Salary schedules should respond to this fact. _CONCLUSION 20 sourceto the Center Center'seducational to increaseclients. team thethe roleeffective of the delivery paraprofessional of resources must and be experiencesthoroughly con- For the paraprofessional to be an efficient addition 25 uallyfillceptualized, supportedthe position explicitly and mustrealistically bedefined appropriately andcompensated. well qualified,publicized. adequately trained, contin- The individual chosen to -2 7 - theIn orderspecific requirements of a particular situation, to insure that the paraprofessional is adequately BEST COPY AVAIURE educators may wish to trained to meet 5 oftaskestablish the the program last pre-service partconducted of Sectionor byin-service the I staffoutlines training of thisthe variousprograms.project. objectives and components To assist in that 10 l5 20 School,Education A Study and Off o4 ceAuxitaxy oi Economic PeAsonnet Oppoittunity, in Education, New Vo4k, Bank 1968, St/met p. CoUege222. 1Bownan, Garde, Ktopi, Gordon J., New Caueia and Rotes in the Arne/aeon of 25 -28- THE TRAINING PROGRAM BEST OOP! AVAILABLE 5 provideinstitutionThe ultimate the concernedparaprofessional objectives with of Careerthis with Title Education.specific III Trainingkinds of Programskills, couldthus enablingapply to theany The general training goal was to GENERAL GOAL Theinparaprofessional Specificthe utilization Objectives to and function formaintenance this effectively training of occupational programin consort were resource with as otherfdlows: materials. staff members SPECIFIC OBJECTIVES 10 AidthroughIntensify counselors, increased the communityuse availability of occupational wcrkers of materials.and and other related professionals informa 3n B.A. Aiddirectlylarin all establishingreality individuals, into testing the and World especiallyprcgrams.operating of Work, work-studythose in careerplanning programs development. to enter or simi- C. 15 P.v institution attempting to modify this program to meet their own needsgainingAid would career more counselors, knowledge aboutcommunity the Worldworkers of andWork. teachers in D. 20 reflectbeThe wise extensive itsto modifyown experiencelocal these needs. objectives, of the staff and ofto thisadd furtherprogram, specific both in objectivesthe training to of SKILL AREAS 25 tifiednineparaprofessionals skill include: areas for and inclusion in the supervision in this training of them, program. enabled the staff to identify The components iden- 83 -29- BEST copy AVAILABLE Human Relations Skills: toabilities ask 'open to questions',communicate to- torespond listen, to to These include developing and strengthening feeling, to speak withobserve, the to verbally follow, These skills are the 1. Human Retati.ons 5 othertion.deemed people to be the of paraprofessionalgreat importance meetsfor on Both intra- and inter-personal skills are staff using micro-teaching and rater on-the-job success and satisfac- the job. stressed. Measure- Increased Awareness of the Characteristicsviewobservations.ment forcan thebe doneparaprofessional by trainees andtrainees is of Human Behavior: that they have a broader un- The end in 2. Human Behaviors 10 thecharacteristicsderstanding paraprofessional's of themselvesof Luman ability behavior, and theto adapt peopleeducational to with these whomand Measurement can be by oral exami- behaviors are an inte-socialthey work. problems and The Clerical Skills: nationabilitygral aspectand to through observeof the simulation trainingaccurately program.events and predict developed human by the These include the abilities to type and to behavior. staff to assess file, to pro- 3. Ceeiticat 15 machines.ducechecklist. ditto and stencil masters and to use the Measurement (Samplecan occur found through on page the 38) vehicle of appropriatea proficiency duplicating 4. Audio- S kiaS Skills ia the Use of Audio-Visual Equipment:Modernequipment8 jectorsmm. clipmedia ofin machines, variousprovidepreparing types,effectiverecord local programmed players,materials vehicles etc. learning areallowing andincluded among The ability to operate pro- theequipment, ability tape to userecorders, this the individual to these skills. Vi8 uat 20 MeasurementwithAseek forparaprofessional availablehiscounseling, own can answers, reso-rcesoccur teaching, trained throughto andbe in and his therebyathis preparationtest-outown area instructorallow canprocedure theof in the area expedite materialsself-instruction for such Centers.professional staff time and through observa- of inquiry. Resource Center Skills: tion. (For sample skill listings. see Proficiency Check-List on p. The ability to order, maintain, display, These skills include the and dis- 38) 5. Res ounce Centeit 25 abilityseminate to informationexplain to theand clienteleresource materials.the mechanics 34 -30- of the Resource Center, BEST COPY AVAILABLE listings,bycanand demonstrationbehelp used, insee theworking Proficiency preparationin Occupationalwith secondaryCheck-List of original Resource school on p.material. Center.students.38) (ForSimulation sample techniques skill Measurement can be 5 Use of Resources: amountother staffof time; members the abilityin obtaining to write appropriate newsletters materials announcing in a newminimum mater- These skills include the d'Ality to aid the client or 6. Ilse Rezowicez Basic Introduction to Organizational Procedures,portionialsjects and who ofPolicies,information. thecome training to and the Other Occupationalprogram. Forces Resource Center for help during a Measurement can be done by actual student sub- 7. Pkocedu&e6 10 of the Institution Affecting the Paraprofessional:unioncluded.anethics institutional procedures which are andsetting relevant regulations and to working the and paraprofessional's specialwith professionals state and functioning federal should projectsbe withinin- Work-study program organization, labor laws and regulations, Those aspects of law and Patiziu and 15 Development of Educational and Occupationaltraineesshould Terminology be andreviewed. staff Appropriate members. to the Measurement can be done by discussion between the 8. TeAmLnatogy Needs of Each Trainee: telligence,tionalwellCenter. as Titles with interest, other(D.O.T.), terms simulation, percentile, whi-h are cataloging, particularprogram, filmcareerto anclip, Occupationaleducation, aptitude, occupa- Resourcein- A glossary would Laclude such terms as Dictionary of Occupa- This area is concerned with testing terminology as 20 andKnowledge Community of CurrentService: Issues in the Worldwithtion, of Work,students vocation, Education, using etc. video Rehabilitation recordings. ThP trainee who may notMeasurement have had canrecent take experience place through interaction 9. C tvutent 25 suesparaprofessional'sthemofor conceptscontact includeare and with thatminorityof how schoolsare functioning these beinggroup or issues debated,otherrelations, in andcommunitythe should theirinstitutional adolescent resolutionsbecomeagencies, dressaware setting. or relateandofwith whatconduct; theto somethevariety drugs,of Such is- Issuez 35" -31- BEST COPY AVAILABLE bilityotheralcohol ofindividuals. andthe truancy.trainee to discuss such topics with Measurement occurs through observation of the fellow trainees and TRAINING COMPONENTS 5 lationsA gram.training skills; period the of second three weekweeks on the The first week of training concentrated on duration was found to be optimal for this pro- development of Occupational Resource the development of human re- trainingatCenter specifically knowledge program meeting establishedand skills; the needs bythe a third week on of the local institution. institution would depend upon the needs individualized programs aimed The makeup of any 10 wouldandof theequipment; participate. institution; and the the current availability expertise of level of training staff, facilities, finances those paraprofessionals who 15 madeputThe ofoftraining consultantsthe program program withstaff. included expertise ten incategories particular areas, to A local institution would do well to of activities. supplement the in- Extensive use was examine the areas,tolistings evaluate and below, then the toability obtaindetermine of its which own staffitems toappear to consultants to strengthen its own program. provide information in the various be relevant to its own needs, 20 THE TEN ACTIVITY AREAS FOR THIS PROGRAM WERE:Orientation: The goals and specific objectives of the training pro- 1. 011,i.entatio n Evaluation:bedure,gram obtained. mustcan givebe clear an ongoing to the indication of the success of the program. The paraprofessional, through a daily evaluation proce- paraprofessionals if maximum success is to 2. Evatuation 25 AreaSuggestions section forof thisbasic report. methods of evaluation are included 36 The local institution is encouraged to -32- in the Skill BEST COPY AVAILABLE Testing:trainingdevelop and objectives. use its own evaluative instruments, reflecting the local The paraprofessional should gain familiarity with relevant 5 Localtestsunit.land situationssuchSelf-Directed as the will Strong Search, determine Vocational as wellthe extendInterestas with of the Battery,emphasis relevant Kuder,placed terminology. andon thisHol- 3. Tezti.ng assistlysourceClerical: relevant, the Center paraprofessional seeoperation. the Proficiency with many Check-List aspects atof pagethe 38.Occupational Re- Various skills of a clerical and secretarial nature will For a listing of skills considered general- 4. Ctenicat 1 0 toSpeech:in groups. the writing and delivery of oral communications to individuals and The paraprofessional must develop proficiency and confidence 5. Speech actiontoHumanlization the Relationshumanwith of others, relationsthe Skills: micro-teaching thus area. providing technique immediate (video-taping feedback to traineethe trainee) inter- Nearly 20% of this training program relatedA large block of time was devoted to uti- 6. Sh,i22SHuman Re-tations 15 tendingsionalemphasized.addition,in the behavior,developmentoperates interviewing asresponding ofa cooperatinginterpersonal techniques to feeling, member and communications the andof basicsaexpression total of skillsteam, group of and feeling.suchdynamics that as at-para- were It is important to foster the concept that a paraprofes- In 20 Occupationalandprofessionals weaknesses Resource shouldof such haveCenter cooperating a fundamentalSkills: activity. understanding of the strengths More than one-quarter of the train- 7. ancesionalsincludes:ing ofprogram anthose Occupational wasspecific devoted skillsResource to activities needed Center. in aimedthe establishment at giving the and paraprofes- mainten- Discussion of the role of the paraprofessional; library A sample of such activities SUL&OccupationatResoumce tersCen- 25 velopmentskills; filing of familiarity systems; relationshipwith materials of andthe equipmentORC to the suitable classroom; for de-ORCs; 3'7 -33- preliminarymentequipmentdevelopment of children andpurchases; of materials; understanding to serve providing assistanceas clients.of paraprofessionalsprocedures to the to be This simulated ORC activity serves paraprofessionals in making followed when obtainingwith actual involve- 5 priorparticularlyGraphics: to going to on increase the job. the confidence level of the Providing the paraprofessionals with basic graphic arts paraprofessional skills alsources.cantiveand units greatlyconceptsand ofhighly instructionaid will visiblein enablethe effectiveduringCenter. them tothe more training readily program. Such a unit also provides a change of pace Posters,dissemination displays, of informationbulletin boards, and re- etc., make their ORC an attrac- from more tradition- 8. Gtaphica 10 nentcountAudio-Visual:zation accordingly. the of A-V many equipment A-V tools. available, and develop The ORC will probably depend heavily uponSee Proficiency Checklist at page 38) A local training program should take its A-V training compo- the proper utili- into ac- 9. Audip-Vi4uat 15 oftiveconfidentialityareaGeneral paraprofessionals; educationinclude - School cultural programs; and Organization schoolDivision working law; ofand Employmentconditions, Procedures: diversity; an analysis of the World of Work; Career Education; Work-Study and coopera- salariesSecurity; and other fringe topics benefitsTopics ap- covered in this ethics, 10. Geneitat anThe Occupational paraprofessionals Resource who Center went throughfor this plicable to the local institution. either one or twn years. training program have now worked in They were asked PROGRAMEVALUATION OF TRAINING 20 thatsupervisorto evaluatethe perspective of and each rank-order paraprofessionalof experience the various can was add componentsalso asked to validity to their evaluation. of the training program, now perform the same evalua- The 25 Thetion. local institution may be guided in establishing 38 -34- its own training program by noting the degree to which these experienced paraprofessionals and super- bereportvisors particularly valuedthe listing various important below components. doesto the indicate growth whichof a skilledtraining paraprofessional. activities are felt to While by no means an extensively detailed 5 Humansitionpects Relations: ofof communicationsthis component skillshad proven and themost addition useful onof thepersonal iob. confidence There was overwhelming feeling that the various as- The acqui- 1. Human Retationis theweretutionOccupational most joint shouldvaluable benefits Resoirce carefully to ofthe thisCenter paraprofessionalsbuild component. Skills: this component on theto reflectjob. local needs and This unit was clearly felt to be The local insti- 2. Occupationai Raouitcetea Cen- 10 trained.toprofessionallearnedoptions, pursue intaking those this from advantageactivitiesarea many are supervisory thoseof for the which-kills strongest activities, that which professionalinput will leaving possible.most directlyismore specifically time free available the The skills Sfult4 15 portantparaprofessionalsGeneral component- School Organizationofand the supervisors training and program.Procedures:felt that this was definitely an im- A surprising majority of 3. GeneAat thisTesting:inclusionincludedparaprofessionals area duringin of the this aprogram. trainingcomponent,and supervisors program. as well felt as stronglythe extent that of testinginvoLvement should in be While not ranked highly in terms of relative importance, many Local needs will determine the necessity for 4. Testing 20 ularlywastheClerical: not fact important particularly that many to their paraprofessionalsvaluable proficiency. in a relative already sense have and clerical was not and/or partic- secretarial A majority of respondees felt that the clerical skills unit Part of this reaction is due to 5. Cteiticat. 25 -35- thispriorskillsinstitution unit skillsprior into toof(job the enteringtrainees descriptiontraining themust program. training beof consideredthe paraprofessional,program. prior to incorporating etc.) and the The needs of the local 5 recommendagainOther: depending incorporation upon prior of theseskills units and localinto aneeds. local training program. Graphic arts, audiovisual and speech drew mixed evaluations, We would still programThisA graphic indicates component. breakdown the approximateof this training percentage program of istime found allotted on the to following each training page. The local institution will be in a position to be able to 10 trainees.videshape competent its program instructors to meet itsand ownupon needs, the specific depending strengths upon its and own weaknesses ability to of pro- 15 Generally,a day to avoidactivities concentration and methods of a ofpart-T.cular instruction mode should on a begiven varied day. throughout Frequent alternationslaboratoriestain excitement between should and lecture,interestopen early demonstration,during and remainthe training open discussion at day. the endand ofpractice the day will to accom-main- Clerical and audiovisual 20 mustmodatequestions be those given as trainees bywell. staff who members desire to special individual help trainingin these problemstwo areas. and to personal Attention meettheThis statetheTitle needs of III Massachusetts, ofProgram a specific involved socommunity. tlis trainees program from would diverse not bebackgrounds expected tothroughout exactly If this outline ser-,es as a general 25 foundation for the building of a training program by your locality, this booklet -36- BEST COPY AVAILABLE will have served its purpose. GRAPHIC BREAKDOWN ApproximateTi.i percentages of Training Allotted in Each Training Pro- COMPONENTSOF TRAINING PROGRAM gram Coapc.nent: 1. ftientation 2% 2.3. Evauation Teating 4.5% 4. Cteiti_cal 4.5%5.5% 5. Specch 5% PROFICIENCY CHECKLIST BEST COPY AVAILABLE NAMEClerical Skills Clerical Skills The paraprofessional is able to: Level I 1.3.2. Type Cut 30and words run dittostencilper minute master masterLevel I Checked by Date 6.4.7.5. OperateSet RecordOperate up andcalcul..?ting and stopwatch maintain index information andfilesmachine timercatalogs from 1.8. Originate Demonstrate letter standard requesting telephoneLevel information, IIprocedure II 2. Make surveys of student summercatalogslettersLevel activities III ofand inquiry materials for-audio-visual III 2.1. TelephoneExecute prepared job sites, follow-up industries,possibilityclients of former for the of field trips Audio Visual Skills BEST COPY AVAILABLE SkillsAudio-Visual The paraprofessional is able toLevel operate I and demonstrate: Checked by Date Level I 3.2.1. RecordReel-to-reelCassette player tape tape recorder recorder 6.4.7.5. Head16SoundFilmstrip mmset soundfilmstrip viewerfilm viewerprojector 9.8. CarouselSuper 8 mmslide film projector cartridge projectorAutomaticManual The10. paraprofessionalOverhead projector is able toLevel demonstrate II how to: II 3.2.1. Splice audio8 mm tapetape . 4.5. withPrepareOperateMount copy anan Kodak stand overheadoverhead Instamaticand transparencyflashtransparency and 35 mm camera . 8.7.6. OperateProduce televisionSuper35 mm 8slide mm cameramovie presentation presentationand recorder PROFICIENCY CHECKLIST, 113 -39- continued Graphic Skills BEST COPY Checked by AVAILABLE Date Graphic Sk511s theThe basicparaprofessional principals of:is able to describe and illustrate Lettering 1.2. A. Basic proportion Lettering structure 3. Width of letter members comparedb.a. c. Guidelines toGuidelines Guidelines height for for for middle top bottom bar.. bar bar 4.6.5. NegativeSpacingUseand widthof splint betweenand positive (small letters rulerspace and foremphasismembers width onof letter memberY------1. bulletinB.Division boards of space for poster or for Layout Layout 2. Sketch layout, figure: b.a.c. PlacementDivision ofof spacelettersillustration 3. throughoutDiscussion theof focaldesign point by means and leadingd.of: eye Color selection b.a.c. IllustrationGraphicColor symbol PROFICIENCY CHECKLIST, IP/ -40- continued C. Techniques Checked by Date BEST COPT AVAILABLE Techniques 3.2.1. DemonstratewithDemonstrate tempering spray simplestamp paint lettering padsilkscreen technique process for printing 4.5. DemonstratecatchingdesignDemonstrate or design. lettering proper spray-crumble use of rubber paper cementfor eye and 7.6. Demonstrateletteringits application paperuse of weaving T-square for and optical board illus-for Occupational Resource Center Skills tration effects sourceOccupational Center Re- 1. Level I Prepare for administration of standardized Skills Level I 3.2. nationPreparezationAssisttests andinventories inannouncements inventoriesadministration and ontests informationof group standardi- dissemi- 6.4.5. TitlesExplainRemoveProducefiles outdateduse appropriate of Dictionary information bulletin of fromOccupational boards Occupational 9.7.8. BeLocateCompletetional aware information filesof application policies in and occupational/educa-forms procedures of con- PROFICIENCY CHECKLIST, fidentiality of personal information 45" -41- continued BEST COPY AVAILABLE 12.11.10. LocateOrderIdentify materials body basic of referenceinformationfrom catalogues sources in resource center Checked by 1. Level II Explain to teachers, students, and parents Level II 4.3.2. PrepareEstablishScheduleprocedures newsletters previewfiles of resource of and materialsfor return centerstudents materialsfor andstudent faculty use 6.5. MaintainwithScheduleformerdescribing students studentslistcollegl new ofand materialsoccupational representatives'parents of specialpositions visits events of 1. Level IIIPlot expectancy tables III 3.2. Usetablishedtrends,Make role surveys inplaying by accordance theof placementtechniquessupervisor with conditions instructionsin preparation and es- 4. Actprogramsfor as clients'discussion covering job leader theseinquiries inpoints: job and a.readiness interviews.... b.d.c. SocialPlacingApplicationalInterviews Security and answering blanks cards ads O 5. programandIn orientationfunctions of situations, the paraprofessional explain the in role the -42- PROFICIENCY CHECKLIST, coatinued Checked by 7.6. programs..formationAssistInterview young onforpotential trainingpeople professionals (clients)employers, and apprenticeship and to rating clientsobtain in- in-

A117 -43- This section contains a descriptive analysisINTRODUCTION of each of the To SECTI014 II operational 5 occupationaltheThe numerousdescriptions resource ways themselvesin centerswhich centers willestablished be are of organized,significant under this what valueTitle byIII program. clients are served illustrating oftheand information centershow the andservices and the assistance. personnel of the paraprofessional associated with arethem utilized. are a We urge you to contact them and to valuable source In addition, 10 Thevisit information their centers. compiled in this section was the result of a form that was office;correctionsdistributed the to descriptionseach center inare May just 1974. as they were received by the we have neither deleted nor added Except for minor editorialinformation. In cases where project 15 youresourceno contactinformation center them andwasdirectly. thereceived name ofwe thehave person simply listed the location of the in charge. We suggest that 20 andThe useful,descriptive does informationnot do justice contained to the invast this amount section, of time, while thoughtful both valuable supervisorsdevices.consideration have and expended plain hardto make work their that centersthese paraprofessionals truly effective learningand Any success that this program has had is in large part the 25 result of their efforts. -44 RESOURCE GUIDE To BEST WY AVAILABLE 5 EXISTING OCCUPATIONAL RESOURCE CENTERS Hoosac Valley Regional HighIN SchoolMASSACHUSETTS CENTER ADAMS 10 Tel:Contact:Adams,Route MA116 413-743-5202 Richard Konopka 01220 15 Center for Instructional De- COORDINATING CENTER INPARAPROFESSIONALS WHICH THEY ARE ANDLOCATED SCHOOLS AMHERST Amherst,EastTel: Street MAvelopment 413-256-8921 01002 Ms. ElizabethMaryannaFortTel:Marks PlourdeKelly River413-549-1507 Meadow Elementary Elementary 20 Enrollment: INSTITUTIONAL COMPOSITION Ms. Mary Tel:BleckwehlRegional High School 413-549-5710413-253-9731 25 HandicappedMinority Elem.- 8&4% Special - 1,981, Needs Sec. - - 1,653 Ms. Billie M. Howes and PROFESSIONALS Ms. Judith CenterBrick for Instructional Development -45- BEST COPY MIRIIABLE Amherst is a medium sized, suburban-type community with a permanent Description of Community AMHERST 5 ofresidentprimarilysupplemented Massachusetts, population middle by approximatelyAmherstand of upperapproximately College middle 25,000 and class 14,000. students in economic nature, Hampshire College. Thisattending population the Universityis The town is with the bulkTheoriented offour the andoccupational community agriculturally income resource derivedbased centers occupations. from in the Amherst the instructionalprofessional, material educationally Public Elem- Objectives of ORC 10 andbasicthecentersentary healthlibrary curriculum schoolsof fourhave staff operate elementaryunitsstudies to integratebuilt as of a facilities. eachspecificallycomponent and school. publicize of around It is the responsibilityFor ofexample, social studies these materials within the selected ucflupational locatedThematerials. two inoccupational the junior resourcehigh and centerssenior highin the school secondary schools are buildings.is support of two At this 15 titledhighlevelWork".career an a"Occupational electivemainawareness thrust social courses ofSearch". thestudies offeredoccupational is foroffered materials titled In the senior high the English department The occupational materials in the junior academic credit. offers"The World a course of At the junior 20 highthey are are housed found inin thethe instructionalguidance suite. materials center. In the senior high CENTER PARAPROFESSIONAL ATTLEBORO 25 AttleboroAttleboro,Rathbun-WillardResource ComprehensiveCenter Mass. Drive02703 H.S. (617-222-5150) pationalMs.Guidance Barbara and Assistant ChurchillCareer Choicesfor Occu- -46- INSTITUTIONAL COMPOSITION PROFESSIONAL ATTLEBORO 5 StudentsGrades 9-12 - 2,222 (F)(M) - 1,0711,151 Mr.AttleboroSupervisor James Zmudsky Comprehensiveof Guidance High School LAMinoritySpec.Handicapped - Students - 16 - 74- 23 30 10 typemiles95.theAttleboro production populationand is is located an withis industrial Caucasian. a12 few miles large based north firms community of andProvidence, numerous of 32,000; The R.I.small local overon facilities. Interstate 99%industry of is predominately jewelry oriented and precision The community encompasses 27.51 square Description of Community 13 GOALS: existingCareerfor use Resource program:by the areaentire and inin student thethe Attleborodevelopment population. High of Schoolnew programs Resource2.1. in Centerthe areas To assistdevelop, the naintain professional and supervise staff in anthe Occupational administration and of Objectives of ORC PERFORMANCE OBJECTIVES: ofin occupational the center. information and career education.1. Will review and recommend career education materials for use 20 tunities.area of career information. 3.2. Will identifymaintain anda file develop of up-to-date a library availableof local careermaterials oppor- in the 25 thestudents, use of thecounselors, center. school staff, parents and community.6.4.5. Will assistpromotepresent students, the effectiveresources counselors, useand ofprograms schoolthese resources.ofstaff the andCenter parents to in $-1 -47- majors. 7.8. Will provideassist ininformation administration to students of occupational interest scales.Work Study Program.in the occupational area ATTLEBORO 5 schoolinterest student surveys occupational (b) Community surveys. job 10. 9. WillWill assist assist counselors in the operation with career of thg, surveys opportunity surveys (c) Post high (a) Student career staff in area of occupational 13.11.12. WillWill assist assist teachingin guidance design staff andstaff developmentin in developing and career information. integrating CE into their subject of mini workshops for CE program. 10 eacharea. of the disciplines. 15.14. WillWill assist assist teachers counselors in developingand teachers a in developingCE informationCE models for program TITLE: for exceptional students. Guidance Assistant for Occupational and Career Resources Paraprofessional's Role 15 QUALIFICATIONS: 1. A (b)(a)demonstrated ability to: ReviewWork without and evaluate direct occupationalsupervision and career resources 2. High(d)(c) school diploma plus relevant experience. andWorkOrganize parents. effectively and present with resourcesstudents, andcounselors, programs. school staff 20 JOBREPORTS GOAL: TO: 3. Participation in paraprofessional training when Supervisor of Guidance and High School Principal. available. 1.2. useResourceToTo develop, byassist the area entire themaintain, in professional thestudent Attleboro and supervise staff High Schoolan population in the administration of existing Occupatinal and Career Resource Center for 25 occupationalprograms and informationin the and CE. 5-a development of new programs in the areas of -48- PERFORMANCE RESPONSIBILITIES: (See Performance Objectives, previously listed) ATTLEBORO The Occupational and Career Resource Center (OCRC) is located in the StateNarrative of ProgramRe Present 5 worthduringnitureonResource the of aremain1973-1974,soft-ware Centermore floor than forcomplex;ofthe adequate.the theAttleboro complex.OCRC. it is Schoolcontained Department in a well-defined has purchased but $5,000open area In addition to the The$500 Center invested Theand shelving,bythe Amherst concept des'x of andCE haveauxiliary fur- 10 counselingThepriority major throughout thrustwith individual of the system.program students; during an 1973-1974average day has includes been Ms. 10 Churchill's such a list,studentandconsultations.complete teachers, then consultation career moves but work-up thrcughsome begins come beginsthe "wheremotivated Occupational with the a byKuderstudent their View Profile isownDeck in need tohisand the tosearch".Temperament explore.briefs and check- other Most students are referred to the Center by their counselors However, Each 15 partmakingstudentscollegein-depth in processthis arecatalogues. references prcgram;seat with back them. as to well their as counselorthe Pos-secondary who works School through Directories the decision- and Either during or at thea few end have of suchcome ain work-up with their the children.Invitations have been sent to parents to take , 20 asresourcefacultyIn part addition of members persontheir to dialogingcurriculum.todesigning the classes withmini-units individualas thay of use career students, the center'sexploration Ms. Churchillresources. or preparation works with As the unit is in process she functions as a Seven Anotherwithaclasses part and facetof forhave a the workshop ofbeen Sciencethe involved programduring Department. thiswhichis the year. a on-goingmajor program series of of CE "Career will ..De Conferences", designed During August, Ms. Churchill will be 25 tours36 community and participation based people in special(including events Boston outside and Providence)of school. have come in -49- Approiimately andduring"jobs follow-up 1973-1974and life-styles". exploration. to dialogue with classes and small groups The Center's resources are usedSmall for pre-workgroups have gone to the hospital and about their ATTLEBORO 5 ofThelocal the resources industriesMiddle Schools.of thefor Centera closer and look Ms. atChurchill the jobs are Materials have been loaned to them and a class has Post-graduatesavailable. of AHS have available to the staffs asprogramsparentsbecomecome the to students. aware andtheend membersCenterencouragedof the toofCenter work theto considercommunityandon amade career the usehave of been its resources. unit. Center their resource as well included in orientation Likewise, 10 studentSheSupervisordepartment,Ms. isChurchill partcourse of ofparticipating Guidanceisselectionthe an guidance integrated on periods. specialin team department and thatprograms fully works meetings accepted such with as theand S.A.T. She also meets regularly with the faculty member of the Guidance workingMaster withSchedule the during Review classes. 15 CareerPersonnelexcellentand Community Resource Association.working Advisory Center relationship Committeeare described with of the membersby Vocationalher inof the Programs.monthlyResource The resources and programs of the Occupational and Guidance News-Center and She has an BeginningProgram.letter, sentJune to1974, parents Ms. Churchilland other becameappropriate part ofmembers the on-going Details have not been finalized, but she will probably become of the community. Work Study 20 thearound School-Employer career development liaison andand thecontribute work ethic. to the small group counselors, teachers and students have been given an sessions Visitation Policy thecommunityresources.orientatiMiddle facility. have toured the Center, met with Ms. Churchill and used Likewise,to the Center post-graduates, and are encouraged parents toand come members in and of usethe the 25 Visitors are welcome anytime during the 540 school day at the Attleboro -50- alwaysencouragedHigh School.available to call in theMs. center.Churchi_- priw. to their visit, as she is not They are request to sign in at the Main Office and are ATTLEBORO 5 CENTER BOSTON Contact:Boston,United20 Ur.ion South MA Park End Settlement Robert Fortes or Albert Boer02118 10 Tel: 617-536-8062 CONCORD 15 Concord-CarlisleCareer Resource CenterHigh School CENTER Ms.Supervisor, Diane Parker Career Resource CenterPARAPROFESSIONAL Tel:Concord,500 Walden MA Street 617-369-9500 01742 Tel:Concord-Carlisle High SchoolPROFESSIONALS 617-369-9500 20 Enrollment:Grades 9 through 12 M - 49%, F - 51% INSTITUTIONAL COMPOSITION 1750 Concord-CarlisleMs.GuidanceMr. Henry Betty DepartmentDamon, Gurley, Chairman, High Librarian School 25 HandicappedMinority - -1.5% less than 1% Description of Located about twenty miles west of Boston, Concord and Carlisle are outstanding 55' -51- Community aroundduringcludescommunities the thesuch wor.ld", Revolution namesthat reflectasbut Alcott,alsostill not a line wholeEmerson,only the the streets literary developmentHawthorneAmerican in America andRevolution Thoreau.which in-and the "shot heard of Concord and Carlisle. Homes standing More CONCORD 5 andTheannuallythan Carlislemany 21,000 historical,Sends residentsattractive over seventycultural, are towns served percent in and whichby ofan toits employed ineducational professional assets occupations, and outstanding educational programlive. whichgraduates into higher education. In both communities a high of the area make Concord stillmedianpercentageTourismsome apparent dairyincome is of farmers.a levelsthesignificantin bothpopulations are Concord among business, areandthe Carlislehighest especially Local industry is limited and largely in the state.and there are numerousin truckConcord. and A rural characterlight in is nature. 10 plore1. occupational and educational To provide information, using a variety of decisions. media, to help students ex- ORCObjectives Program of the 15 and3.ials2. ideas with about the assistanceintegrating of occupational a trainedTo Toawareness provide provide an services informal to setting teachers where and counselors supervise'.". students can interact with mater- withby providingacademic disciplines.resources ment.TheCareerlibrarian, paraprofessional's Resource teacher, Center tutor role was and islocated onesecretary. of in a large room For the most part, the Resource Center is an supervisor, administrator, counselor, During the 1973-74 school year, the separate fromindependent any depart- operation with Paraprofessional'sRole 20 ministrativeament. cal,consultingmasters Librarian degree helpfunctions and infrom Counselor. theof herlibrarian job. and the chairman The paraprofessional's duties fall into three counseling, she was able to expand the counseling Because the paraprofessional's training Part way through the year, two parent volun- of the Counselingmajor categories: Depart- and ad- includedCleri- 25 Stateteers ofhelped Program with for the a timedescription consuming of services library duties. and total implication. See Narrative Re Present -52- BEST COPY AVAILABLE CONCORD anyonetireInandDuring graduallyMay, Centerthe knows 1973-74due developed into tonow, school renovations asboxes the year,a 'place' Centerthewhere whereCRC within was itstudentswill locatedwill occupythe were inremain school,awelcome good a classroomsizeduntil at itany classroom wasfall necessary of 1974. to for the duration of the As far aspack the en- time. StateNarrative of Program Re Present 5 withinA.1974-75 and year. serviced by the new Library. Information Provided: At the end of this time, the CRC will be a Resource Areal :'ised Presently, the rcsources that now exist and are nativesuchtwodesign,in yeartheas schools, art, buildingandhealth business,community), foreignrelated, stage secretarial,arework/travel, specializednursing, information etc.), technical,study,schools on: financial (separated aeronautical, assistance, into culinary,separate occupations, fashion Prep schools, armed services,Colleges (separatedalter- into four year, fields 10 inB.andgraph these life does areasvalues not of (dating,appeal information to marriage, everyone. is available drugs, smoking,since reading alcohol, a catalogue leadership, or Diversemono- Media Needed to Make Information Appealing: A student exploring colleges can make use A variety of media etc.). 15 aairlinebasedof Outlookncn-fiction reference Guidance occupations Handbook, books,book Information on pullingcouldcatalogues, airline approach System.out careers, anhandouts, occupationalit bybrowsing reading the College filethrough a section on View the inDecksubject, the or Occupational the taking computer- home By the same token, a student interested in the newly arrived 1973- viceC.sette74 Airline services unit onGuide individuallyjobs to in Stewardess transportation. or to and groups. Steward Careers or viewing a film-stripServices cas- Provided to Students: The CRC is an appropriate placeDaily to pro- during every block, there are 20 studentsonInstudentsformation four-yearDecember who like Systemhave andcolleges, to May, comecome daily. a alone, intwo-yeargroup after inof schoolpairscolleges,students andwhile usedin othersgroups the computer askto useto takethebased Center.materials Guidance home.In- The GIS provided instantaneous access to information occupations and scholarships. Many In- 25 shopterestforindividually forthis inventories juniors year andincluded on hopefully suchpost-secondary asworkshops the will Self be thatplanning Directedincorporated can servicewas Search presented into groupshave some been byof group Roger students.used work. Viens,with AGoals work-students counselor, -53- onials,in the conjunction Worldand show of Work.withmovies the dealing CRC. with career opportunities related to a Each month the Center will host speakers, display mater- Another service offered will be workshops focused specific StateNarrative of Program, Re Present CONCORD 5 materialpartmentsubject.D. forand useworked in thewith classroom. the CRC in putting on the Services Provided to Teachers:Mary Lou Mitchell, counselor, introduced this concept to Mary Ann Salvatoriello is usingThe the CRC audio- is serving teachers by providing first occupational workshop. the Math De- continued ting,partclass.visual ofa unitJobtheir inwith classtheir student timeclassroom. inworkbooks the Center, on the but World also of Work in a special Karen Bushey and Fred McAuley's Language Usage Class not only spent Arda Boucher has been helping her Home Econo- will use a tape series on Get- Howard's education 10 havebriefmeeting.Englishmics been introductionClass Classseeking to haveexplore information. to been the occupations inCRC to was research presented in the one CRC toof andthetheir studentstotal homework staff from at Bev a The response has been positive and numerous individual assignments. staff members faculty A BerniehaveE.exists. found Jenkins their brought way to the the women CRC andin herare WOWenthusiastic workshop tothat see the Center.Services to the Community:The CRC is in the beginning stages of reaching out to the Many former Concord-Carlisle High students such a place now community. Con- 15 withtactThe WideninghasCRC beenhas welcomedHorizonsmade with visitorsand the other Place throughout groups and hopefully within the yearthe community.and will activities can be coordinated continue to do so Visitation Policy 20 partmenton an appointment and ask for basis. Miss Parker. Visitors should call the high school Counseling De- EASTON EastonOccupational Junior High Resource School Center CENTER Contact: 617-238-4316 Mrs. Betty Verity 25 NorthColumbus Easton, Avenue MA 02356 55 Tel: -54- BEST COPT AVAILABLE FALMOUTH 874FalmouthOccupational Gifford High Street ResourceSchool Center CENTER HarryetteFalmouthOccupational L.High Alexander, ResourceSchool CenterCoordinator PARAPROFESSIONAL 5 GradesFalmouth, 9 through MA 12 INSTITUTIONAL COMPOSITION 02540 CarrieTel: B. Saunders PROFESSIONAL 617-540-2200 10 HandicappedNon-English-speakingEnrollment -- 1561123 - 4 M - 719, F - 842 Tel:FalmouthHead Counselor High School 617-540-2200 Teaticked,composedThe town of Waquoit,eightFalmouth villages...Falmouth, W.is Falmouthlocated onand the Woods E.southwest Falmouth,Hole. shoulder Hatchville, of Cape No. Cod Falmouth, and is While some farming and fish- CommunityDescription of 15 theeconomycomplex50,000ing Marine are isin instill Biologicaltourism,the Woods summercarried Hole, which Laboratoriesmonths. oncomposed swellsand light theof and theindustrywinter the Woods Federal population isHole increasing, BureauOceanographic of of20,000 theFisheries. heartInstitution,to over of the Another source of employment is the scientific 20 The Guidance Department hopes toopportunities1. achieve the followingavailable objectives:in the World of WorkTo better and education. acquaint a greater number of individuals with the vast ORCObjectives Program of the 2. b.Toc.a. help students find direction by: ApprenticeshipSchoolsPart time, for full training training; time jobs on-the-job training. 25 c.b.a.d. ExplorationPreparationGuidanceCounseling -55- Accountablevelop,To work maintain with to counselors the and Head coordinate Counselorand Curriculum the for performance Occupational/Educational Resource Center.Coordinator for Career Education to de- of assigned responsibilities. RoleParaprofessional's FALMOUTH 5 Major Responsibilities include:3.2.1. OccupationalDissemination Testingand of Educational Occupational and Surveying. planning. and Educational materials. 4.7.6.5. OccupationalStaffPublicOccupational resource Relations. Placement Placement,for Occupational Research. part and Informatipa. full time. 10 areastractingpurposeTo date surround the ina crossthisprogram it. firstsection is yearfunctioning of ofthe student well. body as well as Major activities have been: operation. WeThe believe location it tois haveconducive served to its at- World of Work Week, Career teachers whose work NarrativeState of ReProgram Present 15 thesentativestoFair, Centerservice Military coverand men with andCareersa range resourcethe elderly.Fair,from people 9thsetting graders from for the tostudents local area.to post-graduates and from adults meet with college repre- Clients served by andsystems.The timeCenter of isvisits. open to and welcomes visitors from To date it has not been necessary to set a If, however, we find that this takes away other communities and school policy relative to days from our daily Visitation Policy 20 tasks we would look into this further. CENTER PARAPROFESSIONAL FRAMINGHAM 25 JosephCareer P.Education Keefetional-Technical'SchoolCoordination Regional Curriculum CenterVoca- Ms.Joseph Jo-Anne P.Technical KeefeTeacherM. Guiel, Regional School CE Resource Vocational-(address next page...) -56- 750 Winter Street 750 Winter Street FRAMINGHAM Framingham, MA INSTITUTIONAL COMPOSITION 01701 Tel:Framingham, MA PROFESSIONAL 617-879-5400 01701 EnrollmentSpecialGrades 9 Needs through- 874 Students 12M - 677,- 105 F - 197 Pre-Vocational,Mr. John nator.andA. WestcottCE Satellite, Curriculum Coordi- 10 HearingSatallite Impaired Students(Special - 31 -Program drop-out38 for students) Tel: 617-879-5400 districtofKeefe Framingham, Tech. exceeds serves Ashland, 100,000 34 schools Holliston,peopJa. (K - and12) Hopkinton.from the feeder schools from the towns The area is basically middle class. Population of the 4-town There CommunityDescription of / 5 beentric,is muchawarded Honyweil industry a contract Computers, in the in area thePerini Construction Corporation of andthe Construction-PeriniAlaskan Pipe-line. has just i.e., General Motors, Dennison, General Elec- willThegraded Paraprofessional'sinclude: to that of Career position Education for theResource coming Teacher. yeea (1974-75) has been up- Her responsibilities andResponsibilitiesParaprofessional's Objectives 20 the2.1. summer of 1974. Monitoring,Writing of a onCE ancurriculum individual for basis,the Pre 9th - Vocationalgrade and SpecialProgram duringNeeds Stu- 4.dents3. iA the Singer Vocational EvaluationExpandingCollecting, Units. the categorizingField Trip Guide and loggingwhich she CE putmaterials together (both this professional year. 25 terialsand student) were mostlyinto one scattered physical throughout area - Room the 103. building.) -57- (This past year the ma- study6.schools5. units within within the their district. particular subjectContinueBegin areas. feeding to work CE withmaterials in-house into teachers the elementary, in developing middle Career and senior Education high FRAMI NGH AM 5 of7. 8.which Vocational Program the student willWorkContinue choosewith the workingin schoolthe 10thcicsely and Grade. the with Chamber Guidance of Commercein the decision in preparation making process for 617-879-5400.)Please contact Ms. Guiel at leastour oneSecond week Annual in advance. Career Fair. (School Telephone: Visitation Policy 10 CENTER 1. FULLER MIVVLE SCHOOL PARAPROFFSSIONAL GLOUCESTER, Center # 1 15 BlackburnGloucester,FullerOccupational Middle Circle MA ResourceSchool Center 01930 BlackburnFullerMrs.Gloucester, Anna Middle CircleParsons, MASchool 01930 Guidance Aide Enrollment INSTITUTIONAL COMPOSITION - 1,000 (approx.) Tel: PROFESSIONAL 617-281-2870, Ext. 240 20 Grades 6 and 7 LeonO'MaleyCoordinator,Gloucester, C. Sprague, Middle CareerMA SchoolJr. Guidance 01930 25 Gloucester is a community of 26,000 incorporating mainly fishing, Tel: 617-281-2870, Ext. 317 recreational CommunityDescription of and small industry. The socio-economic level is moderate to low income. 6Z -58- The goal of the ORC is to introduce students to as many occupations as possible, GLOUCESTER SchoolEarlyto pointalert inin the orderoutthem school the toto goodthecompile year necessaryand questionnaires thebad areasfeatures subject of generalwereofmatter said sent importantvocationaloccupations. to all studentsto interest. each occupationat Fuller and Ques- Paraprofessional'sORCComprehensiveDescription Program and of 5 headSpeakersterestedtionnaires of the werein Science sharingwere obtained also Department their sentfor knowledge manyhome offered of these with access subjects.the tostudents the students in class in groups.his classes. via the students for parents who might be in- Hr. Frank Farrenkopf, Activities 10 on(This science meant related access occupations.to all FullerHygieneswasFirst students.) a film shown. - Bright Future, which illustrates the profession of Dental This was via the girl's gym classes (reaching 200 It was decided to concentrate ThisA answergirls).film, color Withoutquestions. film tellsWarning, the wasstory shown of disasterto 100 students and the viadedicated the Science people classes. who Mrs. Janet Leanos, the school Dental Hygienist was present to 15 SomeDuringreerserve of opportunities, those thethe audiences monthwho need of March,mainlywerehelp. large twothose weeksenough in theof to Sciencehealth use the professions.Career auditorium. Days were held. It covers an enormous range of important ca- Others 20 madeticipated: use of the A/V section of the- Dr. library. Leonardpopular Letendre subject) - local who showed a beautiful film followed by a question Veterinarian - (this was the year's most The following speakers par- -Mrs.-Jerry Kathleen Topinka,Oceanography.and answerCafasso from U.period. - MassPharmacist Station at Lanesville, who spoke on 25 - Mr.Miss Frank Marny Koditek Williams - - Plastics Engineer63 fromDentistry B. F. Goodrich (a D.D.S.) Co. -59- BEST con AVAILABLE -Mrs.-Dr. RobertPerryH. Claire at LaneHanks Addison Chaffee,- -Food Conservation Gilbert Technology R.N. Hospital. - Director - - (Mrs. Chaffee allowed 38 girls to visit.National MarineNational Fisheries Marine Fisheries of School for Practical Nurses GLOUCESTER 5 thepay,mentsSheler visitspoke good girlsand andansweredwithof on all bad touran thepoints invitation allof hospital thequestions training to related supper school, in the of the job. regarding schools, qualifications, Heroccupations, nursing students gave their took require-Ful- the hospital and climaxed nurses' dining room.) 10 withOther their Activities: schedules. -The first two months a large amount of time was spent assisting students --Numerous-Folders -QuestionnairesBulletin weretransfers checked were were andprepared sent filed. and for records Occupational requested. Interests Boards for each month were prepared. Survey. 15 -Helped- TypingLettersThank youwithwas were letters donethe sent budget. were for Guidance Staff.inviting speakers. written to speakers. -Checked-Assembled-Chaperoned--Served Chaperoned completedas test receptionist.a tripmaterials. tests. to Essex Aggie. trip to M.I.T. with an English class. 20 --Participated AttendedChaperonedAdministered all a insome National Library Week with a tripfaculty to the meetings. Addison Gilbert Hospital. Kuder General Interest Tests. working display. -Made--Set-Attended -AttendedHelped up myself studentMrs. Guidance Cape useful interviewsAnn meetings. asChamber possible for of Mr. Commercein Sprague.all areas. Career Woods' (Home Economics) activity programs. Institute. 25 -60- -Devoted much time to talking with students who are in the Guidance Office BEST COPY AVAILABLE GLOUCESTER 5 selors.throughoutwaiting to thesee yeartheir for counselor three students - plus didat thesupplementary request of dailythe Guidance counseling Coun- 2. O'MALEY MIDDLE SCHOOL GLOUCESTER, Center # 2 10 O'MaleyOccupational Middle Resource School Center CENTER GuidanceMs. Ellen Aide Crane PARAPROFESSIONAL Gloucester,353 Washington MA Street INSTITUTIONAL COMPOSITION 01930 Tel:O'Maley Middle School PROFESSIONAL 617-281-2870 15 HandicappedMinorityEnrollmentGrades 7,- 3 -8- 1041and89 9 O'MaleyCoordinatorLeon C. Middle Sprague, of School Career Jr. Guidance 20 Gloucesterindustry. is a comm,-ity of 26,000: mainly fishing, recreational and small The socio-economic level is moderate to low income. Tel: 617-281-2870, Ext. 317 DescriptionCommunity of 25 To set up Resource Center and to expose students to various careers. Objectives of ORC 65 -61- BEST COPY AVAILABLE - NA At Hat6 oi Schoot yeah. - GLOUCESTER (2) 5 -Set-Ordered- -WroteHelped up office. forcounselorsoccupational films and materialfree written and equipment.occupational information. with students' schedules. E.MaySeptember Crane's '74. Report'73 to from -Gavetake- Talked ininterest highwith school9th inventories Graders which relatedto all students.to their futures. Second Hot 6 o6 Schoot Yea& - about their careers and the courses they should 10 --Distributed-Held -Showed Showed preview filmstrips 12 16mmoccupational showings to classes. of materialsfilmstrips to for classrooms. teachers. films within classes and during special showings. grouppower-computer MetHad wasmechanics, witha gLest followedprogramming. groups speaker two ofup groups withtalk a withsmorgasbord.) an interest in being Chefs. students with special interests. in the auditorium to 50 or 60 students about (Two groups from One chefs 15 Ann.-Stanley,-Made Did photographicarrangements for a concert studiesfor ina music May.on teacher to bring a female folksinger,Hopefully DaleThese studies will be arranged so that they may be used (1) Gloucester Fishermen and (2) Women of Cape 20 classes,-Arrangementsin the classroom. and for are an now airline being stewardessmade for local and amusicians model to tovisit come special into music groups. 25 66 -62- 1. FRANKLIN COUNTY HOUSE OF CORRECTION BEST COPY AVAILABLE GREENFIELD Center # 1 5 ElmGreenfield,Tel:Contact: Street MA 413-774-4014 Chester Martin, Sheriff 01301 CENTER 41*2 PARAPROFESSIONAL GREENFIELD Center # 2 10 LenoxGreenfieldOccupational Avenuesource High Center SchoolEducation Re-Ms. Betty Vickowski GreenfieldOccupational CenterHigh Education School Director Resource 15 Greenfield, MA INSTITUTIONAL COMPOSITION 01301 Tel: PROFESSIONAL 413-773-3639 HandicappedMinorityEnrollmentGrades 10- M 120 -through- 95052450, F12 - 500 WilliamGreenfield Cassidy, High LibrarianSchool 20 Therefore,theSuburban,County. County middleSeatmercantile it class serves economycommunity as a isshoppin ofhigh. 18 g,000Also, magnet located tourism for approximatelyin is the a strongcenter 75,000.supplement.of Franklin Major economic base, machine trades; however, since Greenfield is CommunityDescription of 25 B.A. ParaprofessionalResourceTo maintain Center. a viable, to serve current, as a accessiblemedia specialist software for collection the hardware in theassigned ProgramObjectives of the ORC 67 -63- to the Resource Center. C.D. bymentParaprofessional Paraprofessionalactive programs involvement - both to to influence inasserve CEtrainer as studenta resource and person curriculum development. and as a direct resource. faculty use of the Center in any career develop- GREENFIELD 5 Workingsionalworks withinunderhas complete thethe directcontractual charge supervision of the 0 of the frameworkupdating. of a teacher aide. Ed RC. She instructs and guides staffSheLibrarian, is responsible the paraprofessional for all hard The paraprofes- and Paraprofessional'sRole 10 withandformation.students softand throughware in themaintenance theutilization Guidance and ofStaff the resource room Her working day is geared to the in the dissemination of in all areas. total media room with enough and its materials. occupational in- She works Theflexibilitytage facilities of having to presentlycurrently the Center usedprovide are service located adjacent to the library adequate, but somewhat limited. facilitates the The advan- StateNarrative of Program Re Present 15 Asmaycatedcoverage yet, be too corrected notof far theenough from Center teachersthe byGuidance are wing to in the new building renovations. the paraprofessional. making use of the facilities, however, maintain an effective liaison. However, the Center is lo- there This Staff.areTheare encouraging heaviestbeginning volume tosigns of users comes However, a new program in flext year's make use of the paraprofessional and that our acaiemic core teachers from the urgings of the Guidance curriculum, Career Placement, the(English, Center. Social Studies) and D.E. 20 themayArr, area.improve time duringthe the sch-ol day. situation. Secure permission of administration to visit Visitation Policy 25 6E3 -64- CENTER BEST COPY AVAILABLE GREAT BARRINGTON 5 BridgeContact:GreatSearles StreetBarrington, Middle School MA Ms. Catherine Mielke 01230 Tel: 413-528-3346 HADLEY 10 RussellHopkinsOccupational StreetAcademy Resource Center CENTER HopkinsMary Jekanowski, AcademyCareer Counselor Paraprofessional PARAPROFESSIONAL 15 GradesHadley, 7MA. through 12 INSTITUTIONAL COMPOSITION 01035 Tel: PROFESSIONAL 413-7,84-1106 HandicappedMinorityEnrollment Students M- -326 45%, F 55% 5% - 2 HopkinsDirectorMs. Edna Academy Burkeof Guidance 20 HadleyIt is isa rural,agriculturallocated in the Connecticut community. Valley Tel: The population of 3,850 derives its between413-584-1106 Amherst and Northampton. CommunityDescription of income mainly through small businesstional1. and occupational information and Theto assistprimary aim is to increase the or agriculture. awareness of the students of voca- Objectives of the 25 with career choices and subsequent employment. GI -65- both students and adults OR Program vocational2. school, entrance into work orTo college. insure that all seniors have necessary information to choose either HADLEY 5 4.cational3. decisions. To introducemeet with anyall newjuniors vocational to find out naterials (usually via the classroom) 'where they are' in terms of vo -. theircourses.5.in order concepts to insure of vocations their usage. and make necessaryTo work at intensified level with junior high students to help clarify decisions about high school 10 wish6. to incorporate CE le..sons in their classrooms.To provide necessary information, Guidance, who has treated me as a pro- materials and ideas for teachers who Paraprofessional's 15 a great deal asDirector'sfessional,"I part have of worked the office.giving Guidance under me almostthe Department Director complete of run of the of freedom. As assigned duties were really I was expected to give out CE and is located right next to the Guidance Center. negligible - I was given informationThe toCenter all is run Role havelishingtheystudentssupport woulddone the - person aattend. toCenterlot help offor andseniorsin-class their send continued plan outorientation foron the numeroususe Initially, I was expected to order materials for byoccupations teachers."with and new corresponding materials and schools worked as a leaflets for the Center. estab- I also 20 butlegeaThe small alsoORCcatalogues. isroomas locateda containinggeneral directly counseling a across area; from a theplace The Center is run not only as a Career Resource number of desks, chairs and shelves full Guidance Director's office, inwhere the students can just Center,of col- StateNarrative of ProgramRe Present 25 received andingcome reference is and also sit carried booksdown andare on talkkept.in the Center, as this here, and the Center is also actively involved about anything on their minds. College and career school representatives are is where the college voicedcatalogues an interest in learning in finding speakers College counsel- from various occupations in whical students have -66- amptonsoasmore responsiblethe about. ChamberArmed Service offor Commerce, making Vocations arrangements and Batteryin addition forand Careerthehas Kuder.organized Days, sponsored various fieldby the trips North- The Center is also involved in interest vocational testing, such m Paraprofessional is al- HAVLEY 5 workThetoior vocational people waswere done scheduledusing schools the and Centerand much colleges regularly classroom during were work the mostly was year. done juniors with andthe seniors.junior high. _th post-graduates although this was only on an individual's Appointments for each jun- Some work,beingTheown request.ORCcloselyalthough was operatedtied any toclassroom theas anclassroom. integralactivities part were of primarilythe guidance conducted structure by ratherthe para- than Material was available for classroom 10 professional rather than the teachers. CENTER PARAPROFESSIONAL HOLDEN 15 Wachusett1401Occupational Main Regional Street Resource High CenterSchool OccupationalMs. Marcia ordinatorS. Resource Hastbacka Center Co- Tel:Holden, MA INSTITUTIONAL 617-829-54/14 01520 COMPOSITION Tel:Wachusett Regional High School PROFESSIONAL 617-829-5444 20 HandicappedMinorityEnrollmentGrades 9- through less M-- -2.5%1955 51.1%,than 12 1% F - 48.9% Tel:WachusettMr. Henry RegionalS.of Miles,Guidance High Director School 617-829-5444 25 The(Totalurban Wachusett andpopulation rural Regional communities of theSchool five ofDistrict towns Holden, is is overPaxton, made 26,000.) up Princeton, of the residential, Rutland and sub- Sterling. A large percentage of the DescriptionCommunity of -67- tionresidents is north hold ofmanageria' Worcester, an industrial professional and executive positions. city of 160,000. The loca- HOLDEN 5 briefs,Theandformation main subsequent filmstrips, objective to assistemployment. ofcareer theyoung ORCtapes, people is tocareer andprovide adults more readily By using all types of material - inventories, speakers - studentsvocational and occupational in- with career choices occupational ORCObjectives Program of the Theare encouragedparaprofessional to explore has two roles at Wachusett various career choices. Regional - one as Coordinator RoleParaprofessional's 10 Asin ORC the coordinator, ORC, and the the other paraprofessional: as 3-Rviewing1. secretary. and ordering all materials used illdevelops, the Center. plans and maintains the Center and is responsible for re- ment3.2. located in the Center. Assist students and other clients in using all the materials and equip- handing out 15 byinformation4. administering and referringcareer inventories. students to counselorsAssistsDirects counselors teachers- also toin variousobtaining materials various formaterials use in forthe them,classroom. assists counselors 20 As 3-R Secretary, the paraprofessional:with5. interested students. Arranges for visits by members of the community to (3-R explained in following narrative) discuss their careers 2.placement1. with sponsors. ContactsInterviews the all Sponsor students periodically interested to in check the 3-Ron theProgram and student's progress. handles all 25 student3.(Some visitation and Advisor. is involved.) Reviews the Sponsors' evaluations and students' written reports with the The ORC is located in a large glassed-inand4. Advisor. area (commonly known as the 3-RGenerally, coordinates the 3-R Program between the student, Sponsor Narrative Re Present HOLDEN 5 booksbriefs,comingaOffice) walk-in and filmstripsin -a forbasisveryJob aid. Bank visibleto and usewhich tapes theto they most facilities.we canhavestudents. use. many college catalogues, reference In addition tc the StudentsoccupationalThey are of encouraged all grade tolevels come arein on State of Program 10 briefspationalWellextraIt isover andcreditdifficult View 100other Deck)studentsby materials.writingto andestimate havefrom a paper been thatthe administeredonnumberthey a careerhave of clientson which careertheir interestsserved owninventories explored by them.the (theProgram.the variousOccu- Several teachers have allowed students to earn This has Themuchbeen(particularly twosuccess.fairly programs successful. the which ones originate dealing withfrom jobthe attitudesORC are the and Work-Study self-awareness) and the with The faculty is also using many of the filmstrips 15 pationalexpressedopportunityover)3-R Programs.who Counselor. anare tointerest. enrolledgain experience in the non-collegein occupational preparatory fields forcourse which of theystudy, have the Work-Study is designed to give young men and women (16 and The 3-R Program allows any SeniorThis programto spend is one administered day per by David Kraner, Occu- 20 placementweekpatedorinvolved servein inthe andthein incommunity a generallyprogram. apossible 'hands-on' in coordinates futurean careerapprenticeship career. exploration the program. for betweenno pay, thesewhere twothey programs. learn and/ Mrs. Hastbacka acts as 3-R Secretary, handling all This year over 135 students partici- There are over 200 students 25 WeThe welcome hours anyare outsideMonday throughagencies Friday, to visit 8:00 the A.M. Resource to 3:00 Center. P.M. Visitation Policy 73 -69- CENTER HOLYOKE 5 Contact:Jackson18 Jackson Parkway Parkway Teen Center Ms. Ethel Haley Holyoke,Tel: MA 01040 413-533-5225 HUNTINGTON 10 GatewayOccupationalLittleville Regional ResourceRoad High SchoolCenter CENTER Ms. Judith ResourceGuidanceK. Syron AssistantCenter Coordinator and OccupationalPARAPROFESSIONAL 15 Tel:Huntington, MA INSTITUTIONAL COMPOSITION 413-667-5767 01050 Tel:LittlevilleGateway Regional Road High/Middle Schools 413-667-5767 Enrollment: HighMiddle School School - 450+ - 600+ GuidanceGatewayMargeurite DepartmentRegional Stone, High Director School PROFESSIONAL 20 HandicappedNo racial minorities,levelbodythough - 10% onvery over (emotional,welfare high) 20% of(poverty student Tel: 413-667-5767 25 milesThe Gateway in thephysical, DistrictBerkshires mental) is ofcomprised Western ofMassachusetts. seven hilltowns and covers over 250 square Total population of 6,309 DescriptionCommunity of -70- HUNTI NGTON pertytheUnemployment(996(approximately district's Seniorowned by Citizens)rate wealthymajor 1,800 is problems.estimated includesadultspart -time are atover paidresidents18%. 1,800 workers). students whose taxes in grades support K through 12. Community income depends upon those employed, Employment opportunities are one of Some of the towns have pro- the area. 5 havespective1. a limited of the opportunity working world. to observe andExpose be aware students of the to business the world of occupations and enlarge Being a rural community, our students their per- ORCObjectives Program of the 10 world.be2. able to use in their classes. Assist teachers with obtaining information and materials they may 4.their3. occupations. Bring in personnelworking resource management people from to different give first businesses hand information to acquaint about 15 cationsstudents5. job-seekers with the opportunitiesneed to possess in tothese be consideredRunbusinesses Career Days.forand employment.with the qualifi- handledAll correspondence, by the paraprofessional. filing, ordering,6.....Has ...anything not yet been relating decided. to the Possibly assist in implementing some kind of career education programs. ORC is 20 mostponsibilityParaprofessionalresource completely on for career independentlyorganization is memberinformation, of andoperatingthe dissemination contactsGuidance officially withDepartment. ofbusiness, occupationalunder theetc., materials. Role, duties, etc.: jurisdictioncomplete of res- Al- RoleParaprofessional's 25 them.the Guidance Department. 1. We have just(In completed order to the be 8thsure grade the freshmanorientation class to ofORC 1974-75 and surveyed would feel free to Narrativeof the Program Re State surveyedtheuse ORCthe duringfacilitiesall of theirthem and fororientation their interests, to the high information of the ORC I had BEST COPY AMINE vocational choice if any, etc....Ischool. all eight gradesExplained visit about it, and HUNTINGTON havedual recorded knowledge all about of this each material freshman.)2. so that next year Refer to section above labeled Objectives of the I will have some indivi- Occupational Resource 5 OfficesCenter. in a hallway that ,.esters3. into the library, The ORC i., presently a room located between the(Learning Middle SchoolResource Guidance Center). (5 through 12) on 10 Materialsa incheck-out writing in thebasis.resumes, ORC are job available interview to preparation, students in etc..all grades Much of the ORC time has been spent with High objectives I had planned School Seniors September,Sharinginto tomeet theoffice were 1974. stalledspace with because four 4.ofother certain people put a stop to many Many of the rrograms I had planned this yearORC. or This will hopefully(Before these be changed inconveniences, at the beginning I had had personal physical inconveniences I encountered. students coming of next year, visitors 15 forfrom interested the business students. world come in5. to the school to meet In relationship to other school/agency programs, We also had a Military Career Day.) with and present programsthis ORC serves as a That seems to haveberesource the used basic it,for philosophy andalmost teachers anyone. that have has6. used developed. some Types and numbers of clients: If I have information, I share it. Students and teachers from grades five information for personal use.(To date, three community residents 20 becausestudentsthroughturn-off, of twelve....academicare thebut the lackdislikes most of frequentpressure. school students, visitors.or finds work-oriented learning difficult), These students are usually 'hands-on-orien- The younger student, (not exactly students...andoccupations some younger (mechanics, enjoys the ORC offeringORC.lowetc.).ted' - andapproximately servicesenjoy the to film 15teachers. to strips 20% of and the tapes student on certainbody of We are trying to improveAs to the numbers percentage of clients with theI am not sure. Percentage is still relatively both schools have usedorientation the programs and 25 76 -72- A.M.ORC,Office to but 3:00is paraprofessional open P.M. during all doesschool not hours; require paraprofessional passes. is there from 9:00 Most students are required to have passes to visit the Those students with free Visitation Policy HUNTINGTON 5 alltime, materials may come exceptin any fortime. hand-out materials she may have available. Paraprofessional does require them to check out HYANNIS HighOccupational School GuidanceResou-:,ce Library Center CENTER BarnstableMs.Occupational Patricia High Harris Resource School GuidancePerson PARAPROFESSIONAL 10 Hyannis,744Barnstable West MainMA High Street School INSTITUTIONAL 02601 COMPOSITION Tel: Library PROFESSIONAL 617-775-2600 15 Grades 9 through 12 BarnstableDirectorTel:C. Eldon of Lawson HighGuida-ice School 617-77:-2600 20 teachersTo1. provide and a theresource community. in occupational informationTo organize to allstudents, materials counselors, concerning Occupational and Career Information. Objectives of the ORC Paraprofessional's 3.2. roomTocurity interpretprovide or otherCaunselors contact thegroup program withandpresentations. personnel individualsto the high managers. inschool community student such body as throughemployment the Se-class- Role 25 4.5. rectories,Tosearching providesupervise foroccupationalspecific theoccupational use information of descriptions,the or Time-Share schocl to students information.etc. computer in Center terminal by locationby students of di- 77 -73- rj structionbeThe moved Center tobeginning isa sectionpresently September, in locateda large 1974. innew an Media area Center Activities of the Center are best des- which is much too small. which is planned for con- It will H YANNIS 5 Thecribed purpose in the of attachedthe ORC isyearly to assist report the guidance department in the dissemina-(FOLLOWING)...dated June 24, 1974. ofNarrative the Program Re State schoolduatedgoalfunds,tion ofinpersonnel,from resultscareerconjunction high information.from schoolis towiththe assistlacking factthe Guidancethatstudents an understandingsome Department tostudents become of Establishment of the Center, utilizing federal andfor tooother many schoolknowledgeable years and have non- gra-about oppor-the World of Work. My (Purpose) JO speakersThistunitiesin selectedhas inbeen theselected occupationsachieved labor areas,market. by andutilizing involving the expertise information the student of the in print,counselors. film and tapewith form,the community resources -,-ogrammedadministrationThe Center isdirtectories locatedsection nextof of the tovarious highthe officeschool.careers of and the short-term career Materials in the center are tapes,Community andDirector Junior of Colleges, Guidance in the schools, cata- (Location) 15 TechnicalloguesmentOpportunities4 year) requirements,of programs,Schoolsfour-year locally and Secretarial,collegesalary, Trade and otherSchooletc.programs, Businessareas, brochures. two-year information and Retailing, Beauty Culture, CareerMusic and Art, Nursing (2 and concerning current employ- (Materials) 20 wereaidFromstalledteacher, foravailableSeptember use mid-October students of instudentto theDecember, and 1973,data andcommunity bankteachers toa considerablerun tothrough wasthis the new January amountTime area 1974.in of this computer: Share Computer,of time which was wastaken in- to guidance.orient The following programs A very popular (Time-ShareComputer) 1. tionsassociateOccupationalfcr immediateor clusters degrees and employment technologicalofand occupations other beyond awards curriculum high below school. the information Baccalaureate, Also specific occupa- leading to and/or 25 2. Fourof students,and two year cost, college admission information, requirements, geographic etc. -14- location, number 4.3. SpecialFinancial programs aid - minorities,and services scholastic, offered by speciala particular awards, college. etc. ofNarrative the Program, Re State HYANNIS 5 ResultsapproximateandDuringThe suggestions students werethis favorable.numbersperiod really were of of requested. enjoyed time,students a usingpoll using wasthe materials takencomputer. concerning and computer the computerin the center. and ORC, A sign-in-book was designed, allowing us to have The poll was taken by students at random. It saved time with pro- continued moreAsalonggrammed theabout withyear !nformation the questionsprogressed, school readilyandprogrammed largehimself. available and in small such that groups could of notstudents be found and asteachers quickly, a way that the student learned 10 weremetstrips.involvingTeachers toinvolved learn inguest aboutthewith speakersEnglish acareers, week department,ofto colleges, scheduledclass and 9th, job classroomthe information 10thshowing and Lime andsome and discussion 11th training grade of programs.classes film- Students then completed a paper the last day of presentation presentations, 15 concerningemploymentDiscussionsinvolved withselection - heldSocial filling relating ofSecurity outcareer toactual card,importanceor jobapplications drivers interview. of license,necessary for jobs types papers in ofthe neededreferences, local for area. Some classes were also JuneTheabsencesimportance CE10-14, presentation and/or 1974.of positivechron': began lateness.attitudes March 1974. and attendance in school, frequent Teachers involved were requested to submit a written The last meeting was the week of 20 Militaryreport,ofto Mr.the suggest5r;as, Lawson.Englishcareer programsDepartment comments, were curriculum favorablyetc. is received being taken by students under consideration. this year. The suggestion of incorporating career education as part Suggestions were noted and referred 25 representativesincludingA large number the Armed fromof students allForces branches Batteryparticipated of Test,the service. withwhich the I proctoredArmed Services along program,with 761 -75- Inventory,OtherMydents feelings testing interested proctoring aboutprograms in the summerof inreception New which employment.England I this program has receivedhave participated is as have been theTelephone Company test, scheduled follows: Kuder Interest for stu- HYANNIS 5 AdministrativeCommunityLocalInstructional support - requires staff-staff also -more - favorable. favorable.favorable. public respondents in the local area.... relationsI would andlike communication. to mention a few names of (Reception Program)of 10 andNewtunities, testingEngland skilledofTelephone students, and Co., semi-skilled open Mrs. and presentation regardingSea2rest employment and Mrs.cppor- Fonseca... on-the-job training benefits. screening for -EmploymentopeningsCareeropportunities Securities World - quoted of Administration, inWork Departmentother Week, areas local of relating Labor to options and ofopportunities, the 80's. discussed statisticsMr. Aldous forRidgley....speaker employment out-specific skills and career 15 - -Mrs. Mr. look in the 70's to the beginning Donald MacLean,Chris PersonnelWerner, Personnel Manager atManager Cap- at Sears Roebuck.... and Vineyard.... -Also....,lawyervidingand localCape the anda Codproprietor Bassguest M/Sgt.Hospital, River speaker Klaus -Savings careers toGeisler, discuss Bank in andcareers careers Angelo's, Friendly's,photography. Anderson the Falmouth National Bartk pro- in engineeringin banking. and Air Na- Russell Wilkins, local Mr. Smith, Little, 20 design,terest,tional Guard aan representative assembly training for programs. thosefrom Gibson Girl interested in careers in fashionLast and but not least, by student in Boston. in- (Meetings and Con- 25 Meetings and Conferences attended:-All- New CapeEnglandSaturday College WorkshopsDay at the - Capethree this 1973-74 Personnel and Guidance Conference at Cod Community College - November school year Dunfey's - October Attended) ferences --Career-Military Conference informationNight Career in (Parents) Information Conference - January Seminar in Brockton at Otis - MarchAir Force Base Bridgewater with Director of Progress Program, Mr. Paul HVAKN/S 5 minorities.-Many-In-depth sessionsprograms,Gaines. discussions, with reading, College in particulartutorialAdmissions and thosePersonnel scholarship with (recruiters)specific availability basic study applicable skills to To mention a few: -A special program sponsored by the Marine4.2.1.3. Recruiter at Weymouth Air Base. UniversityBridgewaterBostonS.M.U. University of State Mass. - -ProgressSchool Boston of andProgram Basic Amherst Studies- Mr. - Mrs.Gaines Fields. College Now Program - Mrs. Tate 10 MaritimescoreSchools,- -AsIn addition ahigh coomunity andbasic on HyannistoSAT's. requirements, ROTCservice, BranchRecruiters by NAACP. quotasrequest, Program, and I screeningspokeupdated several of minority evenings students on CE, Mass.who information regarding Prep 15 A considerable amount of timeYarmouth and- Visits opportunities Regional to other High localhas Schools.been Occupational directed towardResource face Centers - Falmouth and Dennis- morestudyofto allthefaceoptimistic and personshiring contact follow-up ofthatinterested withminorities summerprocedures. some inlocalemployment inworking. certain employers. aid positions. hiring would show to the advantage I am hopeful that more involvement with local I feel that this would require further Some of the responses were negative A few employers were a little 20 rangementscommunicationemployersI have submitted will have andimprove been accountabilityseries made as ofthisfor reports aprogram local purposes, to Civil progresses.Mr. activitiesLawson,Service Directorbulletin in and ofwithout Guidance, ofcurzent ORC. Ar-forem- 25 Hole,bothploymentlege FederalFalmouth, openings and Mass. State -- Postincluding Office, Registrar Health Educationfrom Prov_dence, and Welfare R.I.Career Department,and WoodsOfficer, Mr. Richards. We also have close contact with Cape Cod Community Col- A career exploration trip tc LaBaron -77- BeautyBarnstableTheof studentsstudents Academy High participating werewas School.) arrangedcommended wereand on sponsoredtheir30-31. good (no cost to I was assisted by a faculty behaviormember. and dress. school system). (Favorable to Number HYANNIS 5 counselors,andtersThe developnumbershas been parentsaof encouraging.more students harmoniousand businessand faculty relationship persons using within between I would like to encourage and expand printed materials and related mat- the community. minority students, faculty, dialogue ontunityrequired,Clerical materials presentation duties arranging directly involved: eachforrelated speakersmonth, to checking monthly, on as we had a Writing notices, bulletins, reports to Amherst as activities in the Center. materials and requests for loans special career or oppor- (Clerical) 10 additionalmanyWeusing are materials tryingmaterials space tothat isbeand allottedstudentsas the effective Center, to us asallowing - possible,hopefully for within newly favor and would like to increase materials when limitations of space. large numbers of students constructed Media Center. We have (Comments) 15 1.Ideas for the future use of Center - 1974-75.asDirect Social involvement Studies, wMath, ..th etc.,faculty to from other departments incorporate career concepts such (Ideas for Future) 3.2. ExpandandReview requirements Public group Relationssessions, relating betweendiscussions, to subject. school showing and community. of filmstrips to 20 4. Moretivesstudents in-depth with duting assistance exploration their offree Occupationalfor time possibilities and exploring View Deck.in careerlocal alterna-community meSUMMARY: encouragement. relating to World of Work. The student interest and faculty response has Several suggestions from faculty members are being con- stimulated and given by students (Summary) 25 sidered.non-professional.did appear to center around college-oriented professional I might add that the focus of information requested 82 -78- -sers, rather than RECOMMENDATIONS: 1. More class-oom visits HYMNIS 4.3.2.5. ParentsBigCloseCareer Military Tido:21(involvementNight Career PresentationProgram withFair career (to includeand opportunities Computer demonstration) in local community (Recommendations) 5 7.6. beneficialfeelin.ncouragementProvisions courses that to there relatedbethe andallotted effectivenessare review toso occupations,manyfor cf transportationspecializedSchool of the careersCommittee program. worthy forand to CareerareasWorld assist thatofExploration paraprofessionalWork. would be Trips. I 10 Anytime is reasonable. However, calling for an appointment is desirable. Visitation Policy LEXINGTON 15 Career251Lexington Waltham Center High Street School CENTER Ms.Lexington MargaretCenter High M. Hartery,School Career Aide PARAPROFESSIONAL EnrollmentLexington, -MA 2190 INSTITUTIONAL COMPOSITION 02173 Tel:Oscar W. Krichmar, PROFESSIONAL 617-862-7500, Ext. 167 uidancc rounselor 20 Minority - 52 M - 1089, F - 1101 Tel:Lexington High School 617-862-7500, Ext. . 25 SourcesSocio-economicPopulationLocation of -Community- 15approximately levelmiles Income-from middle Boston 30,000- businessto high and professional. DescriptionCommunity of 83 -79- withTo'help a variety the students of resources become in aware order of to the investigateWorld potential of Work careers.and to provide them Ex- LEXINGTON Speakers,toToamples: explorecreate Reference opportunitiescareers. Books. within the Field Trips, Occupational Film Scheduling, Local (Occupational Classes meet in the Career Cehter to use curriculum in order to enable students Resource File for TheObjectives ORC of 5 availableToresources.)To inform reach inparentsout the intc Career of the students communityCenter. and the for job opportunities and training programs. community at large of the resources 10 1. cations. To maintain student/teacher evaluation file for processing college appli- RoleParaprofessional's 3.2. and shelveTo cataloguesmaintainpost open-house and and update pamphlet notices D.O.T. files.and part-time (Dictionary of Occupational Titles) file, jobs. interviews held in 15 4.5. YearCareer College Center.To andassistreceive Two-Year students college College). withadmissions the use representatives of the View - group Decks (Occupational, Four- S.7.6. ToTo assist besolicit responsible students catalogues withfor supervisionandthe materialsuse of audio/visualand for the maintenance of the Center. D.O.T. File. equipment and software. 20 Physical9. facilities: To post Civil Service announcements and Five tables, fifteen chairs, book shelves, apprenticeship openings. filing cabinets, one magazine StateNarrative of ProgramRe Present 25 deskracks,-Occupational and 300 one square copy Classes machine.feet ofmeet space in Career(approximately), Center. three 8* -80- -Guidance-Refer--Co-sponsored Kuder also PreferenceCounselorsCareer to Career ObjectivesCenter Tests meet Day open administeredwithwith of on thesmall Lexington"Back ORC groups here.toand RotarySchool Paraprofessional's to explore Club.Night" careersso parents Role, and may schools.above. visit. LEXINGTON 13eOpen callevery for day anschool appointment. is in session from 8:00 A.M. to 2:30 P.M. Visitation Policy MEDFORD 10 489MedfordCareer Winthrop InformationHie" StreetSchool Center CENTER MedfordMs. Carol High Sharpton,mation School Center Career Paraprofessional Infor- PARAPROFESSIONAL 15 Tel:Medford 55, MA INSTITUTIONAL COMPOSITION 617-396-5800, Ext 313 02155 Tel: PROFESSIONAL 617-396-5800, Ext. 313 HandicappedMinorityEnrollmentGrade Levels - M- 4% --3600 9 1% 48%,through F - 1252% AlfredMedford P. HighPompeo,Guidance School Director and Placement of 20 comelevelMedford are is isasmostly afollows: suburb middle of andBoston upper with middle a population class. of 64,000. 80% residential, 20% business tax levy. The sources of community in- The socio-economic CommunityDescription cf 25 access1. am' delivery to students in gradesTo 9 providethrough a12. central location for all types of Career Information for Objectives of ORC -81- BEST corf HAWKE placementcareer3.2. exploration and Work-Study. and ToTo plan coordinate periodic the group services activities provided in orientation. aimed to provide the opportunity for the ORC with programs of student MEDFORD 5 4.thecareer5. school information library soof thatinterest they tomay be usedTo facilitatecooperate by withaccess all and local use agenciesof the and students in a comprehensive high school. wealth of occupational information in enterprises that are sourcessubject ofteachers in their regu- lar1. classes. Maintain one of the three guidance libraries so that educational and Paraprofessional's 10 tives.2.ply.occupational and scholarship materials areSchedule up to datevisitations and Annually from all contact school, sources collegeRotate of theseassignments materials. among department personnel to and business representa- meet with sche-in adequate sup- Role 15 theduledintervalsin juniorconferences representatives. andbulletins senior with representatives.onhomeroom guidance teachers. information and Arrange appointments for all students Prepare (type and mimeo) at regular distribute bulletins to interested strations4.3. of equipment use. Disseminate allInter-Active scholarship Learning information Systems and prepare Supervise Guidance Computer Library. literature and plan demon- appropriate bulletins. 20 to6.5. be used in MHS Annual Report. MaintainAdminister High and School score "Leaver" group Otis (drop-outs) Tests. File and prepare yearly figures the7.8. Occupational Outlook Handbook and CollegeAidMust the haveBoard Guidance a familiarity Counselors with in the any way possible, except Dictionary of Occupational Titles, Information Pamphlets. the counseling 25 of9. students. Coordinate group activities planned for Career -82- Information Center. BEST COPY AVAILABLE TheCenterGuidanceThe physical ORC (Library) (here,Libraries. facilities Careerof the Informationnewof theHigh CIC School. areCenter) curre7tly is located located in inthe one main of Reaourcethe Various activities and services are available in the It occupies an area of 36' x 36'. NarrativeState of ReProgram Present MEDFORD 5 CICTheinstant CIC provided access tolistening"on information line" stationstime onto colleges, approximatelywhere students scholarships 300 could students comeand occupations.towhich listen gains 10 topertainingThedents, career CIC grades participatedtapes to allied 9and through watch healthin 12.one-dwrcareer :_areers. filmstrips.display and exhibit of career materials This was done in conjunction with This is available to all stu- TheannualMedfordabout CIC "Health 200ranHigh studentsa School three-dayCareer andparticipated. Days". exhibitthe local in hospital,the Library at cfthe the hospital, High School as part of careerof its There were several exhibitors involved and 15 whovisitedtionsmaterialsGuidance visited of the available availableComputerthe exhibit. CIC onfilmstrips Systemto a studentsday-to-day were on also ata basis.varietyall part times of of the incareers theexhibit. CIC. and an exhibit of the This exhibit greatly increased the number of students Some 500 studentsOngoing demonstra- 20 withdiscussionswithMedfordfrom the the all on-goingHigh ability reputable with School instructionvisitingto schools,hasarrange a representativesvery sessionsprogram.colleges liberal soand policy that businesseswithout studentson visitations.necessarily are may honored, benefit interfering i.Y1 from keeping the Requests Visitation Policy 25 MilfordOccupational High SchoolResource Center CENTER MILFORD 87 Milford,Contact: MA Paul Scagnelli, 617-743-0018 -83- 01757 St. Michaels' Career Counseling CENTER Mr. James Babyak PARAPROFESSIONAL NO; TH AUPTCN 5 CenterSt.Northampton,64 MichaelsGothic Street Mass. High School 010 60 64Tel:60St. Gothic Gothic Michaels Street Street High (CCC) (High School School) 413-584-4287 Number of students - 243 F M- -133 110 INSTITUTIONAL COMPOSITION Northampton,60St.Sr. Gothic MichaelsMary StreetMagdalen, Mass.High School el:Principal 413-584-4287 PROFESSIONAL 10 ToAverage add aincome, new dimension middle class,to the suburban. educational program of the school by providing tionalObjectivesDescription Resource ofof theCommunity Center Occupa- 15 formalTocareer provide andinformation informaljob and andcareer-orientedbasis. job opeortunities for students. To meet with all students and discuSs information to all students On both a their Paraprofessional's Role plansThe centerconcerning has beenjobs incorporatedand careers. with the Guidance department due to the StateNarrative of ProgramRe Present 20 videsspaceOpen required.valuablepolicy on resource a daily informationbasis. for the The program reaches all levels of students and also pro- Business and English departments. Visitation_ Policy 25 see -84- CENTER PARAPROFESSIONAL BEST COPS AVM/ISLE SPRINGFIELD 5 . Springfield,260CathedralOccupational Surrey High Road Mass.Resource School Center 01118 CareerservesNote: Counselor in a professional Role. Sr. Loretto Thomas NumberGrade levelsof Students - 9-12 -M 2827& F fairly evenly balanced INSTITUTIONAL COMPOSITION CathedralSr.Occupational Loretto High Thomas CareerSchool Counselor PROFESSIONAL 10 Minority - approximatelywith about 5% 200 more F. Springfield,Telephone:260 Surrey Road413-782-5285 Ext: 28 Mass . 01118 15 Lowfromoccupational5 %. income the communitygroups components. - aboutand outside. 30%; middle income - 65%;Springfield upper income is -a city of 85,000 with diverse ropulation and The Center seri _s the school population and many This year is served more than 400 from Description of Community other schools in and out of Springfield.2.1. To servepcint anyoneout materials who needs to help.use for obtaining knowledge of many tionalObjectives Resource of the Center Occupa- 20 4.includingcareer3.or several information. statistics careers before for job the oatlook, students chances makeTo keephelp a fordecision. thechoose advancement Center an "afterup toand datehigh wages. withschool" materials place toand receive AV aids, occupational etc., 6.Center85. come wheneverfrom other they schools). ask. ToTc setkeep up the career Curter speakers, open to programsall grade and levels field from trips 7 throughfor students. 12 (7 and College students also have use of the 25 -85- of1. college. Visits classes to talk about careers that do not require four years SPR/NGFIELD apprentice3.location,2. materials,schools, 1-year and how and to 2-year use the schools. BringsSpeaksCenter. into speakerseach class from assembly the Services in the fall to (Army, Navy, etc.),industry, acquaint them with the RoleCareer Counselor's 5 7.6.4.5. SteersHelpsGoesAdvises in outstudents jobstudents to placement.PTA's in singly directionevenings whenever tosuitable inform required. toparents "Occupationalabilities Career". and interests. of the Center, invite 10 leadsweekthem8. intoto technicalvisitin occupational it, drawingand also careers. to explain acquaint the students termGoes out to 7th and 8th grades and teaches a of all the avenues thismini-course once a onshelfpaintedThis more Centerspace. thana bright wasthree acolor stockthousand and room ventilatedcareers opposite bythe three fans. In this Center, on colorful open display, (books, brochures, pamphlets). Guidance department. There is plenty ofthere is information It was I have StateNarrative of theRe PresentProgram 15 anprojector,slidea eight-personfilmstrip projector, aprojector, small listening a daylightrecord player, screen aon camera the wall. three filmstrip viewers and twcstation cassette equipped with earphones, a carousel for taking slIdes, an overhead There are six desks and chairs without desks recorders; comingpondingjustchairsaviation in year. fbrcase.cassettes, andstudents aviation-related about to view, 150 slideslisten subjects). (allor read, of which, and two to my There are twoFor completevisual aids, sets I ofhave Occupational more than 80 I hope to get more Slides this filmstripa with corres- regret, dealBriefs with (over 20 Handbook,outside400and in all eachthe kindsD.O.T., Centerset), of Occupational postersprofessionalfor our onexclusive various Outlookhelps use,careers,such Handbook cataloguesas College I can honestly say "Name It", and we have larger bulletin boards(latest just edition)and numerous Handbook, Vocationalof all types of schools information on it. 25 Studentspaidother overhelps. visit four the thousand Center visitsoften. to the Center 90 This year ('73-'74) Cathedral students (I can take eight students-86- at sidea time, the sixschool. periods a day). More than 40 counselors from various parts of Massachusetts There were about 400 visits from student: o"t- SPRINGFIELD Iandtheat ran 8:30largeConnecticut an A.M.Army corridors. withOpportunities also two visitedassemblies Day the when inCenter. thesixty auditorium. Army personnel came. Movies, slides and filmstrips were shown and explained Displays were set up in The day started 5 yearbyoccupationaltherevoluntary thestint variouswere and on more the thecareerpersonnel. thancivilianpart day 3,000of for therelated visits bothpupils. boys careers.to theand displays.girls and very educational for inter- Visits to the displays and to the assemblies were About 2,000 attended the assemblies and It was an extremely successIul The Army stressed the two- 10 wasWeAnotherested v,2ysponsored facultybeneficialactivity six members. fieldwas in ahelping tripsfree course tostudents industries in healthto understand and sciences industrial the after paramedic institutes. school profession.hours. This TheCenterGraduate Center to writestudentsis open term fromin papers counseling 8:00 forA.M. their haveto 3:30 courses.used P.M., the materialsand other andtimes functions (such as of eve- the Visitation Policy 15 ourningsthemCounselorsdral, Center orin the Saturdays)setting and studentsand to other upsee byacome it Centerschoolappointment. function.during isofficials givensvady cheerfully. periods.are welcome to see how we have set up Any help Anyonethat we may can visit give thethem Center. to assist A special pass is issued. At Cathe- 20 CENTER PARAPROFESSIONAL TOWNSEND Townsend,Nor,.,MainOccupational StreetMiddlesex MASchool Resource Regional Center High 01469 Ms.NorthGuidance Priscilla Middlesex OfficeSchool Kresser Regional High 25 -87- Grades 7 through 12 INSTITUTIONAL COMPOSITION Ms. Ruth McGhee, Counselor PROFESSIONAL TORS ENO 5 HandicappedEnrollmentMinority M- - - -2% 1700 1%50%, F - 50% North MiddlesexSchool Regional High toriesprimarilyMassachusettsNorth Middlesexemploying lower-middle with Regionalthe a majority.total class High population with School farming, serves of 13,000. small constructionthree rural companies towns inand North fac- Central The communities served are CommunityDescription of 10 tofollowingOur our school students motherdistrict so andwe strongly canfather break intoneeds the unskilled to often repeated cycleprovide of son occupational and daughter information/skills jobs in our paper mills and plastics TheObjectives ORC of 15 -factories.ployment.laborcourage field, these but students with the tc availability study of our Most of our 'general curriculum' students enter for and attain a higher level of skilled em- Resource Center, we hope to en- the unskilled maintainsandMrs. wori Kresser forfiles three also and servestoc four as counsclors a secretary ilogues of occupational information and including thein thedirector. Counseling Services Department first Week of the train- assists studentsMrs. Kresser Paraprofessional'sRole wheneverhasingfielda Careerscheduledprogram, tripspossible. Day hasfor audio-visualwith alsostudents. set upprograms, a center of various displays andN'-. representatives, Ruth McGhee, who and attended has planned the speakers from local businesses, arrangedinformation in her counseling office, several 25 CenterCentervicesOccupational inDepartment. will an areabe information maintained adjacent istoby nowthea Cooperative availablecafeteria/study in two Plans pending for September 1974 are to 92 Education student. offices of hall.the Counseling Ser- The materials in thisestablish a Resource During study halltainingThe Librarytime to students occupations, Ceater willof the bewhich schoolable will to is easilybe amassing available avail a collectionthemselvesto all students. ofof filmthe material.strips per- TOWNSEND 5 Students may use the Resource Center during study hall time. CENTER PARAPROFESSIONAL Visitation Polic- WESTFIELD 10 WestfieldOccupational HighGuidance Resource School Department Center GuidanceOccupationalMs. Patricia Department ResourceDinnie Aide Westfield,177 Montgomery MA Road INSTITUTIONAL COMPOSITION 01085 Tel:Westfield High School PROFESSIONAL 413-568-1721 15 GradesMinorityEnrollment 9 through - M10- -1782 792, 12 F - 990 WestfieldHomer P. Gammons,HighDirector School Guidance WestfieldHandicapped is located- 13 in the Southwestern part of Massachusetts and has a popu- Tel: 413-568-1721 Description of 20 Products,largertheDigitallation location industries of EquipmentOld 32,400. ofColony a instate (computers), WestfieldEnvelope college andare andSavage H.B.as has follows: Smith Armsa city-owned (sporting(iron casting). airport. fire arms), Stanley Home Its socio-economic level is low to middle class. Columbia Mfg. (bicycles), Some of the It is Community 25 B.A. To supplyassist students within the occupational identification information. of appropriate occupational goals. Objectives of °RC' -89- PURPOSE - To supply supervision and direction to the Occupational Resource WESTFIELD DESCRIFTIONCenter in Westfield - High- -Works Cooperates School. under with counselorsthe direction and faculty of theand headcomplies Guidance with Counselortheir requests RoleParaprofessional's 5 -Supervises- BuildsMakes suchpublicwithin the ORC. uponthe Occupationalrequest. Resource Program as is feasible. and maintains an occupational informationinformation library. available to students, teachers, and the general 10 -Assists-Uses- Reproduces tunities.pupils in finding information concerning jobs or teaches pupils to use the variousmaterials visual as aidsnc.cied. and inform.. educational oppor- =ion files. -Gathers- -Administers Types withinappropriate their jobcourse information offerings. materials for use of correspondence, memos, etc., as pertaining to program of theoccupational interest inventories. faculty members ORC. 15 matelyThe ORC 12 is X in12. the Guidance- Assists Department-and is in a conference room the Guidance Secretary as occasion demands. The Resource Aide has an office next door, so that the room approxi- sizeabletime1973-74is u,...roted establishing tablewas the entirelyand first chairs,our tooccupationalyear thefiles, for storage the shelves. library.Center, of occupational so we have spent a We have, however, seen a fairly information, including a good deal of 20 body.Ourstudents'large clients number word-of-mouth, seem of students,to have beenand from theequal Guidance numerous in amounts Counselor notices sentreferrals, out to the of males and females, and we staff referrals, student 25 matior.havesourcestudentsView had Deck Center,interest went to beon and aindicatedto goodprimarily seek 'come-on' out from furtherfrom all as grades. itinformation is a fun introductionwith our to career This is one o: the major reasons that the students came to the Re- word-of-mouth. We found the Occupational From the View Deck, many occupational briefs, infor- 1.-...... m. 94 -90- lookingtexts,staff.of school andfor directories,information on which specifi,_ are used careers. often by students and also lent out to filmstrips. There were also many students that came to the Center We have a very complete library WESTFIELD 5 time,OurTheto aid filmstripresource andin th2irmuch aide library ofprogram. ourmade materialwas many lent plant wascut visitationsreviewedto the Middle by duringa counselorSchool the year at theto for short periods of acquaint ler-Middle School nelWealsoself havefor accompaniedwith aidmade the in our typesetting Occupationalspecial of industryup educationtheir Resource andown classesjobsprograms. Center available on availablevisitations in the to Westfield toother various Area, school person- industries. and 10 CENTER PARAPROFESSIONAL WI LBRAHAM 15 KinnechaugMain(Hampden-WilbrahamOccupational Street RegionalSchool Resource District) HighRegional Center School GuidanceMs.Tel:Minnechaug Judy AssistantSmith Regional High S-.:hool 413-596-9011 GradesWilbraham, 9 through MA 12 INSTITUTIONAL COMPOSITION 01095 Peter Gartner PROFESSIONAL 20 EnrollmentPhysicallyMinority M-- Less -Handicapped1.5%1600 49%, than F -1% 51% - Tel:MinnechaugDirector of Regional Pupil Services High School 413-596-9011 25 Special NeedsAdjustmentDisab., - 5% Mild (LearningProblems, Retardation, etc.) -91- Suburban13,000;cio-economically; Communitiesincome is derivedmedian ringin: educationfrom Springfield. professional, is 13.3 years; managerial median Wilbraham is upper middle class so- roles in Springfield/income, $11,000 to WILBRAHAMDescriptionCommunity of 5 Hartford.lower.commuter community; 4-,-ome and educational Twenty percent of the student Hampdenpopulation is somewhatis from Hampden.more agrarian though still categorized as a and vocational levels are somewhat 1 toTo obtainprovide (individually a Resource Center and in A.(multi-media groups) information library) for students The decision making process involved in career about: investigation and alumni ORCObjectives Program of Work-Study,To provide 'laboratory'etc.) involved for in above B.careerC. use investigation. by classes/programs TheThemselves World of Wor!, (cooperative/ 3 . material,ToassistDevelop foster individuals aoutsidecareer pool of explorationspeakers, communityand groups teacher inresources; exploreregular training. careers,classes speaker, bytraining job opportunities, providing supportivevisitation sites to 15 The Paraprofessional etc. RoleParaprofessional's 20 1. (h)(a) EngagesProvidesselingProvides in information someOffice. 'on-the-spot' counseling to students ('listening'interviewing when appropriate mostly) of students to whostudent drop needsin to andthe Coun- (e)(d)(c) CoordinatesMakesFunctions, referrals indissemination general, to counselors as ofa liaisonguidance and setswhen between communicatinginformation updirected appointments client to with dotheand so student- rolecounselor, by aof counselor. thecommittee counselor to students, teachers and parents. 25 2. Maintains the Occupational-Educationalto students, Library parents, and facultyteaches and community. -92- the students 3. RepresentativeshowCoordinates to use the visits resources. - in ofgeneral, College as Admissions a liaison Counselorswith the community. and Company/Career WILBRAHAM 5 4.5. SupervisesAssistsprogram. the the counselors student aidesin the working coordination in the ofResource the school's Library. group testing yearThese,6. above, were the Paraprofessional'sclassAssists major placement functionscounselors adjustments. during in the the scheduJing 1973-74 of students and in making appropriate 10 Theinvestigationformer Center Guidance is a materials:spacious Library. former classroom fortuitously located adjacent to Books,It now pamphlets,houses an expandedcommercial variety vocational of occupational file - in StateNarrative of Program Re Present 15 StudentsModular/trapazoidalandepth, office filmstrips,used for the the library Guidance tabletapes, duringunits recordsAssistant. leadthe and yearto appropriateflexible during studyuse. hardware. or open-campus hours. A corner is set up as Someinsixduced careersmallweresessions and entirely groupsinvestigation.oriented per sessions group.self-motivated, to the on facility educational others in small andwere careergroups working planning.in ona guidanceclassroom program assignments of Almost all Thethe entirejunior freshmanclass were class similarly (480) studentsoriented were intro- Several teachers 20 theyTheforof smalltaughtregularCenter classes jointly isclass an integralbrought use.with the theirpart Guidance ofentire pupil Assistant. class services in for and career is used investigation heavily by guid-units Materials :ere freely loaned 25 Openordinatorance VisitationPersonnel (also inPolicy.part working of P.P.S.). with their clients as well as by the Work-Study co- Facil:ty available all year weekdays except legal Visitation Policy 97 -93- holidays.areschool available year and the weeks Guidance Assistant then and during school (one each) prior to and (paraprofessional) on duty 9:00 - vacations. conflicts with room and program after school. 4:00 duringCounselors WI LBRAHAM 5 activitiesschoolVisitors office frombefore (acrossoutside visiting. hall)should upon call arrival. to avoid Non-school people are asked to check in at main WORCESTER Woodland Community Elementary CENTERS For informationPrograms on the in these schools, CONTACT 10 WoodlandWorcester, StreetSchool MA 01610 Frank20 Irving Sepuka,contact: StreetAides Director of 15 BelmontWorcester,170 Belmont StreetSchool MA Street Community 0160,', Tel:Worcester, MA 617-793-2521 01609 Worcester,CanterburyCanterbury MAStreet Street 01605 School Following isatfrom theSt. thereportNicholas Paraprofessional Avenue Com- 20 St.Worcester,St. Nicholas NicholasSchool MAAvenue Avenue 01606 Community munity School, Worcester. 25 -94: St. Nicholas Avenue Community CENTER Kathleen A. Rea PARAPROFESSIONAL WORCESTER 5 Worcester,St. Nicholas SchoolMAnues and Erie Ave- 01606 St.Tel:Career Nicholas Educationmunity Avenue School Aide Com- 617-852-6967 EnrollmentGrades K through- Approx. 6 500 INSTITUTIONAL COMPOSITION Ms. Anne Bresnehan, Social PROFESSIONAL 10 Minority Background(Black,F - more Spanish, American) than- 12% half Native BuildingSt. Nicholas CareermunityCoordinatorStudies Avenue Education School Teacher Com- twoHandicappedSt. of Nicholas which -are 2%Avenue middle School income. is situated in the middle of three school districts, Since St. Nicholas is a community school, CommunityDescription of 15 ofment,isthe(opened the considerably school whichchildren means(the are over-crowded.Greatanyone of lowBrook may income attendValley status, regardlesshousing residing project of locationin and the Curtis housing (home). Apartments) project behind which to the community from 8:30 A.M. to 9:30 P.M.) it has an open enroll- The population is unknown. The majority 20 whosemediatenessTheto long-rangenumerous onvisits sectionall grade toareas objectivesthe(which levels ofschool Careermakes in ofwere our uptheEducation, arrangedmoreschool. program than includingby inhalf theSeptember ofparaprofessional. thea wide school)were range to hascreate of beenguest an exposed aware-speakers As of the present (July, '74) the inter- ObjectivesORC Program of 25 ,lithAs Career whom I Aide,worked. I had several responsibilities to the teachers and children Starting in January, I began working in the Social Studies Paraprofessional'sRole threesection periods of the a intermediateday. wing of the school (grades 4 - 6) for a minimum of Since the Social Studies unit focused lessons around99 -95- a culumTitle ofIII the program city, Projectneighborhoods and its LEARN/CAREERS, we used the Social Studies curri- people as a vehicle to incorporate WORCESTER Everyquestion,self,CE; theFriday, would awareness (such haveAnne as aBresnehan, of "Whatplanning jobs jobs and sessionRobert aretheir in forour the interdependency.Sullivan (anotier S.S. teacher) and my-community?) we would each take a week to come. Using a focusing (Paraprofessional'sRole, cont'd) 5 whogrouptionetc. does ofof thea newspaper, job, how do(often we get papers such ofa different At times, when a learning aide was needed,ten wechildren and expand on the When the warm weather came, we would go job, training involved,question, education, investigating areas like, cities) various advertise- used the classified sec- 10 mentsgoingout intoand on, audio-visualcoir using community a 'Data materials. andRetrieval Sheet' to investigate the numerous jobs and activities record our findings. made.posessourceI wanted availabl materiels the children (from tothe be able to have Arranged according to Career Cluster, the next year, even though I would not file) as re-l=erence to a set of activity cards I materials for reinforcement pur- activity cards havebe ques-here. I used the re- NarrativeState of ReProgram Present i5 bestIL'1,r.ry.t,-.. also suited rn -.de for aslower few games groups that and could others be for mere o.nd/or projects that are to be used with Itthe also resource reinforces languages, handwriting, used in a small group. advanced children, arelibrary as and science skills. file and the The games, some follows: -For the cardsslowergame that boardchild, dbscribe when the the"Who an question occupationAm I?" game in simple terms is answered. which involves reading question and advancing on the 20 -For the theredressesmoreterms,of careers, advancedare fortools chance the thechild,or job cards,childmaterials - theall mustspecifying "Gameof used identifywhich of in advantagesarethat the on job jobquestion - withand Careers". perhaps the way a person the use of disadvantagessome technicalcards. of certain Using a wide variety In this game (Career Games) 25 -I receivedonCiviloccupations thea game gameDefense. called board. that "Environmental will at times Realities"make a player forfeit or This is a situation gc2r'e of social and envirc-mental 1 00 from the Department of gain advancement problems -I sent forsetsMarket",that a arearisegame excellentwhich fromin a deals thecity.* forSunkist with the the slowFruit problems and Growers advanced and called profits child.** "To of Market, fruit growers.To Both WORCESTER 5 materialsStudiesTheCE childrenexposure sections. each andthrough day faculty through Social members Social Studies, whoStudies. useand theagain, Center this are was limited primarily to thein theSocial inter- On the average, about 90 to 100 children were using Career Teachers mainly relied on providing Asmediate isfar mostas section.visitation generous withpolicy his is time concerned, and also our quite principal, helpful Mr. to Arthu.1,persons interestedLarievy, Jr., in Visitation Policy 10 ducesbetothelearning done visitors. rest!the is staff mo_c_to call toabout them...she'sthe the school Resource and great!! arrangeCenter atan theappointment, school. and he takes care of Mrs. Margaret Radcliff, our AssistantShe takes Principalthe time tois showalso amost visitor helpful the entire school and intro- All that would have to 15 **To ToDefense, acquire Washington,"Environmental D.C. Realities", writeacquire to the U.S.game, Department "To Market, of ToCivil Market", write to Sunkist Growers, Consu- 20 mer Services, P.O. Box 7888, Valley Annex, Van Nuys, California, 91409. 25 / 0/ -97-