Operational Model for Career Development and Vocational Preparation. Final Report

DOCUMENT RESUME

ED 164 808 08 CZ ,018 245

'AUTHOR Upton, Anne L.; Barrett, Samuel L. . . TITLE. Operational Model foi Career Deieldpment.and Vocational Preparation. Final Report. TITUTION . California.State Dept. of Education, Sacramento..; - Fremont Unified SchoolDistrict, Calif.; Huntington: Beach Union High School'District; Calif. spois AGENCY Office of ,Education (DUE), WaShington, D.C. BUREAU NO 502A960015' c PUB'DATE. Oct 78 . GRANT.' 391-75-0089 NOTE: 412p4Alot available in hard copy due to ,- .reproducibility problems. For related documents see

, ED 145-104-107 . .. t -'. EDRS PRICE k MF-$0..83 Plus Postage. BC Not Available from_EDRS. 'DESCRIPTORS Academic Achievekent; Career Awareness; takeer Choice; *Career Development; *Career ucation; "Career Exploration; Community Involvement; Curriculum Development; *Daily Living Skills; Decision Making;. DemonstratioPrograms; Interpersonal Competence; Occupational Clusters; *Performance Based EdUation; Program Delopment; Program Evaluation; School Communit Cooperation; Secondary Education; *Staff Impr v ent; Student Attitudes; TeaCher Role; *Voca ional Education IDENTIFIERS California; Fremont Unified School District CA; Huntington Beach Union High School District CA

ABSTRACT 'Three California State Department units' (vocational education, pupil personnel services, and -career education) and two school districts (Fremont Unified and. Huntington Beach- Union High) established a consortium to-develop demonstration sites for Model career development aftd,vocational-geyaration systems and staff development programs. The Buttingt Beach Union Hiqh project developed and articulated a K-12 competency-based career education

model. Data collected was inappropriate for dettriining whether . growth was.statistically.iignificant, but stpdent understanding increased after the program. Vithout'a control group, it could not be stated that gains would not have; occurred without the career education experience. The Fremont Unified project developed and implemented a career decision making course. A6tivities were developed to meet objectives of six components:'career guidance center, career decision making., staff development/infusion,: articulation; cqpmunity involvement,.and dissemination. Data-was analyzed by a tlard-Party evaluator. Although many objectives were met, a. teacher's strike affected objectifes that required extensive . . teacher involvement. (Appendixee include the third-party evaluation report, Fremont Unified School. Di'strictla skill's assessment,. 'articulated 'K -1.2 career education proge mg, career decision faking materials, and Huntington Beach Union gh School District's career 40( development competency model and student assessient forms;. see note for Huntington Beach's K-12 'Curriculum guides.) (A.uthoiltSS) FINAL REPORT

Project No; 504960015 Grant-No.. 0EG-391-75-0089 ,

BST COPYAVAILABLE

Operational .Model for Career Development and Vocational Preparation

, I

/A,Exemplary Project inVocational Education Conducted Under Part D oUPublic Law 90-576

. Anne L. Upton .., In Coordination with Samuel L. Barrett California State' Department of Education 721 Capitol Mall Sacramento, California95814

OCtober 1978, U.S. DI PARTPAINT OP ICIALTN, !EDUCATION i WHAM NATIONAL INSTITUTE OP !EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACZLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATiND IT POINTS OF OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION PDSMON OR POLICY FINAL REPORT

Project No." 502A960015i fr Grant No. OE1;-391-75-0089

OperatTbnal Model for CareerDevelopment_ and Vocational Preparation

Exemplary Project r9 Vocational Education Conducted Under Part D of Public;: Law 90 -576

The project reported herein was performed pursuant to'airant from the Office" of-Education, U.S. Department of Health, EducatAn, and Welfare: Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professiona4 judgement in the conduct ofthelproject. Points of view or opin.' ions stated do not, theefore, necessarily reRresent offici 1 ' Office of Education Obsition or poliCy.

Anne L. Upton.

In eboranation with . Samuel 1. Barrett California State Department of Education

' 721 Capitol Mall .Sacramento, California 95,814

October1978

'V* CONTENTS

SUMMARY put

Abstract , 1

B. Time Period COvered by Report 1

C. Goals and 0§jectives of the Project 1

Results: Accomplishments ...... 2

Evaluation

F. Conclusions .tlo- . . . . 4

G. .RecOmmendations 8

11. 11ACKGROUNDAND RATIONALE OF THE PROJECT

A. Background 9

B. Problem) and Need 9.

C. Goals and Objectives 15

1.< Fremont Unified SChool District Project 15. 2. Huntington Beach Union High School District Project 18

lit. MAJOR ACTIVITIESANDEVENTS

i . . 1. Fremont Uitified.SchoorDistrict Project 40, 2. Huntington Beach Union High SchoolSchool District _ #Project itt . . 22.

IV. PROBLEMS

. . 1. Fremont Unified School District Project- 2.J 2. Huntington Beach Union. High School District Project ... 29 '

_ i V. PUBLICITY° ACTIVITIES

I. Fremont Unified School District Project 30

2. Huntington Beach'Union High_School District .... "project 31 ,s

VIA. _DISSEMINATION ACTIVITIES JP

. 34* 1. Fremont Unified.SChool District Project . . . . . , . . ,-- 2. Huntington Beach Union figh School. District

project . 35 VII. DATA COLLECTION AND EVALUATION

1. Fremont Unified School District. Pmject 39 2. Huntington Beach Union High School District

Project ( 39.

VIII. STAFF EMPLOYMENT AND UTILIZATION

1. FreMont Unified School District Project 40

Summary 42

2. Huntington Beach Union High School District'

Project . 43

Summary 44

IX. APPENDICES

Appendix A Final Third Party Evaluation Report

Appendix B Fremont Unified School' District Skills Assessment

Appendix C Articulated K-12 Career Education Program FreMont Unified School District

A Appendix - cCareer Decision-Making, Fremont Unified School District

pendix E Careei Deirelopment. Competency Model Huntington Beach Union High School District

Appendix F Competency Based Curriculum Guides .K-3, 4 -6., 7-8, 912 Huntington Beach Union High School District

. . , -, Appendix G Student A sesment/Forms . Huntington Beach Union High School Distri,ct

, . Appendix H-, Publicity, Fremont Unified and Huntington .11 Beach Union High School District ,

4 I. SUMMARY

A. Abstract

Three California State Department units (Vocational Education, Pupil Personnel Set-Vices, and tareer EdUcation) and two California school districts have established a consortium designed to deVelop two demonstration sites for. modelcareer development and vocational preparation systems and staff development programs.The two school . district sites are Fremont Unified School District in Alameda'County and Huntington Beach Union High School District in Orange County.The two school districts represent different organizatiorial patterns, different populations, and different types of problems and strengths. Each has implemented 4 number of different approaches to the Implemenfition of this project, to that the efforts will complement each other.' The final products include two models instead of one, so that districts wishing to adopt or adapt a prograni can choose tfe one most appropriate for their Situation and population.

8. Time Period Covered by the Report

July 1, 1975 to June 30, 1978

C. fGoals and.Objectives of the Pro4ect

Because of the dual nature of this. project With two school -districts representing different organizational patterns,, populations, and.types of problems and strengths, this report will reflect the individual' differences bf-each project site.. o 1. Fremont Unified-School District PrCject

This project consisted of five basic goals/components which were:

(1) To provide administration and coordination for the project.

(2) To conduct a Battell Institute designed needs assessment.

(3) -To'design an,operational plan to Implement an articulated career education system K-12.

(4) To design and implement an ,internal elT-lituation system.; . (5): To disseMinate those components of thecomprehensive career education system1k -12 to other school districts statewide.

2. Huntington Beach Union Nigh School Distriot Project .5J. ' . .11iTt projece,consistea:of six basic goals/components which were:

To,providefor administration and coordination of the project.

, 4 To conduct a needs assessment..

To develdp a career,competency model. (4) TO implement the career competency model.

(5) To provide for the articulation for career education between the two prOject school sites..

(6) To disseminate statewide thecomponents of the Cemprifiensive< career. Edutat ion Systems

3. State Department of Education Component

This project is unicioe'because of the triad nature of the consortium between three State Department Units (Vocational Education, Pupil Personnel Services, and the Career Education Unit) and two California school distriCts fFremont Unified School District and Huntington Beach.Onion High School DiStric

Onof the major strengths of the project has been the development of operational models that utilize thEconcepts. that have been developed by Vocational. EducatkoN Pupil Personnel Services Unit, and the Career'EdUcation Unit, of the pate Department of Education. This sharing effort between the State DePardoent of Education and the individual school distridt sites.The State Departmentsobjectives in this consortium follow:

1. To provide districts co reflation, assistance with program development' and Implementation, and ssistance with Staff development and evaluation.

2. To provide the DepartmenOf H,E.W.:; Vocational-,Idbeation with liaison and coordination in co livttionh the fonsortium.

3. To provide for the.coordination.of site activities ificonjunction with each site and the Consortium.

'-\ If. To provide project sites with coordination,acidassistancein

dissemination activities. . ,

'Results: Accomplishments , -

1. Fremont Unified School district.

This project had as a central-theme, the' development and implementation of a career decision - making course evolved from plans made during pilot testingon a guidance system developed by the Oregon State Employment Services. During the three years of the project the following accomplfishmentswere realized:

Completion of a District Skills Assessment involving 537 members from the cdmmunity and produci'e2,020 skill statements that lie 'within the districtS 17 .goal areas. (see Appendix B.)

Adoption and infusion into disi-itt schbols a K-12 career ethication articulation program; (See Appendix C.)

1. Implementation andr-refining of'a semester career decision-making

, program at the high school level. (See Appendix D.)

2 jmptedlentation of the SEARCH program from the State of Oregon. (See Appendix. B.)

.0 AssistingfiftYgfive California Schools too adopt the career decision- through a dissemination plan. . making activities fOr their schools

2. Huntington Beath Union High School District,

wee This project undertook thedevelopment and artalcub Hon of a X-12 competency-based career education model, whichnecessitated cooperative work across school districts aswell as across schools within each district.

The major accomplishments duringthe three years of the project were:

The identification of essential competenciesin career education. (See Appendix E.)

The development of competency-based-curriculumguides for K -3, 4-6, 7-8 and 9-12 grade levels. (See Appendix F.)

The ratification of thecoMpetencieslidentified earlier and adoption _ by the Board of Education. (See Appendix E,)-

The implementation of a staffdevelopment program in career education.

o. The.development of anarticulation plan for elementary, high school and including community college. 1

The development of an infusion planfOr career education.

The development and implementation ofplans for dissemination statewide basis.

. The development of valid andreliable Measures of student outcomes. related to project objectives: (See Appendix G.)

E.. Evaluation

1. Fremont Unified 'School District

Project activities were..planred to meet theobjectives of six components: 1) The Career Guidance Center;- Career Decision-Making; 3) StaffDevelopment/, Infusion; 4) Articulation; 5) CommunityInvolvement; and 6) Dissemination. An analysis of all available data was-made by thethird.party evaluator to determine the extent to which the stated objectivesof the project were achieved. A. summiry of the findings-whichfollow'is presented by project component. (See plans can sometimes go awry Appendix A ) It is a truism that the best laid due to unforseen conditions orHappenings. Such was the case in this project with the occurrence of a teacher strikein the fall semester, affecting the outcome of a number of projectobjects es. -Although thetimpact of thestrike could not be precisely determined;-qwarobvious-that. it did affect objectives requiring extensive teacher involvemeAl-endparticipation, especially the Staff Deveopment/infusion and Articulation component t. ' In summary, the data available suggests that significant,s,tudent growth occurred in the knowledge and skills of career decision- making as a result of their experience in the career decision-making class. It also suggests that these knbwledgus and skill's ~yore maintained over a period of time. jutthermore, there is evidence that a nine-weeksemestercourse in career decision- making may- result'in substantial student achievement. Although it was wished that thAtt data could have been provided le a manner that would make possible more prec t Comparisons, it did provide substantial evidence of achievement of the ;objectives set for the COM class. The teacher strike did have a'substantial effect on the objectives of the project, particularly delaying accomplishment of greater development in the areas of rnfus n/staff development and articulation. However, in spite of these handicap, asignificant amount of activities were conducted and the majority of object ves accomplished.

2. Huntington Beach Union High School District.

The scheduled activities for t s project were designed to meet the objectives incorporated in six conVonents: 1) involvement in the project consortium; 2) disteminatign; 3) staff development; 4)implementation; 5) articulation, and 6) assessment and evaluation of student outcomes.

With one exception, these oompioneets consisted primarily of a refinement and extension of the objectives developed during the previous year. The one exception was the dissemination component, which had as its principal objective theimplementation of the demonstration worRthops to be held in' conjunction witk the Fremont project and the State Department of Education. Activities for this project were conducted in four separate school sites, two high schools and two elementary schools. The findings which follow are summarized by component an0, where applicable, are presented by individual school sites to provide a more _detailed description of project accomplishments. (See Appendix A.)

Although the data were not available in the form to determine whettper the growth observed was'statistically significant, there was an increase at both sites in the level of student understanding following exposure to the career education unit. It was not posUble to, obtain a control group; Therefore, it is not possible to state conclusively that the gains observed would not have occurred

in the absence of thecareer education experience. Although all the data . available is suggestive of a worthwhile program that does produce positive results, more exact knowledge of the effects of,the program will have to await further study.

F. Conclusions

4) In response to a joint proposal' by the Bureaus ov Vocational Education, I.- Pupil Personnel %ervices and Career Education Taks Force of the California State Department of Education, [he U.S. Office of Education funded a three-year pro'ect to develop two demonstration models of comprehensive careen~ education. The remont and Huntington Beach sites were selected for project implementation, in rt; because of previously demonsarated commitment and achievements in career education. ,The external funding, therefore, made possible an acceleration and refinement of previous developments, aswell as the development and dissemination of more' comprehensive models of career, education.: / 4 /, -A defalled'account of project activities and accomplishmeq'ts for the. first. two.years was p'retiented in the'annual and interim evaluation reports. A brief summary of project achievements and conclusions reached follows for each Project

site: ,

1. Fremont Unified School District

The central thrust of this project, the development and implementation of a career docision-making course evolved from plans made during pilot testing of a guidance system developed by the Oregon State Employment Service. During the first year of the project, substantial progresswas made in development of the CDM course and its acceptance as an integral part of the regular curriculum. Additional achievements of the first oroj4ct year included completion ofa needs assessment, development of a Career Guidance Center and.a design forstaff

development and articUlition. -

The second year consisted of t further refinement of activities in this operation of the Career Guidance Center and the COM class. Initial attempts were also made at develong measures of student outcome at this time.AlthOugh significant progressas achieved by the projec toward achievement_ of the objectives during the final year of the projec, a teacherstrike at the beginning of the school year did aveta detrimental of ect.on several components, especially those related' to staff development, infusion and articulationactivities, all of which depended highly on teacher cooperation .andparticipation;

Although coftnsiderable activitywas catalogued for the Career. GuidanceCenter, the lack of teachelLcooperation resulted in several plans fallingshort of the goal.. For the. same reasons staff development activities achieved rather mixed results, as did some of the plans for' articulation and communityinvolvement.

'The dissemination activities did provide for-opportynities to reach a wider audience interested in learnitio of two different-and distinct models of career education and were generally well-received. The comments by those attending the dissemination workshops and during- on-site visits attest to the interest in and perceived value of the program.

In'spite of the problems encountered an the shortcoming of several aspects a of the program, the principal componen ,of the project, the development'and implementation of the Career Decisigp- aking class,was very successful. The results, as me sured by the career dkitrisslon-makingi skills assessment instrument, demonstrated nificant growth as a lt of the CDM course aa4 the° skills- developed were aintained for a significant period of time.,,_ . ... Wh n requested to provide an oveAllarssessMent of the project, the staff exre ed strong convictions regarding th value of the project 9nd the positive resin s achieved. One of the strengths mdhtioned was the ability to select personnel with/strong interest and enthusiasm forcareer education. On the other hand, a weiknes noted was the limited number of staff.and administrators involved with a real- understanding of-the project. a

Although4cce sful implementation of'a project c be demonstrated,, great concern mupt, be th probability of its continuation n the absence of external funding. Speak' if this concern, a 1977 report by the Rand Corporation ofa four-year study of federally funded projecti stated; "ProjeCt taken seriously by district of icials and school staff generally,were more'likelyto- be implemented k than opportunistic projects. But even effective implementation did not always mean that the longer term federal.objective of promoting stable change.in local practices was. acheived. At the end of federal-funding,.district officials'hasi to decide about the continuation or'a change agent project. This decision was not mace pri-marily-cm th4 basi Atclic projects' oducat1ional success during the period-of special funding, :as a '!$ool money" model assOmos. Instead, local organizational and political fli ors moderafe, and determined the districts' Commitment to continue change gent projects, even if the project had demonstrated is value."

2. Huntington Beach Union High School District.

This project undertook the development and articulation of a KA2 competency-, based career'education model, which necessitated cooperative work across school districts as well as across schools within each district. A major. accomplishment 'during the first year of the project was the' identification of essential competencies in career education; and, based upon these competencies, the development of curriculum guides for K-3, 4- 6,'7 -8, and.9-12. During the second year, the competencies were ratified aild finally adopted by the Board of Education. Concurrent with these developments, significant progress each year in staff development and articulation actividlti was observed as well as the development of plans for,infusion, dissemine1- tion and 'the evaluation of student outcomes during:the third and final project year.

The data collected during the final project year provided evidence of a significant amount of career education activity occurring at all four sites, as well as Setisfactor achievement, of most of the project objectives. Staff development efforts re well received, resulting inan'expressed interest by many teaching staff t continue with infusion activities. o what extent this Interest can be trans ted into more firm commitments andfinallyimplementation will depend, in large* measure, on_adminiStrafTim sypport and encouragement for career education.

Substantial development in articulation was accomplished during the third project /ear, both within and across school sites. The sharing of materiali 'and, procedures which occurred resulted in a"reduction in the duplication of effort. Another, and possibly a more significant outcome Of the articulation effort(one not designated as an objective of the project) was the developmpt of a more systemati approach to registration and advisement for use by the high schools and their Itfceder eite7ntary schools..

The objective for statewide dissemination of- the projects.was successfully achieved, with a.majority of those attending providing quite favorable, reactions to the workshops. A significant number of other disseininationactiO4,1es were conducted, including presentations to other districts, both on and off site. With the exception of the sharing which occurred between the two high school project sites, little intra-district dissemination of project activities took place. A Concerted effort to correct this should prove, very beneficial and is strongly recommended, recognizing thbt it is not uncomon for one to be less well known `or appreciated in his own backyard.

Considerable progress was achieved in infusion -of career'education into the total currioulum,wh all teachers' reporting some activities conducted. Little is known, hcwever, yond the number of competencies addresse'd, of the extent and quality of the infusion process. A continuous and extensive monitoring and fn- servicing will be necessary to ensure optimum infusion of career education in the curriculum and to preclude its being viqwed as a mereadd-oor.something which receives lip service and is quickly forgotten. 6 1 The effectiveness of any educational program is,in the fine analysis; the degree 0 which it results in significant change in student achievement end attitude. \The development of valid and reliable measures of student. outcome related to project objectives are not easily accorlpiished. The elementary sites developed instruments at thcce levels to obtain measures of student awareness and understanding of career education concepts. Both elorentary sites demonstrate greater.student growth In career education than the control group during the first two years of the pcoject. The results for Lamb Elementary School continue to demonstrate significant growth during the final project yeer, as well.es showing greater' growth during thejinal project year, as well as showing greeter growth than the control school. The second elementary project school, Busted, howeve did not

chieve any measureable progress during the-final years . - "N, d; At the high school sites, outcome measures were only available during the final project year. The data collected did reveal substantial achievement in knowledge of career education concepts and program=related information. The , lack.oUe control group.) however, precl4ded attributing achievement to program implementation.

At the close of the gird and final year of the project,.the site coordinators

were reque4ted to make their own assessments.of-the -vii ue 91 the project, its . Strengths and weaknesses; and prospects for future project Tmplementatio. AJthough'these are the subjective judgements of/ the individuals involved, it is believed that the perceptions of_those most intimately related to program 'implementation represent important information.

The coordinator at Edi-son High School expressed the belief.that the project . Showed more positive results than'anticipated, especially In changing the way . students apprbach their education. The major contributing factor, it is believed, was the redirection of thegbirdance program fro crisis counseling and schedule changing to ajareer guidance developmental approach. One positive result seerif was the decrelse in the number of schedule changes from8,000 per semester at the beginning of the project .to less than. 1,000. Among some of the problems noted were the,clerical, time. required in dealing with career folders, timefor monitoring student activities and the-scheduling of staff development activities. ,1110 The Huntington'Beach High)chool Coordinator considered the flexibility of approach allowed as,a major stredgth of the project, enabling each school to design a program suited to their own needs. The Oaring of materials and ideas by all sites wis also considered as a real strength of the project. Participation in only the fihal two yearis of the project by HuntliigtOn beach High School( was a weakness noted as well as a lack of intra-district dissem nation.

At the elementary level, the LambSchrbol coordinator expressed the conviction that the project had resulted in real grOwth by students in self-awareness, decision- making, Career awareness and career exploration. Among the positive attributes of the program mentioned were the,purchase of many materials made possibly by project funds and the change in the teaching staff from b position of "allowing" the; coordinator to work with their children to one in which they expressed adesire to infuse career education in their instructional activities. The BuShard coordinator was not available to obtain a final assessmentof the project.

7 I'mti . ..' .,." 41 ...., - 4 The 'pi rd pattyevaluktor, after reviewing al71.daia, available,isrconvinced that. these projeCts have.Zdepionstratedthe' r,, A 1 ue'. Pio ject%part idipants, have ihdicated0' stfohg commi trdeilt to contjr)me .with. many of-the'activioties begun during %the cOui-seof411A.projects. Itis -recognized' that ;'in a- time of decreasing -, rosources; those,14.-- .Afre.quirthg.addi t i onp1 furids will gave to _compete f vii th other ..j% priorqtres. )t it. .roped that the infOririlition :pretented-will:be useful in- MaKing theIe dec i stens. . .f

, . .--- G. Recommendations .

. 1. :.. ''. ,. I. In order to ensure long-range:cont[nulng, commitment to the.concepts e `implementation of Career Education administrative support'and, encoatag ment . must be obtaille4at _incept-ion of theprogram. ) , .,

t d . - .' 2.4) Successful articulation can best be achieved byp identifying a cabre of staff cominktted to the concepts Of Career EdUcationand employing this staff to develOp an articulation, process 1.4 1.1 e r e b , materialsand prodedures are - shared among departments; levels, and schools im.a school-district.

t . will be necessary..., 3. -A continuous and extensive monitoring,, and in-service pograrli to ensure appropriate and effectiveinfusion-of Career Education in,the i.1.,,,, . ; C curriculum. ,' . 0 , - 4. To determirie the effectiveness of Ca'reer Education programs moreemphasis must be given to the development and refinement of validand reliable ,student Outcome measures.

5. A well designed comprehensive needs assessment must bedeveloped and used as- the ,baSis for the'Astablishment of Career Education goals and objecti,ves.

6. Effective community involvement must be obtained at the inception of a ',career iducation program to reflect the needs and aspirationsof the community.

et, is essential that. the-.guidance and counseling staff .beacitvely involved in the development and implementation of the CareerEducation program to insure ultimatosuccess of the program.

8. To more effectively measure 'the relative, success of a.careereducation pr6gram utilization of- a control or compaOson. group is recommended.

°Afthough large group staff development inservice meetings can be an effective 'method of providing information, individual,or small groupinservice training sessions are more effective in developing the competenciesneeded to-implement career education. A.

10.iAri effective dissemination plab should include district widedissemination as a 'prerequisite to a regional,sate or national dissemination.

8 II.' BAcKGROUt4D OF THE PROjEC1

A. Background.,

In 1975 -76 a jape proposal by,the Bureaus ofAocational Education, Puptil

Personnel Services'and the Career Education Task Force'of the California State 7' Departmeht of Educatron was funded by:the U.S.'Offiite ofEduqption for the developr! ment of two comprehensive career education Models that would demonstrate the . integration of the. various concepts and recommendations thatliad been generated in the California Career Development CurFicirlum K-adults an&the Vocational tducation and, the Career Education Task,Force monographs and recommendations. Two sites %,ere selected. :The two siteshed developedt,9nique strategies-fOr:the accomplish' ent of the coriprehensive,goarsof,career'edutatkonand both had demonstrated the ability to deve4op and imPlement a career education program. The two sites are the Fremont UnffiedSchdo) District inrAlamede County and the Huntington Beach Union High School District in Orange County. Each district represents a different organizational pattern, different populations and different types of problems and strenghts.' Each district plans a different approach to the implementation of the project. It was hypothesized that the final products' would_ include two 'models, so that disiricts wishing to adopt a program could choose the one Most appropriate to their use.

During the first year of the project, each LEA,was to prepare plans for evaluating and modifying, where needed, their career development-vocational preparation programs around the California Model of Career_Development Curriculum And the State Plan for Vocational-Education. Also, each LEA was to develop and implement the first phase of a competency-bated staff'development program related to studeot and community needs (as determined by needs assessment) to current program components and to project plans. Articulation with feeder elementary schools, junior high'sChools, and community colleges; coordination and cooperation with business and industry; and integration of aeady developed promising prattices and programs were to be central fektures of the mgrams.

A. Internal and external evalua tions were to rovide for quality. control. The external evaluator(s), in addition to participa ing in the palnning and structuring of each'LEA's program, were to be responsible for identifying or developing appropriate measurement instruments, for verifying that the timelines have been met and that the programs have been implemented with fidelfey, and for preparing objective reports concerning effectiveness of each phase of the prOgrap. 'The LEA's were to design and implement strong internal evaluation systems which would providh rapid feedback to decision makees and facilitate dynamic restructuring of programs in pMgressein_ order to ensure attainment of desired student outcomeS. The external valuation team. All J evaluator(s) were to serve as consultants to the internal 7 activities were to be evaluated in terms of studen.t outc

B. Problem and Need.

"It is exciting to reflect on theimpleications- that the concept of career education can have for change'in our educational institutions and programs. By helping you think aiout the many options and alternatives that are available,.and by helping them to make the best use of their talents,. abilities, and skills, w_ e can demonstrate the relatiOnshiplrnd relevance of the educational process to Work, )eisUre, and lin style choices. 'N64, if we4an identifythe basic fundamental skills as well as the joib skills each student needs, and can facilitate their development at the peak of each person's interest, then career education- eAucation'for the totality of one's life- experiences--will have becoMe a reality."-- Wilson Riles, Superi , endent of public Instruction for the State of California, 1974. q t -Jean Pieree J rdaah (1974) has noted the importance of career information being both Access re to nd understandable by students. In summarizing the need for.guded explorationceh writes: 4 "It is clear aton a number of Counts, many if not most 18-yea'r-olidt are.'pobriy prepared to find and:make a place for themselves in the labor market. The persistence of.inappsopriate and unrealistrc aspirations is striking,-as is the fact-thit jOb and 'position changes'between the ages'of 18 and 25 generally do not 4.esult'in 4-job which is-ffibte in keeping with the individual's interests and abilfties than,previously'hald jobs.

. One.of the reasons WhyLkigh school _students hay. problemt-when the teeve!-: school' and e.ter 'the reiAwOrtd1 'Appeart. to'be.that-they-dornoi know,theMselves and thewOrld of work sutfreiently-well to bake'goOd decisions and plans." . , ,,,D Student, Community, and'Schooi Institutional Problems and Neeas

There is one over-arching problem to which this project was addressed:

, career development-vocational tfreparation needs of students and community needs, as well as the interrelatedness of these needs, are not adequately reflected in th$ thrust or effectiveness of career development-vocational preparation programs in our schools. This lack of congruence it tevident in an analysis of student and community needs and career Oevelopment and vocational preparation programs in the schools.

The problem/needs analysrt'presented here includes, data andtl-ends on national, state, and individual school. district levels.The school districts referred Ito are the two California school districts that will be cooperating with the three units of the State Department bf Education-in the implementation of this project. Fremont Unified School District in AtAmadea County a'nd Huntington Beach Union High

School District in Orange ounty. 411 L Student Problems and' eeds 4c. Students need career. evelopment in'3he f,Ormof education;Nguidance, and vocational education, including decision*king skills, in order progress trhough,the various stages of. career devel,q4Hpt, including Milobility, retraining,' and job change. We need to develop in-youn'g people a sense of planfulness to -prepare them for the phasingout of occupations and for the rapid change that

will be occurring. I't is impossible for us to know much at this point about the world of work in'the year 20204, yet students in high schools today will still be in the 'world of work at that time.

Entry-Jobs Unrelate'd to,H.igh School Traininq

In a 1973-74 survey of 55,250 California high school students, 82% indicated a needfor more and better career guidance. A survey of parents, teachers and students in Fremont resulted in the following areas being assigned top priority: honesty, morality and fair play; reading, writing and speaking; career and

. 10 vocational education. A rvey completed by the Huntington Beach Union High School District indicated that while the distriCitas engaged in expanded placement activities, 83% of those placed receivedassistantfrom outside'school'resources. Responses from graduates in the labor market indicated that 74%, assumed jobs unrelteZ'-to high school training. Only 46% felt fully qualified for the job -they were holding. Only. 20.5% of the graduates are full-timestudents,while 23%k ,work full time. This indicates that 79.5% of the aduates will_be in.the labor force directly out of high hool.. Project Tale Data (Flanagapi1974 show 4 that only about one student flve enter's the occupLtion he chcrise in high schoql, and that there is little,stability of career Choice during the five years after high gehcOol: ) , Unem?loyment And Underemployment .

, . - The U.S. Department of Labor Publication,, THE- U.S. LABOR FORCE: PROJECTIONS TO 1985, projedts for the year,1980 the total labor force particlpation rates, based on total noninstitutional population, at 57.6% for Males between the .ages of ,..r. 16 and 19 and 41:7%. for female between the age's of 16 and 19, Laborsforce participatidn for-men between 20 and 24 yea'rs' of age is expected.to be 84.4% and

for women between 20 and 24 years of. age, 57:8:- ' . A cA special labor 'force' report froM the. U.S. Department ofLJbolm t. that in January 1973, about-six million persons were emplbyed-in different occupations from those in which they were working. in January 1972. Ag age of

1 worker increased, occupational mob*City rates.decli:ned; over 70% of all occupatioha1 changes were among young workers,even though such work-e-ts constituted lessthan 40%.of the unemployed at both dates, Mdbilitq rates reflect the large numbers actually in the labor market. They do not reflect tie large numbers ofeconomicalY9 discouraged market. They do not reflect the large numbers'ofeconomically discouraged youth who, although they are-no longer in school, are not actively seeking employmenX."1This latter group 'is frequently not included'in.counts of unemployed. There are large gaps between the aspirations, expectations, opportuniti-es, and actual employment.' 'Whereas in many communities, 80% of students are in college courses, only 20% of the jobsavailible to entering workei.s require 0 college education (Borow, 1973).. The effect$ of the subtle but pervasive influence of messages communicated by theculture through mass media? advertising, agency and institutional images,,disceurage many students,especially minority groups and female students, fromseeking,the training and employment to which they aspire.

.A report by prediger and Cole (1975) pursues sex discrimihatIonin interest' and aptitude testst'and shovis how use of, theseinstrmmentste;es-to/shape students' perceptions of sex stereotypes. A study.by Hawley (1973) supports the peryasive- ness of the effects of sex stereotyping of occupations. Hawley found women preparing for nontraditional careers reported that significant men in their lives ,' believed that women could perform ig these areas without jeopardizing marriage or family. Almquist (1974) reported that the factdrs related to women choosing . male-"dominated occupational roles were role models (regularly employed mother, mother with at least some college education, having held two or moredifferent jobs, and sorority memb&rship). Innumerable studies show that*st females choose "typical" female occupations. Siegel (1973), found little overlap in- the occupational choices of primary girls and boys. Bowled (1973)"offers evidence, that the family and the school socialize the child in such a way as to.allocate attributes onthe basis of SES background, thus reproducing status differences among familiesfrom generation to generation. Transiency, Low SES, Low Academic Skills, Minority Groups

, 'Approximately4 20% of the student body. in Huntington Beach shifts out of the high school during the Year. Another 10% transfers in. Thus, there is a 30V cumulative transiency rate. Increasing percentages of students are enrolling in ,' opportunity classes, continuation schools, and evening high schools because of 'a need-or desire to work while attending school and/or because of Sta discontinuttLes, betiqeen the students' interests and needs and the opportunities !Rey see available to them.- About 46% are reading one year or more below gra e level. Five picket areas 11'4\re been identified as economically depressed Area s by the CETA Program in Huntington Beach. Students not succeeding in regular voca ional classes constitute 12.2% of class enrollments. This does not indicate failure's',, but students identified as needing extra assistance to become succetsfuliri class-progress. 46% of students on AFDC in the-district attend the target school's. .) = In the Fremont .School District, 4.5% of high school students are'enrolled In continuation-school. ..20% of students enrollecrin vocational education are -0' vocationally disadvantaged. 1..2% of, the children enrolled in feeder schools are on,AFDC4 lt.3% of the target high school students participated in the NYC Program during, the summer of 1974. About 13.9% of the students are members of minority.ethnic groups. V ,A study; by TSENC and Carter (1967} showed that confident high achievers are more aware of an occupation's prestige and aspire to more prestigious occupations than do the fearful low achievers, Johnson and Bachman (1971) found that high levels of unemployment among recent high school graduates were associated with low scoresin academic ability and low SES. Cosby and icon (1967) repoliped that occupational aspirations were affetted most by SES.

Community problems and Needs

Lack-of it Between Work and Workers:

One of the biggest community problems is the fact that there is' a lack of ""fit" between workers and work opportunities. Despite high. unemployment, newspaper classified ads continue to reflect a need for workers with special skills.

Crrmeand Delinquency:

Communitiesalso need to reduce the economic and social problems caused by _youth unemployment. Huntington,Beach District. is. Currently involved in 'a project with the California Council on Criminal Justice.:which is oriented toward youth crime prevention. Statistics from/that'project show the actual Aelinquency at 3.2% and the potential at 8%. /

School Institutionaf Problems andNeeds,/

Prggrams Not Available To All Students:

The schools have tried to respond to student and community needs, but they. cannot do it alone, Discontinuities between groups.and /or agencies cannot be resolved by the efflorts of brie agency alone. Those that have tried,have made some progress, but,tystematic planning, implementation and eYaluation efforts are lacking. 0ne of the problems have been that most sohool career development- .

My vocational preparation programs have been aimed tOWar specific subgroups'ofthe populStion, most notably'the "terminal" studeht whoex ec.sto enter the labor force immediately after graduation.' Emphasis on salable skills has increased for these students, but is still minimal for college prep studentsor handicapPed students. o

No Totpl Career Development Programs: . -,. / - In a study conducted under contract with the U.S.'Office of Edutation, the American Institutes fqk Research in the 1972-73 school year conducteda nationwide search for a vocationar4education system thati cluded'counseling, guidance, placement, and follow-through. ocone.totaA system was identified )(/( in any school district in the United States. AIR did identify outstanding ,,e subprograms which addresied one or more of these parts ofa total system, butat this writing we are not aware of any school district that has triedto put them all together.. - .

Programs and Pregram.Goals. 111Defined:

Vocational education/guidance programs are genera lolly ill-defined. Few beginning counselors have any previoss work experience; for many of those who do, the experience was a part-time one, one of limited, duration, or.restricted toone company or one type of work. A recent survey conducted by the Center for Contemporary Studies in San,Francisco found that few of the cqinselor- training institutions required a course in economics. The trend of profeq,sional journals, such as the "Personnel and Guidance'Journal" and the'Vocational Guidance' Quarterly," to feature-articles 'geared to training counselors in vocational counseling attests to the professionals' felt need for help in this area. Training programs to = increase the competencies of currently employed counselors are meager and usualLy, not specifically related to identiped'competency needs. Attendance qt a professional convention, such as tha,California Personnel and Guidance Association Convention. held in Los Angeles on Febrgiry,14 +-17, reflects -an almost desperate desire and attempt on the part Of counseleirso achieve the competencies that .they knoW are needed for current career developmt programs.

Lack of Knowledgeable Leadersh P:

There is a lack of in-house leadership in most school districts, and current budget constraints make it difficult for many districts to secure adequate consultant .services. A quick check of the California Public School Directory shows a plethora of titles for district persont responsible for career education-vocational preparation programs; job descriptions'are probably even more disparate than the titles. Of greater concern is' the fact that the directory shows that only a small -percentage of the districts identify a perSon whoes prime responsibility is, in the area of career development-vocational prdparation.

Lack of Articulation Between School Levelsi- r Another obvious problem in the schools is lack of articulation between levels. Students are lost between subsystems. Attempts, by the Californa Personnel and duidanceAssocation to gather data on the percentage of students going on to institutions of higher learning who persisted beyond thefirst ,quarter, with such data relaxing to specific high school districts, indicates an'appalling lack,of. articulation between high schools and community and four-year colleges: 'The large dropout rate during, the first, semester of college also probably reflects a lack of articulation on these levels. This, problem is particularly difficult in

13' union high school .districts whose feederelementary and junior high schoolscome from a number of independent districts. Hunt- ington Beach is one suchdistrict..

Lack of Articulation Between Schooland Community:

The gap betweens chool and work, which reflected in a study conducted during Ole fall of 1974 by the industry EducationCouncil. of California. Although a number of programs was identified as trying toimprove articulation by coordinated efforts with co904pity-business and industry, in most casesthis coordination was full on paper -only; andneither the distri the business community evidenced a awareness of the problems and needs etr artnee agency.cin only a few districts, such as Covina, Fremont, a Huntington Beach, was there evidence of real effortsat diffusion, building on successes andmodifying programs in order to reach morn p students and also to serve community needs.

Systemic Obstacles:

Schools' isolation from other,age:InCies and disciplines, and thelr insulation against change is being addressed positively by someprofessional leaders; but there are still systemic obstacles that aredifficult to bridge. One of these Obstacles in California is a state law that requiresthat a teacher be assigned in the area of his-major or minor training; on theface of this, the law is r asonable, but in conjunction with the teacher tenure law which grants tenureto anyieecher with three years of successful.assignment in adi trct, the administrator finds himself bound to the current curriculum with littleflexibility for moving to changes from the more academic to the more vocatiInal preparation oriented courses -. The difficulty of mtving from one curriculumto'another, the closing of optiorit'fc:Fs% students, is largeTy'a function of this rigidityof'teacher assignment.

Cost of Vocational Preparation Programs: t.

Anolerproblem in the4hools is the cost oftooling up-for vocational N . preparation programs. Until or unless the schools accept apartnership with the community, itis unlikely that the current minimallevels of preparation will be increased. .

Inadequate Provisions for SpecialProblems of Minority Groups:

Minority students and students withother- handicaps are particularly disadvantaged. During the USOE study conducte&by AIR(Referred to earlier in this section), the dearth of information availableabout placement for minority students was shocking. Unfortunately, despite federal programefforts to. encourage LEA's to provideiigid evaluation systems in order to makedecisions concarning 'continuation and modification of programs,little such evidence exists. 10% of In a study by the Industry'Education Council of California, fewer than the programs identified hadimplemented meaningful evaluation systems.

The target high schools inHuntington Beach have 12.7% studentsof Spanish decent. Fremont's target school has 13.4%minority enrollment including Spanish surname, Asian, Black, andAmerican Indian.

Although the problems and needs of youth,community, and schools addressed in this section have referred largely toCalifornia data, they can begeneralized to other states, and, inmost,cases, tothe nation as a whole. The significance of ''.a,coordinated effort to ameliorate someof these problems is incontrovertible. 447

14 C. Specific Goals and °bloc ives

1. Fremont Unified Scholl DistreCt Protect I 1.0 Administration and Coordinaton.

1.1 Select and employ a site coordinator;

1.2 In conjunction with the State, establish a board of directors for articulation, coordination and cooperation among the agencies . involved; a,

1.3 Select an external evaluator acceptable to all three units of the-'' State Department oEducation and Huntington Beach.

2.0 Conduct a Batten Institute,designed needs assessment utilizing information

from Students, patents, representatives of business and industry, . A organiied labor, government agencies and community service organi-zations in terms of desired student competencies.

2.1 Compare present competency based training programs in terms of - projected career development-vocational preparation program based'- on needs assessment;.

2.2 Compare present career clusters and Career ladder concepts in, relationship to the needs assessment;

2.3 Interpret needs assessment 10 relationihip to the California Model and on the District Plan fOr4Vocational Education.

3.0 Design an operational plan to implement an articulated Career Edu ation systeii K-12 within the Irvington attendance area which will idclu the following-activities:

3.1 Coordinate with Huntington Beach through State Department of Education leadership liaison. Include in such coo dinatioh exchange of experts, procedures and materials;

3.2 Promote cooperation between public education and manpower agencies by community involvement of students, parents, representatives of business and industry, or nized labor, government agencies, community service organiliations and the general public;

3.3 'Initiate development of meaningfirl articulation between feeder elementary and, junior high schools and the demonstration high schools (with h-emphasii on what is and should be occurring in feeder schools,to articulate with the high schools and building'on career awareness'and career exploration programs in the feeder schools), and between the demonstration high school:and adult education and the local community college.

15. 3.4 Broaden occupational aspirations andopportunities-foryoung pediple by: .

a. providing program components based onat least five career clusters with thesecareer clusters developed sufficiently toserve as models ofcareer cluster programs;

b. providing program components that reflectthe career ladder concept and give studentsan opportunity to explore at several levels; occupations

c. providing career development andvocationalprepare Lon for students at'the following functionallevels: awareness, ,orientation,- exploration,and preparation. 3.5 Create bridges Jletween schOol andearning a living for through: young people a. smeaningfdl, integration,of school and community;e., use of communityoclastroom,contracted instruction general and vocational /exploratory, work experienceprograms, and other cooperative approaches;

b. relating careerawareness and exploration to training programs whatever vocational are In operation in the highschool district or the Fremont-NewarkROP' V C. relating studenttrain! rograms to employment to reduce upemplo opportunities

e d. educational placem nt and follow- throughprograms which extend students' awarene of an accessto a variety of tra,ini,pg routes, and which facilitate their transition fromone training institution/agencyto another; e. job placement and follow-through programswhich ut14.4ze currently . available manpower ihformation andcoordinate with tiltlocal EmploymentDevelopment Department. 3.6 Utilize a variety of strategies and resourcesto insure cost effectiveness and cost efficienC.y.suchas:

a. utilizing successfully functioning prograM units suchasROP.and, -.- work experienceprograms;

b. utilizing new ippraoches or tested innovations whichhave emerged from recent_ research and deirelopmentefforts as appropriate; s c. building California's Regional CareerResource Center concept into their plan by utilizingthe products of the Model Resource Center for identificationof materials, procedures, tests and measurements, -,etc., which would be appropriateand desirable for FremontprOgrams;*

16 21. a d. extended guidance, training a d placement services for youths who have academic, socioeconomic or other handicaps; .

e. development of new, cost-effective strategies to help students att %in desired outcomes in all areas of career development- vocational preparation ps specified in the needs assessment. data. t 3.7 Coordinate and cooperate with Huntington Beach through State Department of Education leadership/liaison, in Order to minimize duplication of eefort and development costs and to maximize utilization of plans, prOcedures and materials developed.

3.8 Develop an ongoing staft development plan to ensure staff competenciesin planning, structuring, imii7lementing and evaluating career development and vocationa .preparation programs.

3.9 increase student attainme.t of desired outcomes in the areas of self-knowledge underst nding; educational alternatives; vccupetional trainingalte natives; leisure opportunities; career planning.; decision king; vocationall'preparation; values and attitudes as they rela to Job satisfaction, Job mobility, and compatibility between work and worker.

3.10Develop a cybernetic intern21 evaluation systemwhich-will provide for monitoring and feedback through interim reports to provide ongoing information to,decision Makers at each decision point (administrator's, teachers, and counselors and students), thus ensuring a dynamic and effective system which is always focused on student outcomes..

4.0 Design and implement an internal evaluation system

4.1 Establish and implement procedures for monitoringprogress and :provide for interim modifications based on decision date, to ensure cost effectiveness. Cost effectiveness in this Instance a. refers to outcomes being attained within the projected costs;

this may require en route program modifications; .

4.2 Develop an-internal evaluation system which focuses on the relationship between staff competencies mastered and desired student outcomes, and which provides rapid feedback for decision makers to strengthen/modify training programs;

4.3 .Establish and implement an external evaluation system which validates outcomes trhough objective assessment procedures, and which provides for periodic reports related to specified outcomes and timelines.

4.4 Cooperatively identify elf external evaluator or team of evaluators acceptable to-all three units of the State Department of Education and to both LEAs, who will serve as an ex officio member of the Board of Directors. Criteria foi selection of the evaluator(s) will be defined by the Boayd of Directors.

17 2. Huntington Beach Union Hi h School District

Identification of StudentCompetencies- The r ect participants will identify the 'essential competencies for a career education model for studenis. These competencies will be consistent with ( the State Plan forVocationalocational Education, the California Model for Career Development and 16cal community standard t. Thy competencies + . will be selected and prioritized by January of 1976.,

Specific Outcomes - Spcific outcomes will include:

a. The project schools,end the community will-be involved in,t e need's assessment process.

b. The committee-derived competencies will be related to-the existing career education prograM based on the needs assessment.

. . , c. Career cl ter and ladder concepts will be related to the. student petencies for, later inclusion in curriculum 4. :1.Q strategies. .

d. Provision will be made for articulation of the total program between all levels, school community and industry,.

e. An exchange of ideas, procedures and material's will be made ,.,. between the project, sites and other members of the consortium.

f. Continuous monitoring will take place through an internal%and external evaluation system.

2. Development'ofimplementation Strategies - An implementation program based on the identified competenciei will be prepared,which will be consistent with the plan for vocational education and the California Model for Career Development. This plan will be completed by June of 1976.

Specific Outcomes - Specific outcomes will include:

a. Community, staff and students will be involved in the design of the implementation model; this includes members representing. private schools.

b. Articulation will take place in program changes which will affect feeder institutions.

c. Broadening of occupational aspirations and opportunities will be accomplished by:

1. Providing for. the inclusion of a minimum of fiveComplete clurr models as program components.

2. Providing programs which express a career ladderconcept and allow students to_explore several leVels.

18 . - . Provide career development and vocational preparation at the following. levels: awareness, orientation, exOloration and-preparation.- Special emphasis will be given to the economically disadvantaged student. fr

d. Identification of specific bridges between school and earning a living which can be broadened in jmplementing the curriculum.

Cooperation Between Agencies = The project_team Oill.utilize existing developmental resources and cooperate between agencies to ensure cost effectiveness and avoid duplication of effort.

Specific Outcomes- Specific outcomes will Include:

a. Relating career. awareness and exploriiion to whatever vocational programs are in operation.

, . % b. Relating student training to employment opportunities to reduce unemployment. c. Education and job placement and follow-through of students in the program.

d. Exchange of materials, information and programs will t ke place -between members of the dpnsorttum.

192A III. MAJOR ACTIVITIES AND EVENTS

!"*,

1. Fremont Unified School DistriCt

This pi-oject was designed to make changes inour educational system that would allow students to better prepare themselves for their liferoles and refponsibilities. Tdo many students jeave our school system wit(loutany future plans or dtrections in their. lives. This is true across the country as wellas in Fremont. The billions of dollars the federal government spends annuallyon this youth transition from school\to work is proof that this isa serious problem in our country.

To make the necessary changes in the educationalsystem In Fremont, three major areas were identified asconcerns by the project staff. 4 - .Do we have wimmunity support?

Will theteachers support the idea to make changes in theirclasses?

- Will students given the opportunity to take responsibility for theirde- cisions regard ng future plans and thecourses they plan to take?

The major portion of the project was designed to'address theproblems described above. The following goals were established for the project: 4 - Conduct a needs assessment utilizing information from students, parents, representatives of business and industry, organize labor-,government agencies and community service organizations in terms'or desiredstudent competencies.

- Design an operational plan to implement an articulated Career Edugated system K-12.w1thin the projectattendance area.

- Increase student attainment of desired outcomes in the areas,of self ledge and understanding; educational alternatives; occupational traini alternatives; leisure opportunities; career planning; decision-making vocational preparation; values and attitudesas they relate"tojbb satisfaction, job mobility, family and citizenship planning and compatibilitybetween work and worker.

Results

The project produced,the.Fremont Unified School District/SkillsAssessment. This program involved 537 members from all aspects of the community... They produced 2,020 skill statements that our schools should be teaching in orderfor youth - "to_make it in life". Detailed information and the final reportare included in Appendix 8.

The project adopted and began to infuse into district schools K-12career education articulated program WhiCh is described in detail in AppendixC.

The project implemented and refined a semester career decision-makingprogram at the high school level. This included implementation of the SEARCH program from state of Oregon. Appendix C details. courseoutline, SEARCH and selected activities, used in class.

As a direct result of this project, fifty-five schools in California have adapted career decision-making activities for use in their schools:

2025 , GOAL - Conduct a.Community Naeds Assessment

MAJOR ACTIVIITIES

1975-76 -

Conducted Community Skilli Assessment as described in'Appendix A.

Board: EduCatlion adopted the FFemont Unified School DistrictSkilfi:Assessment.

1977-78

Sk1WAssessment became part Of graduation requirementscommittee report.

GOAL- Implement an artiCulateldrCareer Education SyStem

1975-76 -

'Condycted survey of student and teacher attitude towards school. Appendix D.', COnducted 3-day Affective Accountability Workshopfor all students, staff and personnel at Irvington HLgh School.

1976-77 -

Began inservice program for junior high school staff. Conducted in-service

workshops'with selected Irvington High School personnel. .

1977-78 -

Adopted articulated K-12 career Education program as described in AppendixB. producted Career Educati n inservice training for 300 teachers inFremont' Unified School District. Provided Special in-service for junior high school staffs from Appalachia Educational Laboratory and the SAAS progrant. Dr. Vince Barry, Director-of the National Center for Career Education, addressed staff and community members on career education.

GOAL - To allow students to make valid decisions-about their future, the Project:

1975-76 -

Implemented! semester career deCition-making program for allsophomores. at Irvington High School.

Organized the Career Guidance Center at Irvington High Schoolby function, cluster ansi worker trait) group. -

- Implemented career guidance program at the 9th,llth, and 12thgrade level Jor all students tKrough Career GuidiinCe Centers.

19,76-77 -

3 day workshop for project staff and teachers will staff of the Appalachia Educational Laboratory.

21 )23 Refined career deciiion-making activities and grade level programs based on student evaluations and teacher observations.

Implemented career guidance.activities in all district junior high,schools.

Implemented selected career education activities inIrvingtdMAttendance Area elementary schools.

0 ,

2., Huntington Beach Union High School District 1975-76, .

The three major program objectives.of the Muntington,Beach'Career Education Program were to a major degree. accomplished by the end of the first year of funding.. The major developments and accbmplishments were: (1), the identification and organization of essential coMpetenciei for the comprehen- 'iive career education model; (2) the education,°communication, and utilization of cross-sectional committees' composed oUstaff, students, and ( 'community; (3) the deVelopment of a plan consistent with the California ':Card$r Development Model, the. Celifornla ',State Plan for Vocational ,Education, and the California Career E.ducation Goal; and. (4) the deVelopment of plans Jor-implementation the program of identified competencies.tO the creation Of curriculum guides,. implementation plans and. supplementary records, and assessments for the use in 'the implementationplansi- Those aspects of objectives that were not fully attained related to the assessment of the reaction of various 'participants of the developed projects, ,the validation of.the prOjects with the various school and community groups, and the assessment of the validity of the guides and plans that were created for tile second year of implementation.

1976-77

The major objectives for the second year Of the program itentified by the Huntington Beach Career Education Program were: (1) to validate the career 'education, competency based model with staff, students, and community; (2) to conduct a staff development' program which would lievelop staff competencies of project teachers for the use of the.tompetency based curriculuM.model;,(3) to iMplement the competency based model infour school settings; (4) to carry out an assessment and evaluation of competencies through specific student outcomes.

The project 'objectives were achieved with'the competencies being ratified by thestaff,and adopted by the school district. Sepcific professional development programs were conducted on a regular basis with the staff. Student assessment towardspecific,competencies from the project. model were traced. An unidentified objective of importance to the model was the beginning .of disseminatiori of competency materials throughout the State of California. In.relating to the first year interim report, the major recommendation of the report were addressed by the project staff.

1977 -78 -

The major objectives for the third year of the program were:.(1) to further- assessstudent,results as they relate to &aduation require-. ments forcareer.education in the highschool district;,(2) to further' measure, staff involvement in the implementation of the model.; (3) to 0'

22 provide for disseminative of the implementation of_the model;:(4) to -show specific objectives am) implementation procedure3,;as well as basic evaluation criteria. 4 The project objectives were achieved with student results assessed as they relate to graduation requirements for career education'in the high school district. 'Graduation requirements in career education were approved this past year by the Huntington Beach Union 'High School District Board of Trustees. The results of student evaluation indicated that improvement occurred in their knowledge and awareness of the materials that were avialabre to them in career education.. During the year there was great involvement of the total staff fromboth. project sites in theimplementatiOn of career education throUgh assessment of curriculum content to the career education competencies. There was involvement'by guidance and instructional staff in inservice sessions devoted to the use and availability of career education materials resulting from this. project.' The third year emphasis on dissemiaation of the implementation model included di strict, state, and national remonstration activities. These resulted in numerous requests for specific inservice to districts and/or individual high schools of the career education program as well as requests for products from the project. There was an increased articulation with the elementaryfeeder schools involved in the project through the dissemination activities. Evaluation criteria was developed with the use of the extel-nal -evaluatbr.

Major,_ Act ivities

During the three years of funding, ahe Huntington BeaCh Union High School District joined, with the Fountain Valle, School District to prodUce a K-12 Model for Caree0=Develo ment. Hi6h School sites -Involved in the project were Edison Hig School and Huntington Beach High School representing,the,grade span -o -12. The elementary school -sites included in the project were Bushard School and"Lamb School representing the grade spanzof K-8.The projeit was based at these four sites-and included the full staff involvement of these schools. Staff Members throughout each district had - opportunities to be involved in the developnient of the final model. Objectives of the Woject'were:

1. Identify specific competencies for students needs in individual career development.

2., Develop a sequential program to deliver the competencies in an articulated model K-12.

Incorporate in, the model existing resources and strategies for the development of plans for implementing the program of identified competencies.

Develop plans for implementing-the program of identified competencies.

Validate career eaucation

23 provide a staff development program.

IMpleMent;competencybased model in school settings.

'8. Assess ar evaluate Competencies through -speciic student I outcomes.

Assess student results as' they 'relate to graduation requi ement for career education.

involve staff 1p the implemehiration.and infusion of caree education in the class:rooe.

11. gisseminate model for career e"ducatiO

Needs Assessment

Since the badid of'effective plerining.and projected Change' must /be based on qUalitive baseline data, the two districts assessed all available Information existing on current' student progress toward individual .career,development. 'The prpcess included:

1. Assessment of,existing or easily accessible data regarding student progress toward careers.

Z.' Studied comparative competendies for careel- development. These materials were synthesized to.derive essential eleMents which shOirld be achieved by the districti and prioritized for implementation in the curriculum.J.

A . "Fresno plan" was used seledt and prioritizethe/ specific essential competenclei to be impleetented by the 'project schools.

Committees were-selected representing teachers, students, "parents, business and industry representation. This group prioritized those 4 competencies'to be implemented in the curriculum.

Career Education Compentencies

The needs assessment provided a broad backgrourid of information for,the development of the identification of specific competencies that would relate to the 16 concepts of the career education. model.

Identification of Student Competencies for Career Education

:A strategywas employed -to use a panel of experts, a cross-sectional advisory group of'elementary and high school staff members and an advisory group to identify essential competencies for career educatton. The product of Oese groups was a succinct model of essential competencies for" the 16 Concepts of thy four major areas of career education: 1;e9 (0. Career planning and decisiop-making; (2) Education, work and leisure alternatives; 13)life style and personal satisfaction; , (4) occupational growth.. The competency model,' because ofits many and variediriputs, is, not owned by vocational educationor guidance or .career development:separately, but its ownership is in relation to the basic curriculum Of the districts and to.the schools in a K-12 prpgram.

The comprehensive career competency model is based/,on thi belief that the educational program should promote an infusiOn of developthental experiences in tereer Education. Career Education is not an appendage of the regular curriculum but is an 1nfuiion pnd integral part of the curriculum. Career Education becomes both the content and.methodology of instruction rather than a particular support or additionAl service that is provided,to the regular educational programe This principle of the competency based model is further explicated through the following six tenets:

1. Career Education should' increase' the awareness and aspi-

, ration,of all students and expand their career options.

2. Should be an integral part of all disciplines.

3. Should develop attitudes,, self-realization, development skills, human relation skills, andhabiesto enhance the transition to the world of work.

4. I Should build bridges connecting knowledge, skills, life, and career preparation.

Should be sensitive to the changinginter-relations between work and leisure.

Developmental, continuous and flexible enough to adapt to societal) changes.-:

Writing of Curriculum Guides

Based on the identified competencies, curriculum guides Were written for K;-3, 4-6, 7-8, anti 9-12. These guides are organized to address each major area and each of the concepts and competencies that are particularly applicable to the age orlevel of educational program for which infusion is planned.They present curiculuar objectives for the competency area of the curriculum for which infusion is intended, the suggested content,.a variety of learning activities and resources for infusion and assessment strategies to determine the degree to 'which the competency has been attained.

Ratification of Career Educaiion_Competencies

Forms were developed for each of the levels of competencies with elementary teachers responding to all competencies related to th4,,,, age span in which they taughtiand secondary teachers responding to.

ill ° 25 randomly selected sections. Results were summarized and resulted in the adoOtioh of the competencies by the high school Board of Education.

Staf F Development

Bushard Elementary

I. .Meetings held to identify priorities and expected outcomes.

2. Time-task analysis provided for implementation.

3. Pianned, developed and operated a student store.- Provided inservice to other schools.

4. In-serviced teachers.-

5. Informal discussion of materials carried,on.daily with teachers.

6. Demonstrated career education lessons, for 8th graders.

Lamb Elementary

1. Orientation of,staff to project.

2. In-service in use. of materials.

3 Core staffs reviewed and modiffed.plans to meets desired competencies.

4.,In- service on materials and procedures.for 8th

5. Parent in7service tOutillze career activitiesancmate'r.lais. .

Edison High.School

1. Departmental in-service on use of curriculum guides.

2. TeaChervisitationsProvided 'for career education' programs.

3. Entire staff reviewed career education gra ion competencies for Infusion into instructional program., *

Teacher advisory committee utilized for studeht planningand career folders.

5. .Provided in-service to other schools in Distri

Huntington Beach .High School

1. In-service to social studies teachers on orientation tohigh school unit.

2. Meetings heldfor'ratification and.use of curriculum guides.

3. Held professional day program 4. , Guidance staff in-Service on,use of materials.

5. Career center teacher and volunteer in-service.

6. 'Identified career education adVisory group.

Assessment of Competencies Through Specific Student Outcomes

Elementary .bvel --analysis of data indicates greater growth in knowledge and awareness of career education.

High School level - analysis of, results of pee and post test data indicates students demonstrated higher awareness, knoWledge, and understanding, and application'of career education.

DISrthation

Please see specific heading for major activities of dissemination.

Tasks of Personnel involved in Pro ect

1. .Project Director

Worked with districts to determine, staff members who would be PnVolved in assessment, identified community participants, coordinated the assimilation, collection and production of assessment data, met with project site coordinators, prepa0ed quarterly, year-end, and final reports, facilitated dissemination activities, and provided general overall administra- tlye responsibility (including fiscal reporting) of the Part Dprojeci.

2. Secretary

Provrded clericalassistance in producing data and quarter-fly reports and eommanicatingwitaVparticipianti 'in thi Project.

Site Coordinators r:, 6./!'-; A ssisted In,workinTWith'the staff involved in the project and assisted :roject director in fact l' ting the project.', ProduCed products of the project to be used in inf g Career Education in the curriculum, and Narked cooperatively qn di mlnatf3n,activities.

4. Committee Members

Provided-team effort. irVselection of specific competencies implemented in the instructional program.

External Evaluator

Assisted in assimilation of data, designing of format for surveys and validation of final results.

DisseminatIon activities during the last year of the project intudedzoOperatfve' demonstration : meetings conducted by all members, of the consorttum.as well as. some

27 individual efforts by the Huntington Beach Union High School District and the

Fountain Valley School District project staff. These activities are further.deftned_ - and described under the section of dissemination inthis report.

28 IV PROBLEMS

1. Fremont Unified School District ,

- An over ambitious first year especially in attempting amassive 3-day ,workshop for 2,500 people. In addition, the principal, a prime mover ''for change, hadust had an operation and taken a new.job. The faculty was saying - "will the hew/ principal make me do, this ?"

- A cut in Part D funds during the second year of thq project eliminated plans for intensive in-service program planned for that year..

- Lack of knowledge on how to use community propqrlynand follow7up with assessment processes.

- A 15 day ,teacherstrike all but eliminated inservice plans foethe Fall 1977 semester.

These delays prevented-the project from completing some objeciives.originally planned. This is primarily,a fdllowfup.with schools'efter initial in-service career education workshops.

- Teacher moral regarding'strike, cutbacks, pay, etc. was always anegative force against "something new's:

2. Huntington !each Union High:School District,

The following were problems and/or variations and changes that occurred during the three year project at Huntington Beath. 4

ft The original project objectives were modifie4 inthe first year of operation due to a reduction -of available funds.The modified school objectives addressed the' major portions of the original model with.he exception of the modification of thevocational preparation model, to make it consistent with the California Career Develop- ment Model as' the school -districts related its program to the state plan for Vocational Education. During the second year the, objectives varied primarily in the requirement for training a cadre of persons .from other school districts, county offices, etc., for purposes of dissemination of the project model.it was felt to be more important to address measurement of student results and to obtain teacher support in the.implementation of the model prior to dissemination. in the thrid year dissemination activities took place with numerous visits to school campuses and distriCts as well as demonstrations at. professional conference. There was some problem ih the initial phase of the second, year in bringing staff aborard.for the project due to in-house policies of personnel selection. One other high school, came on board during the second,year Of the prOject'and did not progress as rapidly in then' implementation because they, needed to'bring staff acceptance and qualifications up to the level of the original schooti. (Edison High School and Bushard School).

While all four schools had, the major goal of infusing.Career Education into the total curriculum, the techniques used.by each individual school differed somewhat depending upon the staff invovled and the organizational structure of the school. During the final year of funding greater emphasis was-given to the development of infusion strategies leading to the ultimate goal Of Career Education becoming an integral part of the totalcurriculum. . .

34. A V. PUBLICITY ACTIVITIES

0, h 1 :FreMont rTietChool-District r, ,

Itemi Iffat appeared in local newspapers regarding. the project arefoul; in

'Appendix H. : . ,e-

The following visited the project during the three year duration.Over 800 persons visited the project site during the 1975-76 school. The sign-in sheet was misplaced, but the following letters of apOreciation were received:"

. Operating Engineers Local Union No. 3 Ohlone, College Fremont Medical Laboratory Fremont- Newark YMCA Dawn Breakers L ins Club - Fremont 11. Explorers Scou

Shannon's Paint Icn. ' Moreau High School Fremont Chamber Commerce Norwalk-La Mi a,Unified School District 'Orange Co Dept. of Education San Ram-.n. Valley Unified School. District Sacrameo 'City Unified SchoolDistrict: Live Oak High School Crescent Malley High SChool La Mesa - Spring. Valley School District Northern California Personnel & GQJdance Association West Linn High School * Portland Public Schools ik Northe Clackamas School DiNtrict Delano High School Fremont Unified School District California Business Education Association California Association 9f Work Experience Educators Career Planhing and Pla2ement Center Mountain View-Los Altos Union High School Dist. Memorial High Sao! Suzanne M. Rubel Southern California Conference of Seventh-Day Adventists San Carlos High School Los Almos High School duPont Manual High School Grant Park High School Fremont High SGhool Visalia Unified School District Campolindo High School General Electric City of Fremont Sonoma Valley Unified School District Tamalpais Onion High School District Rancho Catate0Iigh School Acalanes Union High School District

30 1975-76 School year (con't.)

Orland High SchOol San Mateo County Board of Education Morgan Hill Unified School District

The Winnipeg School Division No. 1 California Polytechnic State University San Rafael City Schools California Advisory Council on Vocational Education. and TechnicalTraining Clovis Migh School Campbell Union High School District Ellis-Prosser Research ' Santa Clara Unified School District Huntington Beach Union High, School District San Jose Unified School District Superintendent of Schools - County of Alameda Tualre Union High School San Mateo Union High School District Industry-Education Council of California Hanford Joint Union High School . 2. Huntington Beach UniOn High School District

The following school districts, collegesand community representatives visite tte'project,during the 1976-77 school year.

Oblong, College Kit-Carson Mid School

General Motors Mallithy High School. . San Francisco State University Sioermer'Reality Sonoma Handyman Morgan Hill Teacher Fremont Medical Pittsburg High School dity of ..Fremont EMployment Development Department Cardoza S Bickard Mountain VaiW High School UA Nevell Enterprises Advg & ProdotIon Director from Fremont Hub Ygnticia Valley High School U.S. Army Recruiter Del Valid UC System (Berkeley) Delano High School SeaMan U.S. Navy Wells Int. American High School Teacher Fairfield High School St. Mary's College Vanden High School Fremont Parent Police Office U.S. A.F.'Recruiting Probation. Dept. A.N.G. Recuriting lRobertson Juntor"111Oh School Ass't. Principal of Downey/Modesto Monte Vista Nigh School Davis High School Santa Monica Nigh. School Memorial High School University of the Pacific Ukiah Campus Albany High SchoOl. Chabot.Valley Metropolitan Adult Education Prog. Chabot College Piedmont High School DeAnza High Schbol Skyline High School Irvington High SchOol Parent Peralta CoMmunity College Newark High School tastlemont High School, Palo Alto Unified Golden Gate University 1976-77 School year (Con't.)

Presentation High School P,pperdine University 'A Mt. .Eden Twills High School Loyola Harymont University Mt. Diablo High. School Willow Glen High School Fremont Flying School Seattle Pacific Colle93 State Department Olivas/Missiom Elementary Appalachia Education Lab AB Morris High School South4iestern Publishing Co. BACEC El Camino High School Oakdale High School South San Francisco District Riverbank South San Francisco High School Los Altos High School Fremont Christian High School . Sonoma High School Kennedy High School Holy Names High School Moreau High School Holy Names College Alhambra - Earl Nightingale Corporation University of Santa Clara. Johnson High School Foothill College American Legion High School Convent Sacred Heart Gilroy Unified Schodl District Edison High"School Campbell Unified High School Woodland High School Del Mar High School Yerba Bueno Highl School Branham High School Woodland High School Westmont,High School National Gard San Leandro High School Time Share Corporation San Rafael high School emorial High School Junction High School dd High School Arroyo Seco High School SaJose Community College Granada High Scho61 F00 hill'Hl School . WVCE1 Mer y High chool S.L.U.S.D. Be r High hoot Alameda'County Milp tas Uni led,Schdol District Mesa Verde High School Miss San -ose High School elation C.G.A. . Oakland California High School Fremont-Newark YMCA . Oakrand Unified Heyward UnifiedSchool District, Career Educatton Unit Air Forde U.S. Army National Center for Career Education John Muir High School Bancroft High School VacaVille High School Fremont Afro San MatediUnified High School District Oakland Public-Schools Homilton.Jr. High School Madison Jr. High School Roosevelt Jr. High School Bret.Harte High School Grant High School Markham High School Sobrent Park High School W.W. Jr. High School Hoover tower HavencourtHigh School Emerson High School Castlemont.High School San-Jose-State University Gunderson High School Richmond Schools Helms Jr. High Ovarfelt,High School Cal Poly

3237 . / The following school districts, colleges and community representatives visited the project during the 1977-78 school year. ,J

Chabot College Sayer High School .Newbury Park High School Rancho Cotate Tamales High School Ceres'High School Mt. Eden High School Patterson High School Ohlone College Amerldan High School U.C. Santa Cruz Centerville Jr. High School 'Community Employment Program .FalrfieldHigh Schoo) Career Occupational Alhambra.Hieh School Pre-Employment Recruiter WatsonVille High School Encinal High School-- Sunnyvale Elementary School Dist. Evergreen High School Luther Burbank High School Lodi Unified School Disttict Campbell Unified High School Lodi High School Xanthos House San Jose State University Await High School GilroyHigh School U.S. Air Force Logan High School Truckee High $0001. California State University San, Jose .Monte Vista High School Novato High School Sacrethento City Schools 'Castro Valley. High Schbol Contra Costa R.O.P. Hayward Adult School_ Linden High School Modesto Schools Redwood High School Sacramento High Sthool Sinaloa High School Tamalpals High School Live Oak High School Downey High School ACTEB/ACAP / Riverbank. High School -San Lorenzo High School Arroyo High School Sacramento High School east Stanisalus High School parkdale High School. Marina High School Acalanes High .School Grace Davis High School Piedmont High School Holy Names College University of Protland College of Norte Dame Sweetwater'Onion High SchooliDist. Star of the Sea Academy Granada Nigh'Schoor. . Livermore High School. VI. 'DISSEMINATION ACTIVITIES

1. Fremont Unified School District

The following presentations were given during tthe project.

1979-16

Southern Section Conference CAWEE - San Diego - Northern Section Conference .CAWEE - Burlingame - California State Vocational n-Service programs at:

Eureka Sacramento Modesto i Fresno 'Hayward . San Jose Salinas Monterey San Luis Obispo Morro Bay Ventura Anaheim Ontario San Diego

- Western Association of Cooperative endWork Experience cducation..

- State Convention CAWEE -included:

- Student 'panel -Needs Assessment -SEARCH and. Career Decision-Making

the following presentations were given during the project.

1976-77 Presentations

- Dawnbreakers Lions Club - Fremont - CAWEE - Capitol Chapter - Sacramento - Cal Poly San Luis Obispo - Northern CalifoeniaPersonnel & Guidance .Association -San Jose State University - Vocational Masters Program -California Business Education Association State Convention - Orange County GuidanceAsstociation State Convention - Northern Conference - CAWEE - Santa Rosa - SouthernConference - CAWEE Pasadina - California Business EducationAssociation State Convention -The Third National Forum on Education and Work - SanFrancisco. -The California Personnel and Guidance Association State Convention =National, Coilege Board Convention - StateConvention California Association Of Work.Experience'Edmcation -Western Association of Cooperati've and Woek,EXperience Education -Wettellt Region Part 0 Dissemination Workshop'

1977-78 School year

.-Cal Poly - SanlUis Obispo -Southern .Conference CAWEE, .-Northern Conference CAWEE - California State Career Education Conference -American Vocational Association - Western Association of Cooperative & Work Eperience Education -McKnight Publishing.Compsny -California State Master Trainers Workshop -Alameda Canty Vocational' Education Workshop National Part DDisseminetion Workshdp

-State Department Workshop . -Huntington Beach -Los Angeles County -San Jose

.2. Huntington Beach Union High School District

THE FOLLOWING GROUPS AND /OR INDIVIDUALS WEREFURNISHED.WITH PRODUCTSAND/08 INFORMATION RELATED TO THE PART 0 PROJECT:

PacolmaeJunior High School Louis Market 9919 LeurerCanydn Boulevard Pacoline; CA 91331 Mt. Pleasant School District 14265 Story Road Marie Davis Son Jose, CA 95127 Bellellistanigh School 8301 Madison Avenue Barbara J. Woll Falr Oaks, CA95628: 110 W. Wt. Long Beach, CA 90805 Delmar Thompson Palo Alto-Unified School District Kathy Sevin 25 Churchill Lennox High School Palo Alto, CA 544306, 11033 Buford Avenue Lennox, CA90304 Arcadia Unified Sihool Dlstrict 234 tampui Drive Dorothy Gier Arcadia, CA 9100617-- 13229 Pipeline Chino, CA91710 Liberty Union HighSchool 850 Second Street Bassett Unified School District Brentwood, CA94513 904 N. Willow Avenue to Puente, CA 91746 ,Compton Unified School District .604 S. Tamarisid Avenue Los Ai toe Nigh School Campton, CA90220 201 Almond Ave. Los Altos, CA94022 Simi Valley Unified'School District 875 Eat Cochran Street Ceniinela Valley Union High School Simi Valley, .CA93065 12226 S. Hawthorne Way Hawthorne, CA90250 Clovis Unified SChool District 5545 E. Herndon Avenue Decatur School District #1 Clovis, CA 93612 101 West Cerro Gordo Decantur, Illino(s.62523 Sonoma County Office of Education'4v, Appalachia Educational!Lab., Inc..,

*, 2555 Mendocino Avenue, . P. O. Box 1348 te,ftta Rosa, CA-. 95491 Charleston, Vest Virginia' 25325.

Vchbi:sh`op M,itiy High School Visalia Unified School District 5000-M414 313 E. Acdquia San Jose,.CA95129 Visalia, CA 93277

..Oak .Grove School District Woodland Joint Unified School oist. - Ale 6578,Santa Terdsa Blvd. 275 Watnut $treet San Jose, CA .95119 Woodland, CA~ 95695

Chino Unified SchoolDistrict Amador Valley Joint Union High School Dist. 5130 Riverside ol>6 8th and Dow Streets Chino, CA91710 ( Pleasanton, CA 92655

Sweetwater-Union High School District Monterey Peninsula Unified School Dist. 1130, Fifth Avenue 700 Pacifica Street Chula Vista; CA 92011 Monterey, CA 93940

Santa Ana College' Marie Bungardner. 17th at Bri-stol 305 North Ohio Sinta Ana, CA 92706 Coffeyville,Kansas 67336 San Luis Costal Unified,School:Uipt. San Luis Costal Unified School Dist. Buena Park SchOol District 1499 San Luis Drive, 6885 Orangethorpe Avenue S San Luis Obispo, CA 93401 Buena Park, CA' 90620

Whittier Union High School Dist. Placentia Unifi ed School Dist. 12102 E. Washington Blvd. 1301 E. Orangethorpe WhittierCA 90606 Placentia, CA .92670

'Antioch Unified Elk Grove Unitied School Dist.. '8820 Elk Grove Boulevard Garden Grove Unified Elk Grove, CA 95625

Mission Viejo Hi-bh School Los Gatos High School Bok 248 - Anaheim Union High School Dist. Los Gatos', CA95030

Vista Unified School District . School DistriCt, No. 1 464 S. Alameda Avenue Montebello Unified School District Klamath- Fall's;:pregon 97601

Porterville High School David H. Benson Helen Brock Santa Ana Unified School District Kathleen B41.1 James V. Caffiero Brea-Olinda Unified School District Maureen J. Cline Marie:Davis Grossmont,UnifieCilSchool District Mary 'Hagen Edmund Jauch ,isabelle Keller .141.4n54 Kemp Jeraldine paddeck

6 . . v A r Rio Linda Unified School District Robert Robinetf

P.O.- Box 68 ' Dorothy Stevens Rio Linda, CA 95673

Orange Unified School District Folsom-Cordova Unified

370 N. Glassell Street 1091 Calona Street 1

Oraftge, CA . FolsoM, CA

Milpitas Unified School bistriit ,Berkley Summers 480 Cdrning Ave. .5..aatoga High School Milpitas, CA95025 Fred Rusk Sacramento Cl'ty Unified Schools Rancho Cotate.High School 5454 Snyder Lane P. O. Box 2271 1 Sacramento, CA95810 Rohnert Park, CA94928

Norwalk-LaMirada Unified Sthools' - Marlene.Schuessler 12820 S. Pioneer Blvd. .Awalt High Schabi Norwalk, CA90650 3535 Truman Avenue

. Mountain View, CA 94040.', American Institutes for Research' in the Behavioral. Sciences Carlmont H,+lghSchool P. O. Box 1113 1400 Alameda Palo Alto, CA 94302 Belmont, CA94002

4Z lieprelentativeS visited the f011owinO'schools of.;the HUntingtOnBeach Project:

September:

Alhambra High-School, Alhambra, CA - Linda !Olson Costa Mesa High'School, Costa Mesa,' CA - gerri*EvanS Estancia. High. School, Cost-d:MeAa4-CA -

Agnes Smith Elementary School."lan qufmaster , Carl.JenorOlski, Fountain Valley HigW,School - Nan'ette.Pastor - VolUnteer.Coordinator,.doldenWest C011ege

Car) Jenorolski, Fountain Valley h Sch 1

October

Barstow High School, Barstow, CA Bushard High SOhool,"Foyntain Valley, CA ,Lamb Elementary School, 'Fountain Val4ey, CA Westmont Elementary School,,Westminster, CA Nancy. Petty -'Manpower CETA Liaison Carl Claosing, ,Community. Member H.B. Ron Klein, Orange Coast College Stan Greene, State INDriartment of Eckication Ivor Thomas, Educational Testing 'Seevices.

T'November:

sah Diego, Grotsmont High School 4 'Don McAlister, HBUHS district Board Menfier ,,Lowel High. School, La,Habra, CA-,- Diane McAlister Sonora High School., Linda Deckert, Whittier, CA Ootlyir Elementary, H:B., Dr. Frances Bennie Grossmont High School, San Diego, CA,

December - January

, C.. California State. Univerlity, tongCBeach, Dr. Swan' Class BreaT0rtinda High School, Brea, CA .- Gary Holman , Carol Leva.! SchoOl Site Council- Parent: Jrn.,,Curley - Rene Ferguson- Orange County Department. ofEducatiOn El Toro 'High School, El Toro- Ruth-Nader, Career Education Counselor' (

A comptetemaPltdg list of all im mple receiving materials fromthe Huntington Beach Project is found In ApPendiXH.H-

38 VII. DATA COLLECTION AND EVALUATION

Fremont Unified School District

, Various instruments reused to evaluatIkogramsv in the,project. This included evaluating Caree Decision-Making program, in-service training, grade level programs, etc. Th purpose of this evaluation was to review the input and make necessary changes that were needecto improve the piegram.A sample instrument given to all career Decision-Making students through the project is found in Appendix A.

2. Huntington Beach Union HighSchool DistriCt i

During the duration of the project, information evaluation instruments were used to determine effectiveness ofprogram activities including dissemination efforts. Analysis indicated extremely good acceptance of those activities evaluated.

Student outcome assessment data.pr:ovided conclusive evidence of increased growth, awareness and%knowledge in the area of career educationsas a result of

. . pacipation in project activitiesi ,

ExaMples of:itudent 7,20Ment insfruMehtS are. found In Appendix H

the third party EvaluatiOn eport ppears in'AppendiA.

. , .

,ED 44 \ . STAFF EMPLOYMENT AND UTILIZATION

r ,

Fremont Unified School.District- , 1--^ ^- 06' Staff Employmegt .

. t _ JiM Mayo, Director. of, Career Education, Vocational EducatiOn and Regional ;Occupational PrOgramomes.the project director for the first year.ZX of his time' was allocated to thei.project.

. , HomerAwitehey was Project CoOrdinator during the first year of the project. '.100X of his time was spent.on the project.. He became Project Director during the secon4year of the project:when career edUcation was. aken from vocational education

. and placedunder the DistricOs Division,of Instruction. ,

- 1 .

. All Decision-Making teachers spent 100% of their time. on, he project. Only .portiOns of their satary Were paid by the project, the other byHthe school district. * During the final semester oftheproject,,A1 Matto wasaddd'as a fUll time in-service coordinator for the project to assist in,disseminati n activities.

The prOjectstaf0participated:tn: the following staff development..

e Affective AcCountability Workshop

A . The project director was a partLcipant in affective addountabiLity workshops presented by Dr. Al Wight both in Utah and Wyoming. These were prior to our 2,500 person 3-day workshop at Irvington High.

fo Three Day.Affective Accountability Workshop

The entire staff of Irvington High, parents, community members, school, board members, teachers -from other schools and the students,attended the three day work- . shop et fry i hgton High.

.6 Appalachia Education Laboratory

The project staff was trained by'AELin their decision-makirg process. This training was intensive for the first,yearwith fdllpw-up activities each through the duration-)of the project. '

McKnight Career Decision-Making Workshop I

As a, result of our participation with the Appalachia Educational Laboratory, as both a test and developmental site. The director attended a McKnight Career Decision- Mfking training course.

'Choice

Many members of our Elementary schools expressed an interest in project Choice materials. One counselor was selected to attend a Choice Workshop In '4 Sacrarrenio.sheattehdedtheworkshbpand,returned With informati'On and materials which were then shared with other teachers and counselors.

4:5 Introduction to Career Education Workshbp K-6\

) The project staff developed a workshop to introduce teachers, counsellors,administrators and parents to,the concept of career education as a first step toward in- '---ftmilon. Persons 'from -eve ry---orcrject- etemerrtary- school-- attended one of these workshops, some junior high personnel also attended.

Appalachia EduCational Laboratory

Perionnel from AEL trained a Group of counselors, teachers and administrators from six district junior highs. Asa result, all of these junior high schools used Appalchia 'student activities in their classrooms' with some of their eight grade students, At Robertson Junior High, all eighth graders made use of Work Activity checklist and Interest Activities checklist.' The results of these activities are in the student files at the Irvington High Project site.

SAAS (Self Assessment Appraisal Survey)

$tan Ostrom (the author of the SAAS) put on a workshop for a group of coun-

. selors, teachers, and administrators from our six district junior highs. As a result, each juniOr high used this instrument with some of their eighth grade students. Horner Junior High.bought enough materials to give all eighth graders this instrument. The eighth graders at this project site used the SAAS Results tq help them plan their ninth grade courses at Irvington High School.

D . Vince Barry (NCCE)

Dr. Vince Barry, the director of the National Center for Career Education, made twopresentbtions to then Fremont School Di strict_ staff. Members of Alameda County Office of Education, Santa Clara Office of Education, private schools, representatiyes of other distOcts and members of the community were also present. Dr. Barry dis-

. cussed what career elducation is and how it fits into the curriculum.°

Master Trainers

The project staff has been active with the Master Trainer program ',in the state of California. Themaster Trainer program trains practitioners in the ljeld (teachers and coordinators) to train others to infuse career education in their classrooms and involve the community in the educational process. As a result ofthis involvement, part of our staff has been trained and are now active Waster Trainers for the State Department of-Education in California.

NCCE Trainers

The project staff was inserviced by the National Center for Career Education. The inservice workshop was 40 hours and took place August,-1977 at Cal Poly San Luis Obispo. Part of the staff are now trainers for the NCCE process which is coordinated with the Ca, liforni,Master Trainer project.

NCCE Follow-up (remont)

The staff put on ,a workshop for membersof, our staff as well as those outside the district that participated in the40 hbur Wothop at Cal Poly; The-purpose was to share what has been doneagd. where we go from here. The result was further activity in our district related to the NCCE process.

41, SUMMARY

7 The purpose of this project was to makechanges in education., Changes that will better prepare our students for the roles theywill play in society, as a citizen, familymember and wage earner. Making chahges in education is not easy. There are many reasons for this,including teacher training and beliefs, cutbacksin edu- national funding, lack of knowledge\concerning thereal purpose of education which can confuse not only students butteachers, parents, and the community as well.

To be successful in changing education ---the commuOitYANst be actively involved. The project attempted this by conducting the,Community Skills Assesse- merit dUring the first year. The skills assissement process' Was verysuccessful, to the fact that 580 members of thecommunity, informed the school what they should be teaching students - to make it in life. These statements were used as part ofbasic graduation requirements. But follow-up, curriculum developmentand continued community input was missing.The need for real community participation cameinto focus during the last year of the project.

. . ' To be successful in changingeducation continual administrative support is needed from the district and/the Ichool level.This project had administrative support and because of it, wasa6letlo make significant changes in a school Ttquiring Career Decision-Maki9g for all sophomores;establishing career programs at all grade levels; establishing an exploratory programand doubling the size of the Work Experience program all within a school budget. Sone adminip'ative leadership has changed, the program has begun to decline. II To be successful in cha9ging education' ---it is extremely imp rtant that "we. return to the basics". ,In thiscase,we are emphasizing thefourt "R" - responsibility which maybe should be the first "R". Students must begin to take )11Presponsibilrtyfor -their own lives in school and by the time theyleave the s6hool system, be able to be responsible for themselves.Without this basis, we are not preparing out students properly to copewithLthe problems they will faceras adults.

This project first focuse8 tm-a CareerDecision-Making program. Ft started with a ocar,se required for all sophomores. The course was developed so that studentscould learn about themselves, the world, includingoccupations,and a valid method to make decisions. The problem in education is that too manyt'Ines it is the teaChers Or\the counselor values affecting student decisions. For example, .the good math student being told that he would make a good engineer.This is a major reason we adopted the SEARCH_ program. It allows students to make their owndecisions about areas of exploration free as possible from sex and individualbias. The class was extremely successful an4 some 55 other. Californiehighrschools adaptedfrom the program, But, one class does not change education. The program needs to be developmental K-l2 with activities designed during the students educationalcareerincluding opportunitt s for all students to explore and work in the community. h. To be successful in changing education ---teachers must understand wh they are in the/classroom., "For too many of them,especially at the secondary level, it know- iseducation for education sake. Students take courses not necessarily for the ledge they can apply to their life but .for the creditand the grade - )'that's what's importa9t"-. Thousands of career education activitieshave been developed and are 1 being used successfully to improve instruction in theclassroom.- the key to real change.is the teacher in the classroom. The teachers need to be career educated people themselves. This means they have.direction.goals.themselves. ChangeS will occur,automatidally in the classroom of teachert that praWce this philosophy.

To implement any real changes in education --- the results of the project,indicate:

- the need for total community involvement

- administrative support from the district and school level

- opportunities for increasing student responsibility as they progress through education

a purpoie of education in concert with the community

- teachers that are career educated themselves

2.1 Huntington Beach Union High School District

Those personnel who had major assignments in this special project, included:

1. Project Director - 30%

During the first two years, Don Averill coordinated the project activities. His responsibilities were to determine staff members involved in assessment, identify community participants, and to coordinate the collec- --Ntion, assimilation and production of assessment data.,He chaired the curriculum committee for developing the competencies for career education. Don ,left the high, school district at the beginning of the third year to assume a position with the community college district. At that time, J. Kenneth Jones became Director of Career Education and coordinated the final year of funding for the project.Anne Gray, Supervisor - MGM & VEA, came on board in October of the third year and worked closely with J1T. Jones and the site coordinators in facilitating the disseminat4n a activities and preparing project reports.

0 2. Site Coordinators - 40%

John Rothrock, inst4tor at Edis High School, completed all three years in the project. He was responsible for all activities in this project at Edison as well 'as being a member of the dissemination team.

Sharon Swickard,counselor at Huntington Beach High School; came into the

project during the second year. Her duties were the same as John's. In / addition, it was her responsibility to update the staff at Huntington Beach High School on accomplishments of the project that had occurred dUring the first year.

. Oarlie Wasicek and Mary Collins were site coordinators at BuShard and,amb Schools. One hundred per cent of their time was assigned to implementation of the career education.project in the Fountain Valley School District.

In addition to these staff members, -career guidance technicians we used at both high shoos for the project activities. Also, clerical tin and 4 support'were provided.

43 SUMMARY

A comprehensive career edutation program was planned for the Huntington Beach union High School District whereby career education becomes .both a. content and methodology of instruction rather than aparipculal% support or additional service that is provided to.the regular .ehcational programs. The plan was based on the belief that tpe educatiOnal program should promote an infusion of-developmental experiencei in careei education.

This three year federally funded project provided the resources that allowed for a committment of staff, time, and materials in the development o't the career education model. Poaatain :Valley. SOhool District worked Closely with the high school district it promote a continuum of career education experiences: K-12.

Various group techniques were used to identify student competencies. These techniques, involved. all the school' publics prior to approval by the high school Board of Trustees. Professional, staffmembers have been totally involved at the project sites in assessing curriculumcontentln-terms of meeting established competencies. This has resulted in increased awareness by instructional staff of career education gealsas addressedin daily lesson actIvitles. Thus,: career education has become.Sn'integral 'part of the instructional program.

The'model as developed with student competencies, curriculum guides, and implementation techniques has been 'disseminated at local, state and national levels. The project staff are appreciative to have one added year of funding (1978-79)' through VEA Subpart 3 funds to further refine a career education handbook \o assist LEAjs in adopting, adapting, and implementing comprehensive career ed cation programs.

6.4 APPENDIXA

FINAL THIRD -PARTY EVALUATION REPORT

:7/ F INAL TBIRD-PARTN EVA'LUATION RE PORT,,

Project No. 502 -A 960015 Grant No. 0EG-391-757006

OPERATIONAL MODEL FOR CAREER DEVELOPMENT

AND VOCATIONAL PREPARATION

-a .

EXEMPLARY PROJECT IN VOCATIONAL .EDUCATION

CONDUCTED UNDER

PART D. OF PUBLIC LAW. 90-576

Ivor J. Thomas ;Educational Testing Service

June, 1978

A TABLE OF CONTENTS

Page

I,Foreward ......

II. Background and Context-of the,Project 1

Program e ...... 3

Fremont. Pisojec 3

. ,

'B. Huntington Beach Project ., . 5

Evaluation of Year.Tyree of the Project-. , . . . 7

A. Fremont Project- 7

B. Hunting Beach Project' ....21

Summary and Conclus . .34

. - Appendix

A. Junio.f. Career Planning Unit Survey

B. Letter From Kennedy High School Verifying Assistance Received

C. Goal 'Achievement Survey

D.' Dil''semination Workshop AnIbuncement an valuations

E. Ertmentary and Secondary A.:sessments

tr The report which follows summarizes the accomplishments of the third and findl year of the. VEA Part .D Project, in accordance with the terms of the.cohtract between Educational Testihg Service and theCalifOrnia State Department of Education. This contract specified that the external evaluator provide third party con-. sultation to the California State Department of EdIfatipn and, the LEA's conducting the implementation of models for career development ansi vocational preparation. The evaluation 'was designed to assist local pfogram tmpleMenters and evaluatcirs as well as providing an jndependent audit 'and evaluation of the LEA programs.

'Periodic on -site visits by the external evaluator to each site were planned as a means of accomplishing the objectives outlined above. Assistance was provided by the evaluatOr in the identification and

developffient of assessments,._ the development 'of data gatherihg procedures, as well as providing for a,monitoring and review of program implementation ind'achievement. Certification of achievement of- project objectives therefore, based upon data 'gathered during 411 , the on-site.visits, ncluding observations made and interviews Con- ducted, in addition to a review of all available data.

lihe evaluator wishes to thank all of the students, staff and administrators of the participating schools for their cooperation and support in the conduct of the evaluation. Special thanks are due to the project directors, Homer Sweeney, Fremont, and Ken Jones; Huntington Beach, withut whose assistance the evaluation activities, as planned, could no f) have been carried out. A debt'of gratitude is

, Owed to the following site coordinators-who gave geperously of their

time, effort and invaluable assistance:- -

. Al Matto, Irvington High. School

John Rothrock, Edison. High School - Sharon Swickard,-puptington Beach High School May Collins, Lamb Elementary School parlie Wasicek, Bushard Elementary School BACKGROUND AND RNTEXT OF TtlE PROJECT? 9 t In 1975 -76 the U. S.. Office of'EduCation fUndelthisproject.in response to a joint proposal by the-bgreaus of VOcationalEdudationik Pupil Personnel _Services and IheCareer-Education Task FOrcelof the47 _California'State Department of Education. The proposal:outlineir the development of two demonstration models of compreileAiite caret,' 7 edutation, incorporating the concepts- an0 recommendations lhathad been generated in the -California. tareer Development Curriculuin K7adult and the Vocational Education and. the Career Education Task Force monographs.

4 .

In the selection of sites for the development of demonstration models's' . consideration was given to sites which hidPreviousl,y niade substantial developments in career aucation. There was no expectation, however; _that a singlelnodel would emerge as'aresult pf project participation. Rather,.it was anticipated that the different project emphases-4nd approache§ to program implementation would refledt the-needs of districts differing in organizationaipatternsvpopulation, problems 'and strengths. The differences in program implementation by the'two sites do:provide two distinct mOdels froM which districtswishing to develop.a flrogram in career eduAtion can chooSe for adoptiornor adaptation in relation_ to their unique characteristiciland needs. 90.

'The two sites selected were tip Fremont Unified School District in IF.: Alemeda and 'the Huntington-Beach Union High School District in.Orange County. As mentioned previously, consideration was given in tIte

selection to districts which' tad previously made substantial devolif ; , 4 ments in career edubation. The Fremont,Unified School District ha4.eut been pilot testing various aspects of career education for. four.,yeprs, prior to project implementation. This included a pilot Project in awareness in grades 3, 4 and 6 in. the Irvington High' Schobl: attendance;, area, the development. of career education libraries at all junior high' schbols'and infusion of career education at two junior high schools. At the high school level, a major effort had been directed toward the

54. a 2. I

developthent art-operation of career guidance centers and the development of programs in 12 occupational clusters. Similarly, the HuntingtonBeach Union High School District had demonstrated significant Interest andaccompMshmenietncareer education prior to iheir,involvement in this project. Principal activities included the development of a preparation program identified aceording to the I USOE clusters, the development of a competency. model vocational education, and the development of a.complete library of career education materials and media, catalogued and madeavailable to local staff.

It can be seen, .therefore, that funding of this project made possible continuation, elaboration avid extension of previous programs 'and commitnts in career education as well as providing opportunities for new developments'and the.dissemination of Models folr consideration by others developing pr'ogi-ams in career education.

(A 1

ps-

A 3.

C o , PROGRAM-DESCRIPTION

1101- Fremont Project

Prior to the beginning of the project,aguidanceuidance system, SEARCH (Systems Exploration and Research for Career Help),developed by the employment service of the state of,OregOn was tested at Irvington High School. This led to the development of a plan for a seMestu career decision-making course to berequired of all sophomores at Irvington High School. This subsequently became the central component of. the Fremont Career Education,Part D Project. In addition to the.above, several other factors were mentioned as the basis for selection of Irvington High School as the site for the project. Among those given were:1) strong leadership by the principal in career education; 2) creation of a career education departnent; 3) expansion of the career guidance center;4)'growth of the work experienCeieducation program and establishment of the , . exploratoey program; and, 5) provision of a counselorto'cdordinate career,center acti es and to provide,necessary support to.ths

staff in career education. aw

During 1975-76, the first year of the Projecta major accomplishment - wasthe development and implementation of the CareerDecision-Making (CDM) 'Course. The incorpor&tion of this one - semester course into the curriculum represented a significa'nt commitment by the district to career'educition. Although the evaluation revealed, some indication of successful achievement of the objectives for thi$ CoMpopent 1 t the . . en11 of Year One, the need for more objetive and reliable dat relating to' udint outcome was identified.

. , ti

. AhOmfer important adhievement,duringthe'first Project r was com- -pletion o# a needs assessment in whicover2,000 broad s ill statements themschool .di ict's existing-17,g 1 areas. were identified .within g

liRwever, the detayn fundingresu si--in failureto meet'r ectives

,; of thfs%compqnent ifying pari s d#thineedsassess to A

.-with iiitexistipg c enc. -based tr Ming programs the r r concepts ., 411iSters.ind.careeri

: , i 4.

Some progress was made toward designing an operational plan to 'S implement an articulated career education system K -l2 within the

Iryingtn_attendance area. Some visitation across project sites , was made and significant involvement by public agencies and various community groups was achieved. However, the plahned articulation Within the elementary and junior high schOols was not achieved.

During-Year Two of the project, the principal activities and achievements were the continued development and refinement of the Career Guidance Center and the Career Decision - Making class. Some progress was Made in the development of assessments for measuring student understanding of career education concepts and the'application of career decision-making skills. However, the need for further refinement of the. jnstrumehtation was evident. Although some gains 4 were made, the peed for greater achievement in the areas of infusion, staff developments and articulation was retognized at the end of -the second year of the project. If 'a more detailed description of program activities and accomplishments in the first two years of the . project is desired, anexamination of the 4d-of-year evaluation rePorts-is recommended.

For the third and final year-of the project, objectives were written for the following six components: 1) the Career Guidance Center; 2) career decision making; 3)43staffkvelopment/infusion; and,_ 4) articulation; 5) community involMent, and 6) dissemination. Although some changes were made in the objectives for this year,

*, the most significant development was the addition of the dissemination component. Additional funding was provided for the development and implementation of three 2-day workshops in different localities in the state.-In addition, plans for 'the third project year called for obtaining better student outcome measures and an'increase 'WI emphasis > on, staff develoOmeht, infusion and articulation.

t:4 5.

Huntington Beach Project

The Huntington Beach High School District had long demonstrated leadership in vocational eduFation as well as career education. This was well illustrated by the competency-based mode) for vocational'education programs developed by the district. The career education council.had existed forseveral years prior to the year of .funding for this particular project, and extensive development of career education learning centers fpr students to explore and facilitate their educatal and career planning had already occurred. In addition, the Community Resource Handbook

had been developed by the district which listed the resources that't" - :might. be used in furthering the purposes and outcomes0? career" education. These devellpments, therefore, provided a logical base for the activities, and goals of this project.

The major program objectives fore the first year oflhfg Ooject- 4iere the identification of the essential competencies for a career education model for students and the development of a plan by which the competency-based model might be infused into the regular- curriculum. A needs assessment for the developmentif'essential student competencies was conducted, utilizing assessment of students, staff of fhe,five elementary feeder districts and the high school and community. Based upon the identified competenties, a si ificant achiel)ementduring-the 'first year was the development of cu riculum

. guides for K-3;4-6, 7-8 and 9-12. The' writing of these curriculum guides proceeded from the comprehensive model for the faun areas career planning and decision-making; life style, and personal satisfaction; education, wank and feisure_alternatives; and .occupational toles Bushard Elementary School and Edison High School *ere involved inpthe project during Year One, with Lamb Elementary and 'Huntington tw, Beach High School join ng the project during the second year of A

implementation. -

14. 1

, Year Two of the project saw ratification and thettItgining of infusion

into the curriculum cl_the Com etency-based curriculum Gutdes de- , uelopeci during the. firstyear o the project. The fmportanceof these 6,

accomplishments was underscored by adoption of ,the competencies by the high school Board of Education.

The inservice programs conducted in Year Two resulted in a substantial increase in awareness of and enthusiasm for career education by staff at all in'structional levels. 'Utilizing measures developed, student growth in,knowledge and understandipg of career education concepts at the elementary level was demonstrated. Instrumentation for measuring student achievement at the high schoof level was planned fomievelopment during the third year of the project.

Program objectives 'for the third project year were written for the following areas: 1) maintenanceof district involvement in the project consortium; 2) dissemination; 3) staff develdpment; 4) implementation of the competency-based model in four school settings; 5) articulation; and 6) evaluation of student outcomes. As in the Fremont Projeci, the dissemination component was the principal addition, consistingof a joint effort of the two projects in the planning and implementation of the three two-day 'workshops.- Increased efforts in the reinement and development of student outcome measures were planned for the final year, of the project, at well as' greater emphasis to be given to infusion'strategies?-leading to the.ultimate.goal of carder education becoming an integrdl part of thd fotal curriculum. 7.

EVALUATION OF YEAOHREEOF THE PROJECT

Fremont Project

Project activities for the third and final year were planned to meet the objectives of six capponents; 1) The Cajeer Guidance. Center; 2) Career. Decision-Making; 3) Staff Development/Infusion; 4) Articulation; 5) Community Involvement; and 6) Dissemination. An analysis of all available data was made by the third party evaluator to determine the extent to which the stated objectives of the project were achieved. A summary of the findings which follow is presented by project; icomponent. It isl;a truism that the best laid plans can sometimes go awry due 'to unforseen conditions or happenings. Such was'the case in this project with the occurrence of a,teacher strike inithe fall semester, affecting the outcome of 0 number of project ob/iectives. Although the impact of the strike could not-be precisely determined, it was obvious that it did affect objectivesreouiring.extensiveteacher involvement and participation, especially the Staff bevelopment/Infusion and Articulation components.

1. Career Guidance.Center (CGC) Component- Four objectives were set for this component of the.project. The first two objectivet specified"outcomes retqlting eromptheinvolvement of ninth grade .students in the Career Guidance,Centek,:.Speifically, it specified that 70 percent of these students would be.aware of career-reel evant Materials in the center and .would coMplete a tentative "f*-year plan of'courses. In the-previous years of theRrojeCt these activities were conducted by ,the social studies deparpment; however, due to a restructuring of thd curriculum,,,* the social studies department requested to withdraw frqm the program and an agreement was made withthe English department to cbntinue tAfse activities. Due to the strike,the plan for inservicing the staff was postponed- until .the spring semester. However, the English Department reneged on its proTise to, conduct the ninth grade activities.. As a resuit,*the scheduled activities for the ninth grade student% were not conducted and these'

1. ,,.. 8.-

objectives, therefore, were not achieved The project staff, .hope;togenerate sufficient interest within the department in the coming year so that eventually commitments can be made toward'implementaion of the planned activfties.

The third objective of this.component.requwed that 86-percent of the 11th grade students who hgdcompletAd the cum .class as a loth grader would receive and/or update their Career Action Plan (CAP). Based on responses to'a student questionnaire, achievemeft of this objective was'exceeded, with 93 percent of the students indicating that they had reviewed their career

folder and updated their Career Action Plan made at the end of . the career decision-making class in. grade 10. In addition, a questionnaire was given to the 11th grale students in order to ascertain their indtvidUOINftds in the area of career guidance. The results. are provided on.the copy 'of the questionnaire in Appendix A, entitled."Junior Career'Plaffning'Unit.."; The two. counselors conducted follow-up sessions, -both indi4idual and group, with those requesting assistance. Dr. Myer also conducted. a follow-up seminar -on CallegePlanpning, Scholarships and Financial Aids for a :total of 16511th grade students. These follow-up activities resulted in much more successful unit than in the preceding year.

The fourth and final objective for this component specified that 80 percent of the.12th grade students would review and/or update their Career Action Plan: The results of the senior follow-up. questionnaire eevealed:thatitpercent of -the senior students . had reviewed their CAP, falling shortof the 80 Oercent level set for achievement of this objective. It was reported that the sociil studies teachert.were reluctant to provide the additional time necessary to conductthe activities foi- the seniors; as he t melost due tc. the strike limited the time available for i struetion. ti

The staff -expressedlthe hope that they would.be abl ntinue the'activities outlined in the objective for this co 9.

. .. M. . 1 the'coming year, including scoring of the Worker Trait Group

Inventory. The plannedredtaionin the Career Decision-Making. .

i..

Class for next year will mean that more will need to be done . by the other teachers to achieve the same objectives. CantinUation of the.9th grade pro ram and athievement of some of the objectives described willbe co tingent upon sufficient funding band administrative support. Due to' the financial-condition of the districtit was felt that external unding would probably be necessary to ensure inservicing of e teachert at the 9th grade

level. ,

Career-Decision Making:- This component constituted, the principal thrust Of.the project. The principal activities for the third year for.this component consisted of a refinement.and further development. of materials.and procedures for the Career-Decision- Making class required of all sophomores and the gathering bf more reliable data on student outcomes ..resulting from their participation in the Career Decision-Making class. The first of the five objectives written for, this componentstipulated,that 90 percent ,of.the.students completing theCDM course would demonstrate responsibility for' their own Career development by nr the completion of an acceptable career action plan (CAP) as' perceived by the CDM teachers.- Evaluation of this component by the third party evaluator consisted of examination of a random sample'of student folders to determine the extent Whith studentslladsatifactorily completed their career action

plans. The criteria for siiccess-ful completion of the CAP's _ were changed by the teachers from the completion by students of specified forms to the completion of,exercises in which the .students were required to demonstrate their-understanding of the relationship of values to,occupational' choice and to report on the occupations they researched. The.teachers felt int the- ,previous procedure became a piper -work exercise andwas not used by counselors or teachers and, therefore, of little use to the student.' Since the new, procedure was directly related to assignments made in the CDM class, it was not surprising to find that the objective' was' exceeded. 10.

In any project or prograiii.the ultiMate test is the degree to which the project or program can demonstrate resultS accomplished by means, of measurement off student achievemeNt. Objectives two and three of this component were written requiring specific' evidence of student accomplishment. The first of these objectives specified that students completing the CDM class ,would show growth in decision -imakin§ as,measured by a statistically significant increase in mean score from pre to post-testing on the decision-making skills instrument. the previous Yea'r some indication of student gropth as a result of their participation in the CDM class was obtained. However, the needfor a more reliable Instrument to be used for assess- I mentof student outcome was identified. It was fortuitous, therefore, that-the,CareerAecision-Making Skills instrument of the College Board Career Skills Assessment Program became available. Upon examination of the instrument, the CDM teachers reported that it had an almost perfect match with the content and objectives of the dlass and agreed to its use as a measure of- student achievement. Since the ins.trument.kwas not: available 'for pre-testing of the first 4:eieSterstudents in the fall, these students were given a post-test only at the end of the semester course. The second-semester students were pre and.post-tested in'the Career Decision-Making Skills instrument. Table 1 presents the results of this testing. The data analysis plan called for the application of a statistical test to determine whether there was a statistically significant difference in mean raw score betweenthe pre and post-tests. Also, the plan called for *elusion only of those students who had both pre and post-tests tolaccount fOr-the effects of ch nges'in student population during the course of the semester. However, 1: the data were available only in terms of mean percentage of right responses on the test and the planned- statistical test ,could not be applied. Although the post-test inciluded only .those students who had pre-tests, pre -test. scores included al- students who took the test at the beginning of the semester; therefore. the affects of attrition could not be'deteimined. -63 11.

Although the level of significance could not be determined, inspection of Table 1.does reveal that student growth in decisiOn-making sills did occur over-the course of the semester. Of interest also is the finding that there were significant differences in the results of the, two instructors. Interpretation of these results, however, should take into consideration the fact that the baseline data of the two groups were significantlY different. Also:Csincethe results represented a compilation of test results fOr,all classes for each instructor, it is highly probable that the mean scores concealed real differences among thevarious classes.

Table I

Pre-post tests results'of the second semester- Irvington High"Schoo4 CDM studentson the Career Decisiom-Making Skills Instrument, by instructor..

Pre-Test Post-Test Diff.

Instructor '\ N Mean* S.D. N Mean S.D.

#1 \ 106 45.7 16.5 123 62.7 15.0% 17.0 #2 105 58.6 19%0 140 64.9 15.4 6.3 * Mean percent of correct responses

Although there had been previous indications of student growth in career decision-making skills, the absence ofa Control or ar. comparison group made it impossible to determine whether or not the growth observed was due to the CDM class. Therefore, an objective was written requiring the students in the CDM class to demonstrate significantly greater decision-making skills than a comparison group. Since the students assigned to semesters one and two of the CDM Class were believed to be comparable in all respects, a decision was made to compare the end of'semestbr one results with the beginning of semester two. This testing which took place approximately one week apart would 12. provtde,a good basis foe determining whether there 'were significant 'Idifferences as a result of experience in the 'CDM class. Although

as- previously stated, th'e data was not in the form necessary to . determine wheer the differences in mean scores were statisti-

cally Signific , inspection of Table II does reveal considerable differences in mean scoresbetweeh thestudents who had experienced the CDM class and those that had not.

Table II

A comparison-of post-:test results'of semester one Irvington High S'hool CDM students with pre-test resultsL/of semestertwo Irvington. High School CDMstudents on the Career Decision-Making. Skills instrument, by instructor.

Semester two Pre-test Semesterone Post-test

Instructor N Mean S.D. N Mean - S.D.

#1 106 45.7 16.5 123 62.7 - 15.0 #2 ;105 58.61 19.0 14p 64.9 15.4

In order to obtain additional comparative datathe sophomores of Ayer High School and Milpitas High School were pre-tested at the beginning of semester two on the career decisioil-making skills instrument. The results of this testingare provided in Table III. The Milpitas 'Students represent the best comparison available,

- with no significant differences reported between the Lrvington High School students in. ability, SES, ethnicity, etc. Comparison of the pre=test results of these two schools provided. in Table III with the post-testresuitsof the first semester CDM Students at .,Irvion High School (Table II) reveal a substantial difference in mean test scores, providing.additional evidence of the effect's Of'the CDM class. a 13. Table III

Pre -,Test results of second semester sophomores at . Milpitas. and Ayer High Schools on the Career Decision-Making Skills InstrOmeni.

School Pre-test results

Mean

Milpitas H. S. 110 50,5 .21.5 .Ayer H. S. 178 53.5 18.3 4-

In order to obtain some evidehce of the maintenance of.career decision=makin ills, two samples of students were selected -who had been e ea in CDM classes,in, previous semesters. One sample cons' ed of .10th and llth grade Irvington High School exploratory work experience students. These students,'consisting" of some sophomores who had had the'CDM class in the first semester and 11th grade.studenis who had had the CUM class in the first or second semester of the:previous year, were given the Career Decision - Making Skills Test at the end of.the spring semester of 1978. A second sample consisted of 11th grade students, fandomly selected, who'had taken the CDM ciaSs the preceding year. A)though no pre-test scores were available for either of these two ,'samples of students, it was thought to be of some interest to compare their test results 'with students who had taken the CDM. a class during the current year-and other no-treatment groups. The test results for these two samples of students are-presented in

. Table IV. Examination of these results do reveal that the results are quite similar to the post-test results of the CDM student group and quite different from the results of other student$ lackin9 the CDM Class experienCe. Since these results were based on studeAts who had had the CDM class anywhere from one to three semesters prior, it does provide an indication of the maintenance of the knowledges ands'skills developed during the course of the CDM class. 14.

Table IV

Test results of 10th and 11th grade Irvington High School work experience students and 11th grade Irvington High School students, both samples having previously enrolled in COM classes

Epd of Semester II Test Results

Student Samples N Mean S.D.

Exploratory Work Experience 26 61.5 18.1 llth grade students 44',,63. 1 19.6

In contrast to the I8-week CDM course offered at Irvington High School, an experimental 9-week program was instituted during semester-two at Kennedy High School. A sample of these-students was pre and post-tested,ithe resultsof whidhare presented in Table V: The pre-test results were reported for a sample of all CDM students, while post-test results were reported for two separate samples.atf CDM students, making a precise comparison of pre and post-test resultS somewhat difficult. However, an analysis of these results does Indicate that some differences betWeenpre- and post-test testing did occur and that the post-test results of the two groups are quite similar to-those of 'the post-test, results of the Irvington High School students who had experienced a full semester of the CDM class. Because there are significant differences in student characteristics between the Kennedy and Irvington High School students, a direct comparison of these results is not possible. However, due to the planned Caduction of CDM classes next year, made neCeg.sary by .the anticipatedre- duct4on in funds available, these test results take on added significance. If, as it appears,:"Significant achievement can -occur as-a result of a 9-week experience in the Career DeCision- . Making class, this may provids an alternative to making available the CDM course; to only Ralf of the studentson. an 18-week basis.

67 15.

Table V

Pre and. Post -test results of selected sbmples of CDM students at Kennedy, High School orr the Career DeCision-Making Skills Instrument:

Pre-Test Results PostTest'Resulis

Group' .N Mean S D. , Group Ni Mean

(Combined sample) 84 '56.6 18.9 #1 60 61.9 18.7-' ,4.;.

#2 94 66.4 24.9 '"'

. il

It. 1 i . smear

. ' f t 4 ::, '' A , se'.'L . The fourth oWective ,ford ilascoMponent specified the proviOon4*.4,..0, . .i^IN'., assistance ,:), thev ojeCtstaff andCDMteachers at Irvingt tql

. School for the'developmeok and implementation of a,careerde 10p.: \ v making program at,..Kennedy High 4chgo.l. Ve-rificatiOn of ach ... .ment of the objettive was provided by means-of a letter fro 0* Kennedy High School certifying that the staff and teachersat k Irvington High-School had assisted-them by providing test,b6okte.ti .

SEARCH materials, resource materials and other.career deCioil-, :. making materialt. A copy of the Vetter is attached in ApPeAdix B.

- or

alb

t 16,

. Staff,Develcipment/Infusion- Twoobjectivekwere written' in the area o° stalf.developm'eni, The'firtttpf these specified. , that 8rrCeftt of theWhers,-&nselors and admintstrators in the Irvington attendance'area would_attend a one-day "Careerp. Edueati-mtiorlesimPiPple*refostcietothestrikeresulted- lor in postponement of staff develpOment activities unttl semester o. two Six workshops werebrfered during the second semester. A total of T54' persons attended from one to foubeilithe work-

shbps for an average of 5.3 hours each. , Althal.;gRinis represented ! a considerable investment in time and effort' on the Part- of the participants, 1t fell short of the 80 percent criterion lievel set- ? for this objective. As a result of the evaluations conducted - the initial workshoOt, it was deemed necessary to limit the number i:.4 individuals per workshop in order to personalize the inservicettraining. It wis determined that an optimum number of participants workshop should be.16 to 18 to affect the desired results.

second objective for this component stipulated that project -s,tiff'develoi3 follow-upcareer education activities for,,interest6d teachers.: The develOpment of a sequente of career education courses and workshops to be offered through thoFremont Adult School` represented the.primary activities designed to sati y the / objective. in addition,the jaior high school staffs w e. inserviced in the use .ofthe SAISandAELprogranimaer;als.Ms the projeCt.spQnsored attendance hy foui.'counse76-s, four -teachers; ' I and one admin.istcatorto-the State 'Career Edi;catin Coniirence and the attendanle of a coitnselor and .a teacher at the PrOjOCI Choice Training Workshop in Sacramento.

An evaluation sheet was .completed by theparticipants in the wOrkshops conducted on April 11, 13'and 18. A summari- zation of the ratings andcommdhts.made :indicates that the

.majority of the,participanst rated the workshops very ,

positively. The comments revealed that a number of the . participants' found clarification and definition of I

.career dducation-concepts,as PoSsibitities for in-, jrcorporating career education intO'the Classroom to be among the most-usefdl outcomes ofthLworkshops. More ideas for, Wementation of career education in the classroom and materials far use were foUnd to be among, the items indicated- ,. by the group that they would,like more of Although the workshops, as indicated previously, wereevaluated quite positively, a number of useful comments were made for further develoi)ment and refinement of the matwhialS and presentation.

ThreeobJectiVes:for ilifuidpn of career education activities in thebclassroom were ifiritaiR The first of these' was thatteachers would fndicate a desire to increase their classeffort to infuse career education into their Oasses. Since .no .monitoring of. ., a .actual classeswasinvolvedevaluation of this objective was made primarily from.the comments of teachers on the-evaluation formA following the inservice worKshop. A majority of.teachers_ responded that they felt that the propntation of the-workshops 'would be helpful' in their work and `the comments by teachers.op the forms indicated a significant interest in infUsing career education activities "in the instructional program:dopewever, it As believed'that the level of commitment to infusion of career education desired was not achieved. Among the causes given by the project staff for this were the cut-:backs,in staffing'and negative attitudes'resulting:from the strike, resulting in a lack of willingness of many teachers' ome-filvobjed in additional activitieg. Unless strong admi strative leadership and support is provided, it is doubtful that a significaht amount of infusion by the staff will occur.

. Another objective for this cdmponent -specified that selected, students at Irvington High School would perceive that 70 percent' of their-courses at least occasionally employ instructional, methods, content and' activities that slporwlt the goals WIHS and career education. A* Goal Achievement Survey was developed and administered to a-sample of students to assess.thi's objective. A" summary of / the respopses by tndividyaI courses 41sen is fou in. Appendix C. inspection of these 'data- indicate that:the objective was successfully ,achieved, witih.the vast maiorftY of the students indicating that almost all ofl thegoals,had been met in all but .two-course- area's These ekceptions,:_weik.ma.th and P.E...where dpproximately only half of the goals were perceived by students as having been Met. Homemaking was perceived as the experience which contilbUtedjat least occasionally, to-achievement of all of the goals of IHS and career education. P'

. Articulation. Although the strike delayed some of the planned ,activities for this component, the objectives were successfully achieved. The first of the four objective's specified that each school site in the Irvington attendance area would select one person, to work with the school faculty .on the Career'Education Project. At least one, but, inost cases, two individuals were selected to carry oat the nec ary articulation activities: A second objective required es ishment of channels of communication regarding the Career t cation Project activities with personnel within the Fremont Unified School District. The monthly district instructional news-

letter was used as the principal means for satisfying the objective2i A considerable'amount of sharing of career education materials. occurred among levels and schools. Among the activities reported- ( were the sharing of AEL materials by the unior and senior high schools. An elementary committee was also se cted td review and dlassify, Career Eduction material.

A final objective for this component required theidentification of

at least one feeder site-at each level to serve as, a .pilot for the A development/implementation of career education materials -a.nd The Appalachia-and SASS materials were piloted tb some degree. by all of the six junior high' schools. Two of fhe :feeder junior high schools .'pilotedthese materials with all of the 8th-graders,and a non-IAA junior high_school developed a Career. Center with the assistance of the project 'staff. Although.some indicatiOns were received that other activities occurredas.a result of workshop attendance, the time ran ,put before the staff could get,back to the schools to determine more

I 1

precise results of their effort The*achievement of the objeggrves of this component represented a_considerable amount, of progreSs made over the first two years of the project. it is hoped that the, articulatipn_activities can'be-continued as a meansjor the interest developed to date!and as a basis, for generating con- 1p tindeddeyelopments in the future4

Community Involvement - The firs' the two objectives for this component specified that project andooperative FUSD,personnel would conauct activities for developing.compnity-awarenesS. Th iecond and fourth Tuesday'of every month was- set aside as. visiting days to the project. It was reported that most of the visitors to. the prdlect were educators or in some way-related to education and /or counseling. More _general community visitation was experienged during the first_year of the project, probably as, a result of initial publicity. The objective of 10.percent participation by community-Membert in the workshops was not achieved, with only an approximate 3 percent representated. The content and aPProach of the workshops were'felt by the staff to be relatively inappropriate for parents, resulting in their being somewhat uncomfortable. It was concluded that the most effectiveaPproach'would be for the development of separate workshops' for parents makingpossiblepresentations more appropriate for this population.

6. Dissemination Component- A concentrated effort onditseminatipna the project was planned for the third andf174.year. The two objectives for this project called for the presentation of workshops .* and conferences on'request by the project staff and the holding-of three state-wide demonstration Workshops. The first objective was achieved by means of presentations by the project staff at a number of conferences including CAWEE, State -Wide Career Education Conference, WACEE, and the Master. Trainers Workshops. The three two-day demonstration workshops were planned jointly 'by the, staffs of. the two projects and personnel of 4he Sate Department of Education. A'letter announcing the-dates and locationsjf the three workshops was sent to districts thi.oughout the state inviting their attendance. 2D. 4.* The -firit'vroekshop-was be "Februai-y 23-24 at the Huntington ch UniOn HighiSchool District office... The second was held at t e Lop, engeles Sausty Office of Education on March 16-17and the finalwork onMjich.29-30'at the. Santa -Clara .Office of Education. A copy of a-letter is ih" Appendix D. Following workshop attendeeo, were requested to complete an evaluation form. This provided good feedback on the effectivdhess. of the presentations%; made and a basis for the modification'of content and procedure fol7 subsequent workshops. A' summary of the ratings made by, the attendees' according to the various components of the workshop presehiation is provided in -the Appendix. ,Inspection of the data indicate that the -workshops were venerally well received, t is felt that the workshops were a valuable -device Cot disiemi ating information about the pivjects and generatirig interest of other districts In beginning. or expandin their career education activities.

In summary, cthe- data available Suggests that significa'nt stude t growth occurred in the knowledge and skills-of career decision-making

, as a result of theimexperience. in the career decision-making class. It also suggests that these knowledges and skills were maintained over a :period of time. Furthermoreithere it evidence that a nine- week semester course-incareer decision-making may result in substantial 'student ichie'venient. Although it was wished- Vat- theta could have been provided in a manner that would make possible more precise comparisons, it did provide substantial evidence of achievement of the objectives set 'for. the CDM class. The teachet, strike did have a substantial effect On the6i)j,ectives of the project, particularly delaying accomplishment of greater development in the areas of infusion/- staff, development and articulation. However, in spite of these handicaps, a significant amount -of activities, were conducted and the majority of objectives .accompl ished. 21.

Huntington Beach Project

The scheduledactivities for tke thirdoyear-af thit proj vl 1,?" were designed to meet the objectivesincorporated in six components: 1) involvement in the project tonsortium;. . A 2) dissemination; 3).staff development; ,4) impTementation; 5) arliculetion, and 6) assessment adU evaluation of student

. outcomes.

. . With one exception, these components consisted primarily of a refinement and extension of the objectives developed during the previous year. The one exception was the disseminatiori coMponent, which had as its principal objective the implementation of the- demonstration workshops to be held in conjunction -with the Fremont project and the State Department of Education. Activities for this project were conducted in four separate schoolsrees, two .high schools and two elementary, schools. The findings 'which follow are,summvized by component'and, where applicable,- are-presented by individual school ,sites to provide a more detailed description of project accomplishments.

. Involvement in the Project Consortium - This component simply specifies that project participation in the consortium would. be continued throughout the year and that an evaluation of the

. project would be accomplished. the third,Oarty evaluator attended all the meetings of the Consortium" Board of Directors. Verification of participation by project staff is available in the minutes of the board meetings provided. These meetings provided an opportunity to keep all members of the consortium -.informed on the status of developments of the individual projects and made possible a sharing of ideas and materials. It' also maile possible'a direct interchange between project personnel and personnel of the state and federal fundirig agencies on matters of mutual interest a ncern.

t 2. Dissemination Component - The first of two objectives for this component related to the development,sched6ling and implementation

it9 74 22.

of-the three stati-Ode workshops to be.held jointly by personnel -of the two projects and the. State Dwartment A-gducation. Approximatei'yone day was allocated-for"sentations by' each of the-projects with some time set aside for discussions of funding ancipther concerns by personnel of the Statt Department ofEdeCatia." Ittle-workshops received very favorable ratIngs by...those .in" attendance.. Although some-were critical of various aspects of the program, an analysbs of the comments, received indicied that the major objectives of the workshops to disseminate information about the. kojects..and to generate Anterest in career educatiOn-were successfully achieved. With'the scarcity offunds,avatlable.for the development of new educational materials and approaches, it becomes of paramount importance that worthwhile developments receive the widest dissemination. It is'believed that these state-wide workshops were a. cost- effective means of obtaining'-the desired results;

. Anumbeilof:lathe'rdissemiijation activities were condueted,'. including presentations made:at the Orange Caunty Career Education Conference, the yashington, D. C.Part D Dissemination Coriference (conducted :jointly with Fremont anestate department personnel), the annual State,Career Education and Economic Awareness Conference in San Dieg6, the Visalia School Disti-ict,and the CAWEE convention' in Fresno. Project staff expressed the belief that theyorkshOps helped develbp'an increased ,awareness of their own strengths and needs, in addition to the value of sharing their materials and procedures with others.

(The',second Objective of this component required that an additional feeder elementary district be provided,inservice on a utilization of the career education materials., 'TheHuntington Beach High Sdhool projecti.staff tnserviced the Westmont Elementary School of the Ocean View District. Materials and procedures, of the project were shared with the elementary school and career speakerswe:.-provided as a result ,of the joint efforts of the elementary and high school personnel. 11commitment was obtained for continued effort in the *area°of career education by the elementary schools, with plans made 4 to assure non-duplication of effort. The Project staff at Edison, 23.

lk High School, likewise,: worked with personnel of the Gfsler ---intermediate School and Sauers Elementary School of the 'Huntington Beach Elententar*District and Lamb Elementary m0101. School of the Fountain Valleyllnitied School District.- r--

0 lb F a. Staff Development Component - Intervi4ws and.surve s cohducte revealed successful achievement of-the objectives for staff 4 development by the project. Specifically, the projects aff was reqUired to demonstrate thpf each site would clever°.It prionitiii for staff development, would cOnducea profeIsional development program and that, the majority of participantt would

evaluate the inservice received as helpful .and would show-an. V. increase in the competencies addressed in the inserviceprogram. - A wide variety of staff development activities was reported by 1 the individual project sites: Some .activities, such as the workshop held in October at Huntington Beach,High.School and attendance at several conferences, involed particiation by project personnel of the four sites. However, the.large majority,lf staffdevelopment . activities conducted were an attempt to meet the specific needs, .interests and priorities developed at-the individual sites. As an example of some of the activities -conducted,_the Huntingtop Beach High School staff developed grade leVel career programs in -conjunction with the teaching staffs., such as the freshman social studies 5-day guidance unit, a 2-day program conducted in the Career Center-for sophoMores, visitations to 100 classrooms by the project staffs to update seniors, and presentatians twice a month by the guidance staff to teaclers on, career eduCation- programs., .0

Among the extensive activities candv:ted by_theldison staff were-, . A general' faculty inservice,on career education, with participa by Dr. Green of the State Department of Education, and the inservicing of the faculty.by means of-department meetings throughoUt the year. Durin4'these meetings the faculty was inservicedon the use of the competency guides provided an explanattdn of ca5eerr, education concepts, and helped develop individual' lAsons40ncorporating the career education competencies.

.73 24.

At the elementary level, .staffdevelopment activities, both formal ,and inforMal ,. were conductedcontinuously throughout the year.- At Lamb School the staffdetermined priorities for the careereducationicompetenCies and developed plans to achieve their goals.kgreat'deal of the timewas 'spent in the preview- of materials acid diSCussionand modeling of techniques their successfAill'implementation.These Preisere emptiaSized. at the )request of the staff.AII t Buihard Elementary.Sch41101.. thestaff wasinserViced: on materials available at thebeginning of.the school.year for teachers'in the,primary andniddle-cores. The upper corestaff development meetings were held on anindividual basis to respond to teachers' requestsfor the development of special un4ts in careerMutation..The career education technician materials in response to specificrequests, hot only.iiitroducednew r but also kovidedmodel,lessolis in the classrooms in the useof . the materials.

Since the inservice activitiesconducted were many and varied and both formal and informal throughout.the year at each or thesites, evaluation, of these activitiesvaried from an 'immediateverbal feedback to formal' assessment of programsoffered'.At the Huntington . - Beach High Schoolsite,for example, each of theprogramS'offered received a-inajority of positive-ratings on program content, usefulness and "clarity, 0..With theexception of the Octobekinservice meeting; in 'Which-project ,stafffrom 9,11 of the sites.participated, the-Edison project did notutilize foi4hal assessments for the inservtce'l.prbgams, relying primarilyonmore indireetevidence teacher cooperation in (although somewhat less reliable) such as ; conditcting 'the requested career educatiqpactivities.ind al feedback.The elementarysites bbth'used4formalwapeftn s to olihtinevidenceof' the valueofthe programs offe .ed.Inspect, nit of these data reveals successfulachievement ofthes,taSlid objectves.

% More significant evidencd of thevalue of the inservice programs, however, was bdlieved, to be thedegree to which the majorityof 'participants would show anincrease in -competencies,addressed

4 . 25.

u - - in the inservice pfogram. This, then,was written as the fourth and final objective for the staff development component. The coordinators of the high,school and Lamb Elementary sites all:repdrieetthat 100%of their staffs had demonstrated an increase of:the competencies addressed in the inserviceprograms. It ghould be stated at, this point that the -care& education .technician resensible for implementatioh and evaluation of the Career EducatidE' Program ate Bushard Elementary School left the position in April, having received an appointment as counselor, in'a count] ROP Program: rom'n inspection of the dbcumentation available, it Wag not possible to determine the exact percentage of.teachers. ,443o. had addressedthe,competencies in their classes. However, an ex iAaVollbn.of the materials used and the record-of activitjes concted in the various cores of the program indicated a high probability of achievement of the objective-by this site. In summary, docUlnentation was provided of-avvery extensive and successful staff develdpment program, which, in the absence of external funding, takes on increasing importance as evidence of ,the probability for continuation of the caretr:education ,activities

. in the yeg-rs to follow.

. Implementation Component 7As noted in the evaluation reports fOr-the previous two yeare of the project, a gubstantial implementation Of-the competency-based model was observed. The data ob ed by means of staff interviews acidexamination,of rec is an materials.used,demonstrated a significant increase,.%, n program irIementation/dfall of the school sites. The first' two objectives for this component;specified that the Career Educitidn Program will-6-671-mplemented by 60 percent of the elementary and 30 percent _of the high schooj. staffs. One hundred percent of the Lamb School staff .were repe4ted as actively participating in the implementaon'af the Career Education Program. Core plans which were developed at the end of the second project year were further r fined and extended in orderto enable even more active parti ion onthe part of the staff, student aides, parent aides and,studerlts. With the 'exception of the Plan for .

A ' 26.

student store, which td not receive approval fromthe Fountain Valley School*Board, all activities of thecore plans were implemented. -"The following examples are suggestive of

the nature and "amourtt of actialties conducted: -%

Kindergarten and first grade self-awareness activittaikwere,

-conducted in the classroom instead-of in small groUps witbthe(., . career 6ducationfteehnidian, in order to enable theactive .parti.- -c-ipation of teachers ", - teacher aide's and parent aides. When the activity booklet was completed, another was deve3oped: due `to teacher, pareiit and student enthu"siasm.

. , The K-3 Career Fair was extended so that each child couldattend thies-presentation' oftwol'speakersof 1--is/her choice. FOflow-up activities and reports were completed by each strident underthe direction of their classrootn teachers.

Each second grade child individually completed and discussed his/ her career education folder with the career educationtechnician

or parent aide and all middle core students participated in , extensive career education activities in their learningcenter.

Middle core students were given the opportunity toevaluate their career education units. The results indicated that,they,ove whebtingly enjoyed the class, *felt they learned new thilfgs from the clss, - reported they would like to have career edutation eleitives In the latter case, all but one student responded inthe affirmative. The upper core students'. evaluations' wereeve more positivr, with over"90 percent of the students responding positivelyOn all items of the opinionnaire.- -

Due to the 'absence of the career technicianat Biashard" at the end of s>`. the school year, no precie.daia 8n theamount and type of program. imp lementation -was available.- However, the data' availablesuggests an increase in activity over the previous year in which the objectiv'e for implementation was exceeded.-

.0"

a.ILO 27.

At both high_ school sites,the Career Education Program was implemented-by 100 percent of the staffs. .At Huntington Beach High School all guidance'and teaching s$aff conducted.career- lipked advisement activities during the entire year.--Soine of die specialized .grade leve' activities have previously been e-

- numerated in .this report. At least three of the competencies were addressed by all of the staff at Edison High Sehool. Some indication of the extent ofactivities conducrecrat various grade leirels.was also previously reported for Edison and will not be ;repeated.

A second objectiie 'for this-component specified that 50 percent of the competencies identified as needed for graduation by the "graduation standards committee will have been'infurd into the curriculum of tdison and Huntington Beach High\School. As previously stated, assessments administered verified that all of the competencies tmre being infused ihto the curriculum 'of both schoolsdWhat is lacking, however, is the extent and quality of the infusion kocess. Thit could range frAm a bare-introduction

, , . of a mjnimum number bf competencies ring the instructional process to a' concerted effort to'ine ude-a1,1 relevant competencies, r wherever possible dt'ing the course of instruction throughout the

year. , i C

, Articulati n Com onent - During the beginning stages-of theprojeci--.`, =articulatio adtivities,were focused primarily withinthesChoo1 sites. The jective for the final ,lipar celled- for, the refining of strategies for rticulation between, across, and within the school :sites of 'the pro eCt=esulting in a transpcirtable system. A J4Pcaip ount Of stilWAxwascatilog'pd during the final ypar for

'thisc mpon n . /OrtcuiafT6n acttvkfies between the ele4$,y and high sg oo .sites ,produced Some significant results. Alth ugh primary em hasis was giveil(to developing arw rking relatio ship avong. their,Plemerita7 °feeder schdol project .site '''`Ipb.,with Edison, and sha;d114ith.Huntington Beach High School), meetings were held with all nine 'ieeder schools., This resulted in the development of . 28.

, 1, an articulation model-for registration asmellak a-disiAlnation of ,variousaspecttt of the.Career.Tducatton Program. The teachers eXpressed their slat-IS-faction as a result of the increased level of co&Imunidation,'and e)4ofessed then belief that students were better prepared for the advisement process at the ti of

, transition from elementary to high school. In addftf34,to the -afbremlgtioned articulation activities, of equalsi'Orificancewas thf increase in horiiontal articulation activities between and within schools-. The two high school sites met on the average. of ". .twice a month h-to discuss common concfrns -and to' share materials. Similarly; a..very close and cooperative relationship- was estaby-iihed between the two project elementary sites. Program plans, materials, and activities were shared in an effOrt to establish the, best possible program at each site. The career technicians reRoried this,

. to be a very rewarding experience for all concerned. The significant increase jn articulation .activities- observed were app7ciated; as evidenced by the comments-made by parents, student's and staff.

6. 1sses eniond 'Evaluation Component - The career development survey -0.instrument3 devAidped far assessment of student undefstariding of career education concepts at the elementary school level were revised at the beginning of the school'year.(iee Appendix E) Theisurvey instruments were based on the career education objectives identified foe, Ostruct1 n by 'teachers in grades- 2, 5 and 8. Following pilot testing the revised instrainehts, the instruments were iK administered t.a randomly selected sample.of students from each 2nd, 5th and4th grade levels at.bothjamb.apd Bushard schools. All students in grades 2,.5 and 8 were administered the'instrument at the control site (Oka Elementary School).. These same students were 0 given, the-post-test at end of the schooa year. r

The pre/post-test-results are-presented in Tabfes 6, 7,,and 8.- t:tests 7wererun to determine if a statistically significantgain-ci'eturred between pre and post-t ting. Examinatioeof Table 6 reveals that the students at Lamb Elemen rySchool:made-a istically sigrfificant gain in test score at all levels froffi the be 'nning to the end of the school year. The' gain was probably much greater than that indicated, Table:VI.

, :Pre.- Post Results of Lamb,ElemeniarY School For Grades 2, 5 and 8 On The Career. Development_ Survey.

IP grade 2 Pre

Mean 14.96 20.18 S.D. 2.04 '1.33 N 27 t =13.65 p G .001

. Grade 5

Prue Post

Mean 17.22 20.85 S.D. 3.80 1.79

N 27 27

7.24 <.001'

O Grade 8

Pre Post Gain

Mean 17.92 22.21 .1.29 S. DA 3.37 2.04 r

N 29 29

9.56 4" 30. r. o Table VII

Pre Results*of Bushard 'Elementary School. .4 For Gr Ades -2 anci5

. . On. TheCareer Deyelopment Survey*

Grade. 2

Pre Post \Gain

Mean, 15.77 16..04 0.27- S.D. 3.33 2.19' 22 22

, t = 0.35: N. a.

Pie

Mean- *-.1f-49 7;..A3 S.D. 154. N. , 29 31:

Table VIII

Results of Dka 'Elementary School For-Grades 2, 5 and 8 n The Career Development Survey Grade 2 Pre-. PoSt Gain Mear15.23 16.,44 4.:21""' S.D. 2:86. 2.99

N 55 55'

3.23 p .c .01

Grade 5 Post . 32. however, since a large proportion of the students tapped out on post-tests, with 59% of the second grade, 48%.of the fifth grade', and 24% of the 8th grade receiving perfect scores.

Although; the :pre-teSt results for dthe Lamb students were 1ower than the controleschool Oka 'students, the post-:test results were higher 1'grade l evels.1:I.t is -interesting to nOte, though,' that both the,second and eighth grade Oka students did make a- statistical ly 4

significant gain from pre to post-testing. Ratherfhanobslrving a io .coMplete absence Of weer education activities; preferable Air a. control school condition, it was reported that the Oka staff did incorporate a number of career education aciiivitieia'spart of the instruction throughout the year. It is more difficult to account for the absence of any Signifitant gain a Bushard. .There' were some ' indications that the testing was not 40in the same manner as at. the other school s, which' may have accounted for the relatively poor showing at tIlme of post-testing far this group. I

At the high school level , two instruments were developed' for assess- , 1; - ment of student growth id.career education.cit* 20,-item multiple choice instrument was developed to measutesstudents' Understanding of career education concepts and knowledge of program-related information. A second 20 -item instrument was designed to obtain a measure of student attitude toward the program. Copies of the instruments are located in the appendix E.

-"At Huntington Beach. High Schoo) all freshmbn were pre .and post - tested

on the two instruments described. ODthe objeCtive test, the mean raw scpre for preand.post-testswascomputed:for each teacher's class. The increase in correct responses range.frpm- .40 to-7.14-with- an average of 3:93 more -correct responses lowing, completion of the 'instructional unit.°A mean =storefor X11 students of 69% correct i.esponseatvas eeported. It is bell ed..that this repret'ents fairly good understaliding of career information,-considering the relatively short time of the instructLQnal unit inyolVed. The assessment of student kttitudes for this school- indicated'zyerypositive attitude toward the .program,. with 81*positive responsegN'17% negative and 2% no response..11 - 4 33. *

At the Edison site,theSnalysisof the fteshman orientation program by means of the instruments "outlined above revealed.rathe'iimilar results to that reported for therKintington Beach site with a'mean. §core, gain of 1.12 and an average-percent correct response at time

of post - testing of 65%. On the attitudinal"iiistruMent, a positive , response of 78%*, likewise was indicative of quitepositi've. attitudes toward the program.

Ai Although the data were at available in the form t, determine whether the growth Observed was statistically significan there was an in- cr e a oth sites in the level of student understanding following exposure to caree education unit. It was not possible to obtain a control group. refore, it is not possible to state conclusively that the gains observed would'not have occued in46 absenceof the,career ecaiioneX*ience. Although a the datavavailable is suggestive of a worthwhile program that'does,pro ce ositive results, he effects of the programwilfhave to 0 more exact knOwle awaitfurther study._

0 4 k iiMMARYY AND CONCLUSIONS

, ma 1 , 4 In response to a joint proposal-bscthe Bureaui of Vocational* Education, Pupil Personnel Services and Career Education Task Force of,the'California Staire Department ofEdu6AI;ion,the U. S. Office of EducatiOn funded a three-year projkct'io develop 01 two demonstration models of-comprehensive careerediAation. The Fremont and Huntingtdn Beach sites were selected ,.for project implementation, in part, because of previously demonstrated com7 mitment and achievements in career education. The external funding, therefore, made possible an acceleration and refinement of previous deVelopments, as well as the development and dissemination of more comprehensive models of career education:

The.evaluator attempted to provide feedback to the project staff useful for program refinement and AmOlementation,.especially during the formative stages, as well atdocumenting achievement of the _stated objectives. The degree to which this may have beenaccomplished was.due,' in large part, to the exceTieht cooperation and suppOrt provided ,by the personnel of 'fie project .sites and the State Department Of Education. A detailed account of project activities and accompliihments for the first two years was presented in the annual and interim evaluation reports. A brief summary of project achievements and concloions reached follows for each project site. A Huntington Beach Project;

Viis project linderlik the development and articulation of a K-12 . Olpetenc;based-careir eduption model, which necessitatedcoop- erative' work across school districts as well as across schools within each district. AMajor accomplishment during the first year of the 'project was the identification-OresSential competenqies in e career education, and, bated upon these cOmpetendies, the 'development ofcurriculum guides for K-3, 4-6, 7-8 and 9-12. Durindtthe second year, the dOmpetencies were ratified and finally adopted by the 'Board of Education. Concurrent 'with these developments; significant progress eachyear staff development and articulation activities , r 41, 4,1eN -O. 6 was observedas well as the development of pl,ans forinfusion, dissemihation and the dvaluStion of rstudent'outcomes d0r4ng the ikthfrd and final project year.

The data collected during the final project year providewidence ,,.of a significant amount of career education activity ocdurring at- .11 all four sites, as well as satisfactory-achievement of most of'the project objectives. Staff development, eftforts were wail received, resulting in. an expressedIlnt t'by manyteaclilig staff to

' continue with infusion activ s. To what extent this interest can be translated into more firm.commitmentsandfinally .implementation will depend, in large measure, on administratiVe support and encouragement for career education.

Substantial development in articulation was accomplishedduring(' the third project year, eothwithin and across school sites. The sharing of materials and procedures which occurred resulted in a reduction in the duplication of effort. Another, and possibly a more significant outcome of the articulationeffort (one not designated as an objective of the project) was the development of a more-systematic approach to registrationand.advisement for use by the high schools and theirfeeder elementary sctiools.

The objective for statewide dissemination of the* projects was successfully: achieved, with a majority .off those attending providing quite favorable reactions to the workshops. A significant number of other dissemination activities, were, conducted, includingpresentaiioas- to other dqtricts, both on and off site. With the exception of the 'sharing which occurred between the two high school project little intra-ditrict dissemination of Rroject activities took place. A concerted effort to correct this should prove very beneficialwand is strongly recommended, recognizing thatilit is not uncommon for one to be less well known. or .apOreciated in his ownbackyart.

Considerable progress was achieved in infusion ofcareer:. educatibn- into the total.curriculLim, with all teachers reporting some activities 1

conducted. Little is known,chowever,.beyond the number of competencice addressed, of the extent and quality of the infusior process. .kcontinuous and egtensive monitpring.and V. in-serkicing will be necessary to ensure optimum, infusion of ( career education .in the curriculumhand' to preclude its beind*4 viewed s a mere add-on or something which receives lip service rid is quicklyforgotte/n.

The effectiveness ofany educational program is., in the final analysis, the degree to which it results in significant change

in student achievement attitude. The development of valid , and reliable measures of student outcome related to project objectivesare not easily accomplished. The elementary sites

developed instruments at three levels to obtain measures of . student awareness and understanding of career education concepts. Both elementary sites demonstrated greater student growth in career education than the control group during the first two years of the project. The results for Eamb Elementary Schoo _continued to demOnstrate significant groWth during the final pr6il Ct year, as well as showing greater growth than the control sChool. The second elementary project school, Bushai.d, hOwever; did not achieve any measureable progress during the final year

At the high school sites, outcome measures were only avapable during .4" the final project year The data.collected did reveal substantial achievement.ir knowledge of career education concepts and program- , , related information.. The lack of a control group, however, 'precluded attributing achievement to program'implementation.41 I

At the close of the,third And final year of the project, the site coordinators were requested,to make their own assessments of-the valle of the project, its strengthrand Weaknesses, and prospects for future project implementation. '1 Although these are the Subjective judgementS of the individuals involved, it is believed that the perceptions-'of those most intimately related toprograt iM;)ement;tion represent important infdrmation. . V

1 I Theipordinator a E son High. SchooltikpreSsed the beliefethat. the project .showed more positiveresults than anttoipated, es-, lic. peciallyin changing.the way students approach their education. % The major contributing factoi, it is believed, waSAthe redirection of the guidance410 progr4th, from crisis-counseling and - . - voi Schedule 6:hangtn§ to a career a ance develOpmentaT-approaGh. One positive ve tilt seen.was the decrease in the number, of schedule; changes 4om 8 000 per semester at the beginning of the project to less than 1, 00: the-problems nliOcrwere t I.- c4clerical time re ufrecOorn aling with careerfol(flers',time fdr ,--* , monitoring stOdent activities and the schedulfng of staff development activities.

o The,Huntington Beach High School Corrdinat considered the flexibility: approach allowed as a majostrength of the project, enabling .each school to design a program suited to their own needs. - The sharing of materialt and ideas by all sites.was alsb cpnsidered asa real strength of the project Participation in gilt' the final two s of the project by* Huntington Beach High School wasa' .noted a"well as-a lack ofintra-district:dis.Semination.

V At'the elementary level, the Lamb School c2rrdinator expressed the conviction that the project had 'resulted in real growi by students, in self-awareness, decision-making, career awareness an -career exploration. Among the positiveatiributes of the program mentioned, were the purchase many)naterials5mde possible by project ,funds and the change in'the teaching staff from a posi,tiOn of"allowing" the coordinator to work with their children to-'one in *Fith they expressed a desire to infuse career educAion in their'instructional

* activities. The Bushard coordinator was hot available to obtain -a final assessment of the projedt. -

Fremont Project ) ; The central thrust of this project, the development and implementation pf a career decision-making course evolved from plans made during pilot testing of a guidance system developed by the Oregon State

AS!, tmploymentNiCe. the ffrst year of the 'project, ubstantiar progress was in development of the 'CDM course and s acceptance as an integral part of the regular t.,- \,.ctiiiicAilu)M.AdditionalachlWvements of the first project yer. inciluded completion of a needs-assessment, develdpment of a eer Guidance Centerand'a des gn for staff 4evelopmentand ticulation.-

secondy.Strf ited,:).f Artifirrefinement of activities the- tope ation he Career Guidance Cerer and the COM class. pts we also made at developing measures ofitudent outcome at this time.Although signtficant progress was achieved by the project toward achiellAnt of the objectives during the final year of the project,.a.,teach'er strike at, the beginning of the school year did _have a detrimental effeet.on'several com- poneits, especially those related to staff development, infusion and articulation activities, all of which-depencied highly, on teacher cooperation and participation.

Although considerable activity was catalogued for the Career Guidance Center, the lack of teacher cootreratibn resulted in several" plans'Yeling 'short of the goal. For the same, reasorys: staff, development activitils achieved rather mixed resurts, as did some of the p., ,.,s for aiticulation and community -involvement. I The dissemination activities did provide for.Oppciftunities to 'reach a wider.pdience interested. in Yearning of two different -and, distinct models of career 'education and were general ly*wOl-:receivedThe comments by tlaose attending the dissemination'workshop'Sand during on-site visits attest to the interest -1.n,and perceived value of the program.

In spite of the problems en-Countered and the shortcoming of several aspects;. of the program, principal component of the project, the development and implementation of ,the Career Decision-Making class, was very successful.The results, -as measured by the career decision- waking' skills assessment instrument, demonstrAted significant growth

.1 as a result of the CDR. course and.the.skills clveloped Were maintained for a. significant period of tjme- 4 ; , 4 t Aen requested'to provide an,overalfaisessmeI of the project, the staff expressed strong convictions fregardi g the'Value.of. "the project and the-positive results adhieved. One of the Sti.ehgths mentioned was the:ability toselect:personnel with strong interest and ent asm for career education. On.the other hand, a, weak es noted was the limited number of staff and administratornvolved with a real understanding of the 'Project.

Although successful implementation of a project can be demonstrated,greatcikcernmust be,the probability'of its continuation in the absence.of eKternal.flping. Speaking of this concern, a '--T977 report by the Rarid Corporation .of a four-year study of federally funded projects stated;"Projects taken seriously by district officials a6d school ,staff .generally-were more likely -to-be implemented than opportudistic projeCts. But even effective implementation,dienot always mean that the longer terra federal objective of prcimotin§stable change in local practices was

. achidved. At'the end of federal 'funding, district Officialt had to decide about the Continuation of a chan,g_agdnt project. This decision was not made primarily on the-basis of the Projects.' eduCational success during the period'ol special funding, as a "seed money°10odel assumes.; Instead,'local organizationaland political factors mbderated and determined the dist'ricts' ,commitment to continue change aopnt projects, even if th- project had demonstrated,its.value,"

The evaluator, alliter reviewingT1 dataavailable, is convinced that tHese projects have demonstrated their value. Pro participlAtssha)le indicateda strong commitment to continue With

. many of theactivities begun during the course .of the projects. Pt is recognized that, in a time of decreasing resources, those 0 40.

areas requirlIng additional funds will have to competewith other priorities. It .is"hoPed thattheL'Inormation presented will be useful in making these decisions. -

.0 .1 '4

S S

_ ' a 1 r

or 5.

S 4

94. S.

4- I:ome 1 - Untie

4 . Ay-coun:;(flor kr. Lynch Meyer' Ihave rev i@wed my 3nreer molder and the ion thrltI m:4de at tho end of t beer Docision-I Okinr" c:In!'in (irttde.) 10. .9P Yes 756-NO

'1t'': coo check-KPeyr,totement(r:';)Lhnls,.apply to 'Jou: 't. 25% .n) crl-reer objectives have not ,chnn led-. I need no help in. T-Slanninfi; 20.b) -/.4 careerobjectiVes have not/.c,hf3,;ed,' but ]Dowd some help in plonnirir; how to teach' them.

295'5 C-)i.yc!:ireer- objectives hevechoned.,:lowever,.1 feel"-.1 can mokendenunteplant to achieVe them. V. ... r 15%d)l'iy .career objective.'11Qve. chi rgr_ln,nd -I4 wou1d ,lik.e. vs'ome -hell? in, girlki,n,.-relonfi on 'how, ..to. nchie em. .. 1 . c ay% I.. ( , ) I am v.ory ,uncet'tnitv, tibotit my cnreet' 0. b*tiven. 1 would liki,r.ome.4.:.holp.) re4m my counselor.' .. -. y ...... 7.J.2*... i'.o.yer wiLl. hold -.'t,, serninnr (lb 'hi-ffid.rif-,;p17in::-,Cot: olley-,0.,-'on" ncllolnr- shipo -rnd. firv,nciril aids, later' thiti,c.ernefitc-Jr.i)o you. with Lo take , pgrt in tido seminbr3.-.-- . \ . -. , 41% Les., 59fej,No

I .

0 APPENDIX B

J." . WAX 8,, FEROUSON, ED. 0 SUPER INTENDNT FREMONT UNIFIED SCHOOL DISTRICT 40775 FREMONT BOULEVARD FRE MONT,CAL IFORN lb 4536 PHONE 657-2V0 AREA dODE

5, 1978

TO WHOM. IT MAY CONCERN

This is to certify that the career education staff end CP-M teachers .sP at Irvington High School assisted the career decisiori-making program, at Kerriedy H gh School by - - providing testing bookletsand apparatus - paying for the SEARCHmaterialsI - providing resource materials, forthe school - providing career decision-makingmaterials

Because of the overall cuts in school programs, the career decision- making program. will only be available to a limited number of studerits during tjie$1978,r79 school yer. , )

1). t Joe Doering' Kennedy High School

I 5""I.

J.. t BOARD OF EDUCATION FREI, EWE ISEL, PRESIDENT GLORIA B. CARR, VICE PRESIDENT RICHARD APIEV, CLERK f . JAMES R. KLENT, MEMBER sr-.41A J. CORNELL, MEMBER O

APPENDIX C . VP1I. CIVICIN IZL11111:

inter the names of the'courseS yoare presently taking this semester in the blanks across thOop or, the art below. l

head eeich goal and enter far,e0cof your courses the extent to Which Your experiences In the course con- tributec directly to'yOur achlevl thaschool-goals, Enter numbers from the folllowln0 scale to express your

5 = Course eperlence usually contrlbyted to achieving school /goals 4 Course eperience,often contributed to,achleying school goals 3,=Coursexperience occasionally contributed to achieving school goals Courseexperlencenlarely contributed to achltfing schoal goals 1 4oursexperience'never Contributed to achieving school 'goals g's

G.....-..wit..,,,,..,..imallunivaa..-6.Timme-...... 0+,/ , ,

. To become self-directingself- responsible . 1 k 4and self-evaluating, , 3.2)1 3 4.4' '3.4 10 3.2 3,5

2. To acquire a desire for I aming and intellectual ./ 1.1 3.5 curiosity,i I 1 6 ' 3.5 3.2 3.8

3. To be, able to solve problems and think rationally. . 4 , , , ,.!

;.. 1 3.0 ,' 3.5 3.5 3.er 4.2 3,5, 3.5 ...... _...... 4..Tobecome /aware of the dignity and worth of . 3.0 3.6 3.8 3,0 2.9 3.3 3.2 yourself, , ' 5; to develop the ab lity to interact successfully 3.2 23.4 3.4 2,9 2.7 2,9 3).4 with other;eo.i:. , ftlIMMIMIN 6. To acq ire skill. qnd attitude6 to succeed in

family and cizenship roles. 3.1 3.1 , 3.1' 2,4 2.4 3,0 2.9

. '7.To acquqe ailities'for,constructive and . .2:4 1.5 2.9 creative us: of leisure time. i. 2,3 , 2,8 3.9 , 4(1 To beco e Ware of your occupational interests , '';li 2 7 4.1 3,4 .3.0 2.'8 3,9 kiAi J "-,.. and.abi ites .1 , 3 4' 1.0v16111 WWI I V la I

Enter the names of the courses you are presently taking this semester In theblanks across the top of the

chart below.

Read'eabhgoal' end 'enter for each of yourCourses the extent to which your experiences In the course cone tributed directly to yOur achieving theichool goals.Enter numbers from the following scale to express ,

I your opinion.

5i Courie experience usual contributed to achieving school goals .4 2 Course, experience often contributed toachieving schoolpals 'S;1,Course experience octasionpllycontributed to achieving chool goats 2 ii Cpurseexperience rely contributed toachieving schooloals

Iit Courseexperience never contributed to achieving schoolgals

SChool Goals (1,

I.To become self-directing, self-responsible 3,3 3.5 3,1

and self-evaluating. " '4,

. 2. To acquire a desire for learning andintellectual ,

3,5 3.7 , 2.7 curiosity.

3., 3. 'To be able to solve proOlems and thinkrationally. . 2.4' ' ,, 3.5 L. , 41 ' To become 'aware of the dignity and,worth of , , , 3 0 3.2 3.2 ' , 1jawself,. . k 5. TO develop theability to interact successfully i 3.4 3.9. , ' . with other'people.

6. To acquire skills and'attitudesito,succeed in . 2.5 2.9 2..6 family and citizenship role's,

. 7. To acquire alpilities for constructive and 4.2 2;5 :3;7 i .. creative use of leisure time. - ,

interests , eniTo 1?ecOme aware of Ayr occupational 3.6 ,3.0 ,2.7 . 102 v i andabinties...... i APPENDIX,. D

am. 7

1 F_FIE_MCNi_UNIFIEDSeltIOCIL DISTRICT CAREER DEVELOPMENT PROJECT

'EVALUATION OF DEMONSTRATION WORKSHOP

Chkck One -. 'Orange County XX Los Angeles San Jose 4 - Check One - 'SUMMARY,OF RESULTS

teacher teacher/aid student , . counselor parent bueineSsrlabor.etc. administrator career center aide other

School City

Please rate (teal of the concepts presented using alive-point scale(1=10w; 5,--high).Place the appropriate number in the space provided. Any additional comments you wish,to make will be appreCiated. Thank.you for your participation and assistance..

Usefulness Value *_. of Element in yourof this Eletnent Effectiveness Project Elements School. or District in my School of the Prese tation .

Skills Assessembnt 4.1 4.1 3.8 . SEARCH System - (see reverse side) 4.1 3.8 4 ) . Career Decision-Makirig . Class 4.2 4.2 4.4J

. Organizing the World of . 3.9 Work by Functions, 3.7 4.1 , .

. . . . , Career Development Concepts 3.'4 3.9 4.0

,. In- Service Strategies' 3,8 : ,4.2, 3.8

Overview of Fremont Career Educaton System 4 3.8 3.8 3.9

(Comments on reverse-side) -FR E MONT tsaFiect: SCHOOL DISTRICT-CARE Eft-OE VELOPMENT__ PR OJE I

EVALUATION. OF DEMONSTRATION WORKSHOP.

Check One - Orange Cot,rity Los Angeles XX San Jose

Check One - SUMMARY OF RESULTS

teacher teacher/aid student counselor parent businiss/labor etc. administrator career center aide other

School CIty Please rate each of the con =pts presented using afive-Point scale (1=low; 5=high). Place the appropriate number inp = space provided.Any additional comments you wish to make _will be appreCiated. 'Thank you for your participation andassistance.

Useful ness Value - of Element in yourof this Element Effectiveness Project Elements School or District in my School of the Presentation . . .

. I Skills Assessement . 411 4.1 3.8 . \ . SEARCH System - . 4.0 3. 9 4.0 (see reverse side) .,

Career Decision-Making a. . Class . 4.1 4.2 4.4

. Organking the World of 4 . 3.9 3.9 4.3 .Work 'by Functions . . ---/' -, 3.4 3.9 4.1 . Career Development Co&epts

.. . 3.8 4.2 3.8 In-Servicetrategies

Overview of Fremont Career . 3.8 3.9 Education System , .

(Comments on reverse side) FREMOIsirUNTFIECvSCiatOOL-DISTRI i T tAft gestDEVEODP)vtENT PROJECT

EVALUATION OP DEMOSTRAf ION-WORKSHOP

Check One - Orange County Los Ange es San Jos.* XX

Check One - S MMARY OF RESULTS . student teacher . teacher/aid counselor, parent business/labor etc. aciMinistrator 6reer.ciinter aid other

School , ity

Please rate ee h of the concept's presented using a fve-point scale (1=low;5ahi6h).Place: the appropriate nurnbein the space, provided. Any ditional comments you wish to make .wIll be'appreCiated. Thank you for your partif:ipationand assistance.

Usefulness Value of Element in yourof this Element Effectiveness Project Elements School or District in my School ,of the Presentation

. I

. - 3.3 3 .7 3.4 5hills Assessement , - t ( SEARCH System - . 40 . 3.9 4.0 (see reverse side) r . Career Decision-Making Class 4.2 4.2 4.3

. . Organizing the World of . 4. 0 . rk by Functions . 4.0

:., CareerDevelopment Concerts 4.2 4. 4. 3 1 . . 4 3.9 3.9 3.7 In- Service Strategies

. . . OvedvieW of Fremont Career . Educatjon System 4.1 4.0 >4.1 _

(Corn nts on reverse side) _

I 0 5' WILSON SILO litivelia1004001 N PRIN BMINwelise ** sod Mums. el Eiloomken

STATEt OF CALIFORNIA DEPARTMENT OF EDUCATION STATE EDUCATION BUILDING. fl CAPITOL MALL, SACRAMENTO $M14

I' would like to inviteou and appropriate members our staff . to attend a demonstration/di semination workshop where a special project Operational, Model la Career prevelouNet Aad Vocational Preparation, funded under Vocational Educ tiono.Part D will be featured.

This project will make available field-tepted models of C'hreer development-vocational preparation programs with strong competency-based staff development and evaluation components that have raised students' occupational aspirations, knoUledges and skills. The emphasis is on' bridging the gap betWeen school and the world of work.

Two California School Districts and the California State Department of Education (Pupil Personnel, Vocational EdueationcCareer Education) have formed a consortium to-develop-the models.These sites-and-their- basic thrusts are:

.e Huntington Beach Union High'School District- Orange-County

Have developed competency-based curriculum guides fora . \ comprehensive career guidance system at all levels K-3, 4-6, 7-8, 9 -12. A program for infusing career development concepts intd all classroombilisciplines and an articulation program K-14, ifiellOing the Community College, have been developed.

yremdnt Unified School Distr121- Alameda County

Have developed a Career Development System (K-Adult and continuing Education).This eyetem is based on Career Decision Making blesses (CDMC) required of all 10th grade students utilizing a Career Center approach. Other approaches include use of community 1 resources, occupational clusters and functions, worker traitgroups, nd SEARCH (the improved method of theGATB and Worker Trait

, Group Inventory). -2- (

In addition to a description of the two programa, information on possible fundingisources to adopt or adapt this project will be presented.

The locations, times and dates of these demonstration workshops are:

Place: Mintington Beach Union High SchoolDistrict 5201 Balsa Avenue .' Huntington Beach,'California. 92647

Dates: February 23, and February 24, 1978

Time: Both Dsys .4-9:00 a.m.- 3:30 p.m. 1 9

'Place: Santa Clara County Office of Education,

100 WypOrt Drive . San Jose, California 95110

`") , Dates:' March 29, and March 30, 1978

Time: Both Days - 9:00 a.m. - 3:30 p.mr..

Place: Los Angeles County Office of Education (Los Angeles County School Districts Only). - 9300 East oriel Highway Downey, C ,grata 90242 Dates: March 16, and MarCh 17, 1978

Time: Both Days- 9:00 a.m. -4 3:30 p.m.

Sincerely.,

. Anne L. Upton, Program Administrator/Project Director

Pupil Personnel.Services mot (926) 7477 ?, . 0 A

a. r

APPENDIX E - a /

Sys A

a I.D. Number . VINM.. Pre Post

Experimental =wr.Control,.

FOUNTAINVALLEYSCHOOLDISTRICT t

CAREER, DEVELOPMENT SURVEY (PriMary)

Name Grade Date t. a. SchOol Teacher

Instructions: Putsa circle around yoritA4nsvie 44, Right ? Wrong 1. . In our own:Amities, we all have special jobs..

2. Cars are usually built by only one person. Right ?

? Wrong 3.. People need to Use numbers for manY, jobs. Right.

4. YOucans a heavy box easier if someone helps you ktgnt ? Wrong

S. Because we live in the city, we6 not need farmers. Right ? Wrono

, Right ? ,Wrorig eople your age can help you sometimes. .

%4!:: Some people like theirFobsmore than others,. Rfght ? Wrong

8. You .could play soccer eeniifyou -were all alone.. Right Wrong/

It is harde o listen to-theteacher's , - directions If you ace talking to,yOur neighbor. Right WrOng When you grow up and have a jdb you will uses some, of- the things that you are learning.in° schoel. . -.0°Right Wrong A 11. 'Every person in your amily helpsn some -way, -Right Wrong . r ...... 12,,,:People work only to Make Money. Right Wrong

130 When yob ;Wow up, you1011:need to know how to 'Right ? Wrong count somethings. ' .

. 14. Some of the things you. are asked toLat home are different from-some of thethings you.are asked to- - v., do at school. .,.. Right Wrong

1 o r CAREWDEVELOPMENT SURVEY (Primary Page.2

15 ySchool children hive the same jobs as adults, Right Wrong ..One reward ofdoing a job is feeling good .0 about ito Ri ght ? Wrong

17. ery day you.use something made by someone Right ? y Wrong, Ake 184 It is important to get along with .other people, 2 . at school. t -Right' Wrong ,f. . ;. %,.., . , ".s. 19.Raying safely on the playground is an important -, jok.W your's. Right 20.Poll:semen, store owners andOlumberi help us by dpitng,..theirk work. Right ? Wrong .210 The4 is at least .ont thingthat you can _teach

someone else.' . Right Wron9

(

-1

Revlsed Fall, 1977^ "I-,D(Number

pre post

Experimental _Coill; Oi

FOUNTAIN VALLEY SCHOOL DISTRICT;

CAREEe DEVELOPMENT ,SURT:(4, 5)

NaMe. Grade Date

) . .. School 'Teach

I4STRUt:TIO4S; Circle -the answer'that best desbribes what you think-about each statemeni* Mark-an-answer for:eacW statement, _ / DOWT

TRUE - KNOW . AiSE

. -

A4, healthy person will develop better phy#cally. True' sc,

Peorle who. work in our community6ire mostly' farmers. - True Fa i

/ . 3. As vOugrow, ups.it fs potsible tochangeyour Oinif about ',the kind ,of-job ,you would like to have, True False

ifyou live in 4 city. you have more; jobs to ,choose frem. than if you live on a farm, True False

S. Tnere_are 'many jobs that exist today that did not exist ten yeart. ago::" True False

gveryone agrees' that money is all :you should 'work fdr: 'in a jcef., True 41-alse

L, A fireman dtes not nee..' to be In good physica

conditioh, , -True False

1:. lo be an astronaut. youhive to how to readiwrite and do methproblems. False

When you talk to people they always under-

stand what 4NnUt met-h, , False

16. You have to think more on some Jobs than . others. True False

11, It takes many people to make a new car,. True Fa'i se

12.. 'People from other countries hep Us by .sharing ways to cook food. True Ft se CArITER DEVELODMENT SURVEY 01.,5) Paue DON'T TRUE 'KNOW 'ALSY". / 13. 'Forit.. ranters work to protect the scenery and health of animals in the forest. True 7 False.

14. You will _enjoy all of the same things when you grow up as you de now. True P 15. Schoolwork is easier when you lik ur classroom. Trim False

13, The only time you learn anything new is in school,. True False

17, All people' -agree on what it right and(wrong, True Fa)se

1 IR. Tt isifilpktantto think of wilany things before rekinn a; derision,. True False

19. Wlat you do in your free time does not affect

your family, . e 7 False

20 You are likely to live in the same neighborhood when you grow up. False

Takino care of your house and yard is one Way of being a good neighbor, T ue False

r . , t A IA V 22(; WOPI you graduate from school a you have learned eerythillp yov are going-to ,learn_ T ue Ise

,41

Revised Fa14 1977 I.D..Number ire L,_post Experimenthl 'Control

FOUNTAIN VALLEY SCHOOL DISTRICT f

CAREER DEVELOPMENT SURVEY (6-0 -... 4 . , Name - Grade' Date

'School Teacher , INSTRUCTIONS: ., / --Circle the answer that belt describes what yoU think about each statement. Mark an' answer for each statement.

4. DON TRUE FALSE You would have to move to a new location If, you wanted:to work asa gardener. True False Knowing what you can do well. might influence your plans for a-carver. True False

3.. There are' many sobs :hat exist today that not existtenyears ago. . True' False How we feel about ou selves'-does not affect our Job choices. True Fal se

A person cariiilways find the Job hemants in . any area of the courtry. .True False Most jobs require scue.knowledge' of reading, writing and math skills. True- False - Your. relationship with your teacher is similar to that of .,an employer and ,employee. True False S. It-is not important to compare products when making a purChase..- True False 9. Only' adults should hvi- a savings account. TrUe. Fel* 10. People who are always on time for schooLwil! likely be late for %%wk. True False 11. Spelling ability is lot important-for a secretary as long :as he/she cal type well. TrUe False

'12. . It .is -all right _to lake things froma store as long as you Work for that store. True., False

13., -A mailman-does not n?ed to have reading 'skills-.-%True False 14. It is always best to buy the cheapestitem you can find. rue False 1.14 CAREER DEVELOPMENT SURVEY (6-8) Page 2

150 Your Choice of a,career.is not influenced *how well you do in school subjects.

16. Alaboratory reseacher is likely to work with more people than an office receptionist. True. ? False .1" 17. Your family!s opi i I luence your choice of a career, True False

18. You have to study the same subjects in high school and college whether you are going to be ft forest.raoger or a lawyer. True False

19. It is not important to consider your hobbies in the choice.of a career. True t False

20. Following instructions from a-boss on a job is much like folloviing directions from you,- teacher now. True ? False

27. Your friends can neverinflue4eVie way' ,:you fee4 about things. True, ..2--- False

220 The environment in which you work should not ..--, be an important consideration in your choke- c of a career. -40f- True Yt'. False

, ,, 23.' Goodgraigin science are not important for a person who wants to be a doctor. e 7 False

- . 24. It is important only for poor people to plan and budget their money. True FalSe

Revised Fella 1977 , * a

t Student's Name: 4 Date:

Teacher:

Grade Level: 4

Directions: Please circle'the best answer for each question..

1: Which of the following4s an example of a Career Clusteror Career Group?

a. accounting- b. y c. heal A. nurse e. journalism

2. The following are available in the Career Center: 14

a. career folder b. 'college information c. information on career clusters/career.groups d. a and b only e. all of theabole 147- 3. The numberk'of credits required for graduationli'e: a. 252 's b. 180 -c c. 170 d. 264 -) e. 242

4. Which of the following is not a service you car receive from the Career Center?

a. scholarship information. b. bus permitS c. interest surveys d. all, of the above e. none Of the above

5. Information on graduation requirements are available in the:

a. career folder b. student handbook c. guidance center d. all of the above e. none of the above

6. Which of the following represent career alternatives after graduation?

a. 4 year college b. military service c. apprenticeship program

d. . all of the above e. none of the above Page 2

7. An interest invAtory

a. tells.you'what you can do. b. tells ..you which occupation you should enter c. tens you possible jobs available to you Th your community d. allof-the above e. none of the above

8. Which of the following are part of'thy decision-m g Oocess?

a. gathering information - b. considering values c. identifying alternatives d. all. of the above e. none of the above

. Which of the following are examples of personalOalues? .(Not necessarily your own) ). a. high income b. independence c. security d. all of the above e. noneof the above

10. jrioritY can be defined

a. a ranking o things in order of their importance b. .a linking occupations into a cluster c. those thin s required in an occupation d. all of thabove e.- none of the above

11. Aptitude

a. measures interest areas

b. , leisure 'time activities c. measures' abilities or skills d. all of the above e. none of the above

12. Which of the following represent career alternatives while,still in high school?

a. on-the-job training (CROP or CAP) b. California High School Proficiency Examinaion :*c. Work Experience program d. all of the above e. none of the above

13. 'A Career Cluster is a group of:

a. values b. related occupations c. 'strategies d. abilities e. none of the above I a Pagek f. r 14. The career foldtr is stored in:

the Guidance office b. the Instructional Center c. the Career Centpr e el d. the Activities office e. none of the 'above

15. The JOB-0 and the COPS'areexamples Of

a. -interest surveys Kuder/IQ tests

c. GATB 0 d. all of the above none of the above

16. Courses required for graduationare in the following departments:

a. English b. Social Studies c. Math d. Physical Education e. all of the above

17. Courses are required for'graduationin the followingtdepartments:

a. Science b. Industrial. Education c. Home Economics d. Business Education e., none of the above

18. A source for monitoring (keepingtrack of) one's education"progress is: a. a transcript" b.. a career folder c. a counselor d. all of the above e. none of the above

19. The following are examples of possibletraining routes while in High School. a. elective choices b. ,out of school training (CROP, Work. Experience) c. volunteer work d. all of the above e. none of the above r

20. An interest is:

a. something you like b. something you do well c. something'that is required d. all of the above e. none of the above Students Name: D PROJECT Date: STUDENT EVALUATION T acher: Oct., 1977 de Level:

Directions: Please red each question carefully, then mark in the box to the right of the question, *hether you agree or disagree with it.

t.. 1,I understand how to e my Career Folder for determining graduation requireme ts.

- '- 2. I,teel the interest survey was a valuable experience for me.

3. I understan how my interests.are related to occupational choice.

I am aware of the importance of plannisng now for further education or an "occupation following'high school.'

5. I am aware of some educational and career opportunities available to me after high school.

6. I know how to obtain the information necessary for educational and career planning.

7. I understand the relationship between my high school program and my future plans.

8. The Career Center has the information and materials necessary for future planning.

9.. The career program provided me with useful information about careers.

10. The career program helped me better understand, myself.

11. L know how many units I need to graduate.

12: The process of planning my high school courses was beneficial to me.

13. I would recommend the career program to my -friends.

14. The career program helped me understand how my values (those things important to me) are related to occupational choice.

15. I plan to use the Career Center when appropriate.

16.- The career program has helped me begin to set educational goals. D PROJECT 'STUDENT EVALUATION CONTINUED Page 2

T7. The career %program has helped me consider several career choiCes

18. The career program helpedme in the development of my four year educational plan..

19. The career program. has helped Me to makk better educational decisions.

.20\ As a" result of tgi-4areerprogram,'I better understand the connection betweenskillsleacned inspecific high school courses, and those ) skills needed on the job.

so- APPENDIXB

FREMONT UNIFIED SCHOOL DISTRICT SKILLS ASSESSMENT 114

O a

19 C . COMMUNITY EXPECTATIONS FOR STUDENT SKILLS DeveloRed by AT&T Donald U. Honicky Supervisor In early 1970 the Atherican, Teiephoiie and Telegraph Company and the Ohio Bell Telephone;Company entered into a contract with the Battelle Memorial Institute in Col- .embus, Ohio to develop a method for determining whatabroad cross section of tlie ,community felt a public school system should be teactg students. This project was. nanied Community Expectations for Stildent Skills. In the late 1960's (and continuing to today) it was recognized that high school- graduates were entering the world of work without" the ability to read, write, compute or otherwise, function to a sufficient degree. Additionally, many communities were voting down various money issues for school support and some communities found that school doors were locked because the district had run out of money. It scorned rather obvious that the school system was not communicating properly with its constituency. Over the years the public had determined that the schools were doing a good enough job and community controls were loosened to the poitit of noninvolvement. Suddenly, parents, students and employers were asking whether the schools were doing the kind of job that they were meant to and whether or not they should havecloser super-. vision from the outside. This took the form of various interest'groups, parents committees or community advisory boards that -more often than not turned info an adversary group against the administration and teachers. The purpose of this project was to find a way to organize the broad community (parents, -teachers, students, businessmen and administrators) in such a way that they'were not antagonists but partners in deterMining what the schools-should be dc4ng.- It has been in- keasinglyr recognized that schools should not only be teaching those things necessary,to ove from one grade to the next or to meet the requirements for matriculation, but should also be teaching students the skills of living that often are vitally important. The Community Expectations process recognizes that the following elements must exist before such-a cooperative effort is successful: , .

- *--1. The goal of the process should be to work -together to determine what should be done ---- not find fault with the existing curriculum. 2. The school System must be willing to make this jheir. majO'r activity -for the period of the project arid .must publicly commit time, personnel and effort to the project.. 3. The participnts must all be trained to deal with the process of specifying skills in the same manner. They must be able to focus their efforts on skills in. such a way that they avoid drifting into other areas_ of concern and sb that the product is acceptable and useful to the schools. .62 Oa. 4. The school board and the administration must be willing to respond to the work done by the broad community in such a way that the present curriculum will be.analyzed for -the existence of the skills desired by the community and so that skills not being taught will be woven into the .curriculum where feasible.

133 . . _ . . The .process includes thorough instructions for the-school system and school board in suggested ways to make the necessary public commitments for the credibilitN necessary. for success. It lays our through the use of Organitional tables, manuals for the project director and superintendent, activity timetables, .,the way to both the community and tate school system for the project. Thcr is a thorough training Manual that enables a headirainer to train "Et small cadre of people in the proCess and in the rudiments of nonconfrOntative group discussiOn, methods. The manual then pe'rmits the cadre of trainers' to train larger,. groups orvolunteers who will conduct meetings throughout the community comprised of large numbers..of volunteers from the various groups mention- "ed above. o *...... The project director is given suggestions on hi:ow to obtain the community volunteers, the group leaders and the trainers. There are also recommendations fOr various community - me,etings_to introduce the project initially as well as report back the results of the group efforts and exiplain what the scboolsystem-will do with the -data. . . , The process was initiallydesigned in Columbus, Ohio' and has been "thoroughly field tested-in Lancaster, Pennsylvania under the auspices of -the State Department of Educa- tion; in Woodbridge, New Jersey and in Beaverton, Oregon, again under the auspices and with the cooperation of the State department of Education-. CurrentStatus TheAT&T developed prvcess has beenutilized In both the FreMont and -IvIi1Pites' Unified School Districts. The informaticin gained form sthe basis forthe current and projectedcareereducation relevant activities in these communities;. 'N

These materials are presently stheduled for release in 1976. Requestfor additional information should be niade to: Donald U. Honicky Supervisor Educaticsnal Relations * American Telephone and Telegraph Co. 195 Broadway New York; N.Y. 10007

ti Frcirn MO. Cluster Project 134 FREI140\IT UNIFIED SCHOOL DISTRICT , 106 !OMEGA INDUSTRIE...S.1

SKILLS

ASSESSMENT.

4 ::

0:::1:::::::4*. A. ::::::::0::0:0::::::,:::::::Sev::4:e::: ::::::::.::::." pg-

DEVELOPMENT AND IMPLEMENTATION

OF SilLIAS ASSESSMENT .PROGRAM FOR FREMONT UNIFIED SCHOOL

-DISTRICT, K - 12

JANUARY TO JUNE.197§

Ransom .7,, Moore, Sr.

PROGRAM COORDINATOR

12,3 carmaS. FERGUSON. EO.O. SURERINYVNillENT FRONT.-UNIFIED SCHOOL DISTRICT 407 FRIMONT IIOULIVARO FRIEMONT. CALIFORNIA 411 PRONE 57-2810 e AREA CODE 415' , e

June .30, 1916

Boafd Educption Fremont Urt.i S.ied School. DistAct 40775 Ftemont Boulevard F./Lemont, Catiionnia 94538

Dean &and MembeAsi

In Accent yeats peopte all,ovet out nationhave heatd an inoteased amount ocomment about what is being taught in thepubtic 4choot441, Some o6,the comments' ate positive, othet comments atenegative.

Like most distiticts, the cutticauM in the FtemontUniiiiedSchool aistaict 44 a tried and time cutticutum; but, ,-in the mindsbfi many in the community it way be £n .need oi Aejuvenation. With qoier. Suppont and encounagement, we have, caret the past Out months,been'thtough a process called The Community SULU Assessment ptogtam. DuAing this process,, some 6ive hundted and (5,56) individuals Aziof4senting'the business community, the community. at tafge, students, tea ens, .andschooladminis- tAatbts have put in sivetat thousand man hoax!. 'inAtpotting to Us what they wanted the young people o Fremont ,.taughtn. onset that thoseyoung people may "Make It" in tiie Wet they &aim outschoots. Thanks to put' utittingness to icippont tivis eliiSatt, and thanks to the tremendous amountoti ,time and Wait put in by the people who panticipated, we pnesentto you. this document.whch sets Wo4th those skills the coMmunity feels

This ptognam is the step in an ongoing attempt to phovide the people o fi rtemont with the type and quatity o educational l-ptogfam they - de-sine ion. the in chiedtenv, The next step is to d46e44 out cuAlLent QUA- 4icatum in tight oi6 what theyhave,.told us. We ,wilt then come up with a 6utthelt report stipulating, those items which atecuttently included in OWL CUAhiCULUM, those'items whith because o law.,ot other. keasons, can not be inctuded in.the o6FremontUniiiied School DiStfict, and those items which Can be .implemented into the cumicutumalong iAgth a 1 possible time .table oi such implementation.. Thesecond,tepatt wile be ready ion dissenination to you and thecommanity app&oximatety Novembet J3, 1976. Board o6 Education -2- June,30, 1976

IviAh to pay oeciat trtibute to Mn. PhiZ Bicazi.e and Mn. Joe Moore, who have Apeakheaded thiA puject, and again expte44 .to the Board and to the community my zincerte appreciation son that 4uppott and the thou4and4 o6 man how which have gone into th4.6 ptoject. With continued suppont° 96 th..i.a .type, the time Wit come when Ficemont,witt havethe.ouktaanding .iducationat pkognam in the 4tate oCaZioknia.

Vettrulty young

/ 4. ete War e on,. Dia Supetinte

WSF:ma ACKNOWLEDGEMENTS

The program -coordinator 'Wishes to express his,thanks to..Dr. Wayne Ferguson for-'his support.and continuing efforts, to have community involvement in the affairs of the Fremont. Unified School District. The Skills. Assessment Program was the opening of an intensive effort, to involve the Community businesses, lay, profeSsionals, students. and educators in the design of a curriculum.

'Thanks are due the Tremont School Board who were willing to.ask for suggestions of 'Subjects to have in the curriculum and involVing the community for.those suggestiond,

To Mr. Philip Brazil for his guidance, suggestions and,allowing the program toprogress at a natural pace when things looked rather remote.

Thanks to the extra efforts of Mr. James Mayoin the forming of. the initial program and goals along, ith Dr.7Lee Foust and Mrs. Ann Crumpton who came all the wsy, from Oregon to. work on the program oyer the Weekend.

A special recognition must go to those persons from within the school system who volunteered to be "trainers",and go to the schools to 'help the groupsoin their,efforts:: Marty MdCoy, Bert Robarts, Francis Brewer; Ann Souii, Bill-'Lincoln, Dick Giudici, Norm Steller Kathy Reynolds, Ktisten Olson, Joe HiltOn,'Napoleon Amboyan, Jim Allen, Richard Hammer, 'Art Oldenburg, Nick Silvestri,HomerSweeney, ."Bo" conley, and Pat Ackley .../and Kay. Pacheco who, '1n addition to being trainers, were also compilers. To, the "leaders" who took the initial step"forward into the unknown and then accomplished i n'exemplary-manner what we asked of them. In addition, the hundred Fremont citizens - residents, business persons, high school students tea ers and school administrntors who, contributed their time, efIb is and ddeas in order to bring about a better curriculum within the Fremo t Unified Schdols. TABLE OF CONTENTS

Letter of Introduction - Dr. Wayne S.Ferguson Acknowledgements - Program Coordinator ii

Purposes 1 A Selection of Representatives 1-2

PlannedeParticipation Totals and Percentages' . . 3

Planned Representation by Attendance Area (A) . . , 4

Planned Representation by Attendance Area .(B). . 5 Item Input by Group and School .6 Goal Area Percentages Graph Items by Group and School Graph 8 Goal Areas:Frequency by Attendance Area' Citizenship 9 Economics 14'

Emotional Health , 23 - Energy and Environment -26 .../--. ExaminatiOn 'of Values 27

. . . . 32 - Family Living. . .. . , - FineAr4. 45

-. Human Relations , 49 , 4 - Occupational Selection'and Preparation 55,

- Communications ,. 61 66 - Leisure Time.

.- Career Planning 73;kf , '') - .", 77. - Mathematics ...... - Science and Technology 79

- Past, Present and Future/society . 80 .- f 7

...... 85 - PilysicalEducation and HeAlth. $ -

Use of Information . 91 -:-

- _Unidentified . . 106.

In iii FREMONT UNIFIED SCHOOL DISTRICT

SKILLS ASSESSMENT PROGRAM

Purposes of the Assessment

The purpose of this ptoject for, the Fremont' Unified School District was to find a way to organize the broad community in such ,a way that they will not be antagonists but partners in determfning'what the schools ,should be teaching in the curriculum. It has been inereasinglyArecognizbdthat schools should not only be teaching those thfngs necessary to move from one grade to the next or to meet the requirements for' matriculation, but should also be teaching students the skills of living that often are neglected but vitally important. The Skills Assessment proceiss recognizes that the follow-N ing elements must have been in existencebefore such a cooperative effort is to be successful:

1. The goal of the process was to work together to determine what should Ile. done., not find fault with the existing curriculum.

2. The school system made this.an activity for a period of,six months and publicly committed titre, perSonnel and effort to. the project.

3. The participants were all to be trained to deal With the prOtess of -specifying skills in the Same:manner. They, moat of them, were toy' focus their effotts on skills An such away that they avoid drifting into other'areas of ;concern so the product was acceptale and useful to the schoolS.

4. The,-School Board and the Freiont Unified School District administration are to respond to the work dorie by the broad community in a positive manner, shoWing what- the results are', .then thepresentcurric4uM will be analyzed for'the-eXistence of the skills desired'by the community so the skills not being taught Will be woven into the curriculum where feasible.

Selection of,RepresentatiVes

This,sctivity was designed to involve a large number of residents, students,. teachers, administrators and business people:Of the community in generating a list of skillS.theY thOught a student leaving high school should have in order to be effective.in 1.1.e. Fifty-seven of the scheduled sixby-two groups of. fifteen per group sCheduled,:met.simUltaneously in the highschOols plus Alviso, Niles,.and Warm Springs :Elementary Schools to produce such a list of skills

The first phase of the Skills Assessment activity was from January 12 to March 30, 1976,, and involved genbral planning, dissemination of information to the public and selecting group leaders to condust the various meetings. ft

l' . . . .rriP.Vetroax1-.'philkse. spanneda period from April 6 to May 5, 1976. The program coordinator who had conducted a similar Orol&aM'id'BeAVei,t'oririf( son, was

. einployed to train the school,diStrict personnel, who voldnteere to train .).the group leaders, to conduct the-r respective skills assessment-meetings.

Of-the one hundred eighty-six (186)!Tcup leaders, one hundred forty-four '(144) represented the residents who live in the school district, eighteen (18) represented students from.the4.five high schools and continuation schools, fifteen (15) represented t-he teachers of the five high school ayttenciance areas, three (3) from various district administrative levels and six (6) from the business community. Using specific guidelines to insure a broad representation of the community, the resident and student grout, leaders and three (3) business persons were recruited by the high sch of principals. and, in addition, a specific number of teachers. There was lso one 0.) teacher selected by each of the elementary principals. Thoi administrator leaders and representatives were selected at.randoM by the program coordinator from different school levels and in various man gment positions. Resident and student group- leaders, three (3) from eac 'school, were then to select four (4) other persons for a combined tai of fifteen (15) to each group and toparticipatein two evening meetings which occurred onApril 20 and May 4', 1976.

. !.. . . The total attendance at the:Meetings was.. five hundred thirty-seven (537) or 58% of those scheduled of which 18.99% were-minOlties in comparison f., to-13.6% in our school system.

The meetings were conducted in a manner to'insure that all particpants had equal opportunity to contribute to the list cq'skillsthat were being' compiled. ThelOgroups, after compiling their list of skills and descriptors, then placed them under one ,of the school district's existing seventeen goal areas in the leader's manual.- Many of the skill areas,' the groups felt, dicl not fit, therefore requiring an "unidentified" area be used.

-The total-cvmmunity groups produced'.two thousand twenty (2,1020) broad skill Statements with an, average'of 3.4% descriptors which' further clarified these _skill statements. Many of the skills Were, ,duplicated'from.group to group-5 but the total number of items produced was six thousand e,ight hundred seventy-Seven (6,877).

2 PLANNED PARTICIPATION TOTALS AND PERCENTAGES

?BLS CF TOTALS # LAE TOTALS IN.DISIIICT

MBE 6 90 917 18

r 5 811 15

48 720 77,4 144

1 , 15 .1,6 3

2 30 3,2 6 1ROX1 391

416105t1 IDEDY MISSION 1.161%11 TOTAL BY/ 1,ivEA/ 174/18171 234/25,162 174/18171% 189/2032r 159/11,10%

tit

4 PLANNED REPRESENTATION J

ATTENDANCE AREA-(A)

AMERICAN IRVIICEN ICY MISSION WASHINGTON WILLI/WI [III1VB

SIUDENtS 15 15 15 15 15 15

8 5 8 8 y 7 2 1 rotors 15 15 15 15 15

DIN,. 15 TIAL Fret All SCHOOLS ISTRICT

BUSIES 6 6

133 PLANNED,REPRESENTATION BY ATTENDANCE AREA-(B)

giant matt eta Missal olloi.

JR, HIGH Min MER-ROBTSOI MIMS HOPKINS EMILE

SINS 0 0 0 0 0 0 lEPORS, 11l 1 1 1

ESIBIS 15 15 15 15 15

0 0 0

6 8 6 4

105 60 ITEM INPUT BY GROUP AND SCHOOL

s;14 li es6 AP 0. oi40,,,._b o at . s '*911*$ te 0% ." %,` OP vo ee.4%049 ' Citisenship e---.28 12 60 83 514 1 9.85 11 10.82 Economics 15 31 85 116 497 744

Emotional Health 4 10 17 5 115 151 2.20

1.41 Energy & Environment 8. 4 18 69 97

3,69 tomtnationof Yelps 16 1 22 21 187 254

Family Living 43 1 77 08 874 891 12.98

Fine Arts 4 l' 3 14 105 127 .1.85

248 3.58 Rumen Relations 4 8 33 . '' 30 173

Occupational Selection 19, 4 49 24 238 2 334' 4.88 & Preparation

15.04. Communications 20 16 86 114 635 6 897o

Leisure Time 5 5 14 83 2 .109' 1.38

168 , ) . 3.511 Career Planning 7 - 17 55 . .

Mathematics 5 1 31' 21 199 57 3.74 .

Science & Technology 16 7 36 59 0.88

Past, POisent & Future 5 11 11 94 121 1.78

Society ),

7.18' Physical Education 8 69 48 ' 368 3 494.- & Health

Use of Information 29 85 141je, 742 COO

133 171 2.49 Cadent-J./led 8 23 7

693 812 3046` Tb.tal 226' 16

% of Intel 3.26 1.25 10.0$ 11.81 73.37 0.20 100%

/3 57: Unidentified Citizenship

Use of Information

Economic's

Physii Educ ion &

Health

ir-FaatiOnaLltgt

Energy &

Environment Past, NPresent4

Future Societ Examination

of Values Science &,

Technology

Mathematics

Career Planning

Faaiily Living

Leisure Time

Fine Arts 11)

Conmiunic 137 on. Selection & Pre aration 0 4,

Fremont Unified School District ~ICU TOWN

4 A MENSCW MGM scosaai SHOULD DE AISLE Tio .

total - SELF AND OFFIERPiERSONAL COMPETENCIES frequeoria

GRA PH SHOWS NUMBER ITEMS" SUBMITTED BY EA CH i GRCR.O., EXCE itr RE SI Di ?Tr :

Air witlimosT*Ls .iooLARGE TO BE :DISPLAYED rk'fi PROPER PROPORTION.

CD " ' 1

I II. I 1. MEM 11 L LIEI 0 13.111 I OLIN Lan .1L.11. 1 I MOIMMINIIIIM_ 121111a HIENZEIN _111111131111111111011111121111111111111111111111 1 1111111111111111111111111101113110111111111111 HIHMEMINEEME1111111111111411111 1111111111111111111111111111111111111MININ IL 1111111111111111111111111111111UMAINIII 11111111111111110111111011111111111111110111 111d IIIIIIMENUMM1111111111111111111111 IHMENNEMEIMMININIEHENIMIIMMI HUI 1111111111101111111MEMEMEINIMMIEill 111111111111111111111111111111111111101111111111 IMEMIEHINI IMMIEMMUNIMME11111111101 11111111111011111 111111111MINE111111111011 4111101111111111111101111111111111111111111.1111111111111 11111111017111111111111110111111 MEM= 01111111111111 H 1 E MEM HIM 1111111111111 III MEM NNW 1111111MIN IIMICINIMIU Olin IIIIII I 1.I

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11111111111111111111MIMINMEMOMAINIII 111111011111111111111111111111MANANIMIIME 11110100111111111111111111111111111111110111111 111111111011111111111111MMINIIMMINEM I 11 11111

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Is 1,1 1111111111111111111MINNIMMIIIIMUNIIII 111111111111111110111111111111111 11110111111111M11 11111111111111111MIAMMIMIMIIIMPAIMI

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APPENDIX C

ARTICULATED K-12CAREER EbUCATION PROGRAM

FREMONT UNIFIED SCHOOL, DISTRICT WORLD OF WORK (WOW)FUNCTIONS AND CLUSTERS:- INL CAREER EDUCATION ' . ,Devfifcipedby: . W. tee Foust, Jr. . 4 %tit, 4j4 , RevieW of ongoing "career education" and "careercluster",efforts.sujggests thlS rlininx educators'do not yet realize that career ethicationand-a facilifathig cluster ichertiOntist - be designed to assist learners' to explore-the worldcf\x,iork outside -the. school wahia;, NOT to ex lore just, those occupational preparationprograms vocatisratIM teghnical, and/or professional -- that exist within.: _ . Development of the world of work (WOW) fnctionapproach io. clustering' occupations11. for career Exploration was undertaken- because a testedprocedure for providing mean-: ingful occupational content -of careerclu§tels that meets the U.S. dffice of Education.: (USOE) and "facilitates the.delivery of career education", was-NOTavailable. There is. much controversy as to "the design andorganization of clusters" that meet the. , statedrigoal.- The world-of-work fund-ion approach is notthe "one and. only answee" tb designing aqd organizing a clusterscheme that will "facilitdte the dal ivery of career education." This approach was designed to assignoccupations to a clusterscheme' representing all the world-of-work andapplied to the USOE Communications Media Oc-, cupations career cluster Guideline development effort. It .doesallow the learner to ex-, plore the world of work in attnanner that transcendsaimunitment to a particular occupational preparation perspective. It thereby. prepares-the learner to select, more freely the occupational prep ration pragrain vocational, technical, professional = that is seen as best servingikis/Eer career needs: "fs _ The major subgrouping of the. WQWfunctiOri is entitled occupational areas. Occupa- tional areas serve the function of identifying, ingeneral, the world-of-work.settings work establi=shments, production or service _units where the leainer could explore these .occupations. In the CMO applicationthey arc the Broadcast, Graphic and Line- Communications occupations. The minor subgrouping of the WOW function the occupational familieS in many instances transmd the world-of-work settings' the learnerexplored. This is the consequence of forming occupationalfamilies upon the 'basis of occupations that have corn- mon (identical or similar) workerfunction requirements to those selected ptimary. occupations. Primary occupation within a-cluster are those job'job titles identified, in'- coopefation with Occupational Einplayment Statistics(OES) Project of poi..., as having high employment potential. Occutional families designed and organized in-this manneir.1- provide the learner expanded oppNtunity for future entryinto the world of work. Resources to support the emergi commitment to career education are severelylimited. The response or career education-concerned persons tothe world-of-work fut-kciikrigtio-; proach has been most supportive. It would appearthat implementatiOn of a tacit .torefr cluster scheme similar to that represented in the CMOcluster effort, should. prov4ipr4eal cost benefits for career education at thenational, state and local levels._ .: Further information concerning appliCation of the WOWfunction concept to provide a totalcluster schiline be obtain-id frim: for career Akareness and/or career Exploration programs can - Dr: W. Lee Foust, Jr. -7. e 2710 N.W. Mulkey corvaliisilloregon 97330

34-1 From CMO Cluster Project .:144 .- aU. S. GOVERNMENT PAINTING OFFICE: 1973-69,-793/46 REGION1116.,. WoW Function/Clusters

. . . Current Status A The WOWFunction/Cluster system approach'to organizing and accessinge occupational role information is currently in userelation to the Career Exploration.Information System (CEIS), as well as, the latest update of that perspectiv.e that is included in this Appendix.

Ep J" THE ROLE OF WORLD OF WORKFUNCTIONSAND LUSTERS (WoW F/C) IN CAREERIDUCATION AWARENESS ANI7EXPLORATION DR. W. LEE FOUST, JR, 40. OVERVIEW

Career .education is an instruction/guidance systemthat is .designed to further the developmental process that preparesindividuals for the citizen, family, leisure,. and occupational roles theywill experience during their career.

Career education, therefore, has. acontribution to make'to the development of all career rolemospects and at alllevels of education--preschoolthrough adult life. To be effective, career educationinstruction/guidance activity selection should be based on the level oflearner development. Within a 'Kindergarten-Adult/Continuing'Education system, however, thetwo major functions of career educationinstruction/guidance--decfsion-making and prepa.ration-- can be described asgenerally occurring as follows:

CAREER DECISION-MAKING (K-10)'

- CareerAwareness (K-6) --Initial Awareness-(K-2) -- InDepthAwareness (3-6)

-Career .Exploration (7-110), --.Initial Exploration_ -8) '-- In-Depth Explorat' (9-10) .- - --Orientation t1107ecision-Mdking - --Exploration of Selected Occupations - --Tentative "Career Roles" Selection(Career Action Plan)*

te: r CAREER PREPARATION (11ADULT/CONTINUINGEDUCATION)

-- gccypational RolePreparation nEmpha-sis -WIten;.Fly,m ami Leisure Role Preparation as Desired

Edudational practice today more effectively supports1 learner's occupational irprefiar tion than it supports a rational approach totereer decision-making. For th & reason; it is,recommended that careeredudatot:s.intfially u ilize Tocall 1''available occupational preparationprograms--vocational/techh cal/ professional. Current instructionaltechology.Can-develop/improve lo al occ4pationat instrubtion as that need becomes evident.

ij: y- . '-- HaVt 4. mMitteTturselvesOpstrategy_ofAptingJoca occup,tional preparation,g0ograms atface value, #it ismost impo rant to devel p/seledt career Awarefiess andExploration learning activitiks that resultI .1 :

. "Getting the. rightlearner in-the right:cree Peeparatibp Iwo ram, for the right reason.".

Experience-suggests that thtsmay be be accapTiOed"If the career instriicfion/gulciante, system sides- develb mental structure that c uarslip.i.lby.th&aearner-an -ot er Indivi Uals upon whom-it will greatest-Appact-=the leirnerr rents,''edUctional \staff, and, citizen; the oc+44impiunty.'

, Igh:p44Foustolf _..,11k At; W11 F/C-0

Educatibnal practice has historically attempted to select learning' activities that would support development of the citizen, family, and leisure roles to he experienced by a. learner during a cai'ei.7-.WiY: and error experience has let toselection of ledrning activities that make sense to the learnerinvolved. Little or no effort has, huwever, traditionally gone into relating_education 'to work at. otherothan the'high school and/or post-high school/cOntinuing, education levels

The role of the WoW (World of Work) Functions and Clusters (WoW F /C) is to provide instruction /guidance personnel a systematicAdevelopmental :approach to infuse occupational relevant information into career. Awareness andcareer. Exploration learning activities. The WoW F/C perspectiveis deSigned toarti-. culate these learning activities in such.a way that the learner is able to effectively. percetve alternative occupational roles and to discover theconse- 'quence of occupational roles selection upon .the tot:A.tcareeetfhe would. choose to live..

The chart that follows illestrates a scheme tofaciiitate the delivery Ofcareer education in .a.systematic/developmental manner:

1. It is dimple and.understandable .by the nonprofessionaluser

. and learner.

2, .It assists learner's in the exploration of the world of work in a manner thatt does NOT involve prior:. commitment toa PartiCular occupational preparation progl-am perspective.

It assists staff in. the.redesign/SeTection of relevan!,career education infused learning activities: I. 4. It takes into consideration the effect of technological change over time bY:

°-Providing Awareness/Exploration understandings and skills learners can.use-inlat7r life.

° Requiring minimal retraining qf Awareness/ Exploration staff.

, . . ° Requiring minimal updating of Awareness ilnd

Exploration. learning material. -

It encompasses all the jobs in the Dictionary of Occupa- tional Titles, now and in the future.

It includes jobs at all levels, i.e.,, providesA career ladder,perspective.

7. It relates occupations to identtf-4blegroups of,emplpyers.

'It supplements, not supplants, occupational classification. . systems used by institutions aLri professionals, thereby gaining access to valuable, data in a cbst-effectivemanner.

opyright W.L:F6ust,J . 1977 ISIS CAREER EDUCATIONSIITEM: WORLD OF WORK ( OCCUPATIONAL)' 0LE STRUCTURE*IINDERGARTEN-ADULT/CONTINUING EDUCATION)

Wbli AWARENESS (K -6) WoW EXPLORATION' (7.10) WoW PREPARATION

lmINITIAL(R-1) ---414.-----IN4EpTH (3.$) INITIAL (1.8) --+-----IN-1)EPTH (9-10)., (11-ADuLT/toNT, ED,)

Focus. WoW ROLES WOW FUNCTIONS WoW/U0E CLUSTERS DOTAT6,STRUCTURE

AGRI-tSINESS& NAT. RES,

PRODUCTS' PRODUCTION CONSTRUCTION CAREER DECISION-MAKING (MAKE) OCCUPATIONS MANUFACTURING Personal Career Role Values:

Citizen/Family/Leisure, and

Occupational IN INITIAL/TENTATIVE CONSUMERIMEMAKING., Dictionary Occupational Ties; Career FINE'ARTS & HUMANITIES DO Worker Trait Group Action' DIRECT SERVICE (WTG) Structure -HEALTH Plan

OCCUPATIONS WORLD OF WORK HOSPITALITY & RECREATION ' World of Work interests: WIGI Focused upon future (Worker Trait Group Inventory) (WOW) FUNCTION 4 PERSONAL SERVICES WoW Preparation: ROLES PEOPLE World of Work Aptitudes: GATE (General Aptitude Test Battery) Vocational/Technical/ (OCCUPATIONS) Professional

COMMUNICATIONS MEDIA SEARCH Computer Printouts; and/or

DISTRIBUTION SERVICE (GATBI WIGI) Citizen/Family/Leisure MARKETING & DISTRIBUTION learning'activities OCCUPATIONS {I TRANSPORTATION Occupational Aptitude Patterns: that make possible OAPs (GATR Results from WoW) the career selected

now or later,

SERVICES MalPoi:rInformation; OES (Occupation) Stet's) (DO), ENVIRONMENT

TECHNICAL SERVICE MARINE. Research for Career, help Within:

OCCUPATIONS --/TRTTIOimfly/SChool Setting P PUBLIC SERVICE'' Word of Work-EWE

ORGANIZATIONS (Exploratory Work Experience)

ORGANIZATION BUSINESS OFFICE -"DATA N'GMTll

MANAGEMENT SERVICE [

OCCUPATIONS ALL' CLUSTERS SHARE

"PEOPLE IVGMTll ROLE

IH-=---CAREER'AWARENESS oir CAREER EXPLORATION'

CUS lirOW ROLES WoW FUNCTIONS 10/USOE CLUSTERS 'PERSONAL CAREER VALUES/REALISTIC CAREE ECISION4AKING

reletionships;, citizen/ Totliscover:people's To utilize *II FunctiOs to TO utilize the USOE clusters' TO clarify personal caller robsvalue Career world of work roles: ,FITETTFrie oCcupatidnal roles Fe57177e occupational role ?amtly/letsure/aa occupational'.

Educatton ,rpre entative of past/present/ interests (FANTASY) and the' Producing 'PRODUCTS' To explore in depth (in school.& WoW) the Worker Requirements fUtur *society. environments in which WoW: Learner of selected occupational roles, 1 Providing "SERVICES," Roles, Ounctions take, place. (WO FunCtioos: Production and To relate orker Trait Group (WIG) information(Dictionaryof OLOutcomes Direct/Distribution/Technictll (People:"MAKE/00" Iccupationtllitles - DOT) to personal career values and for Mel), and OrganizationlabageMene 344 assessed Wok aptitudes/fnterests/(SATIOTGO, known Occupa 7,15 Services) tionalAptitude Patterns (OAPs), and occupational opportunit *0 COPYRIGHT W,LIFOUST,JR1 1977 In making an occupational role career deciiinn. THE ROLE OF WORLD OF WORK FUNCTIONSAND CLUSTERS (WoW F/C) IN CAREER EDUCATION - AWARENESS ANDEXPLORATION DR. W. LEE FOUST, JR.

WORLD OF WORK (WoW) FUNCTIONS AND 'CAREER' AWARENESS

Within most communities,educational practicesoften relateongoing educational activity to the learner's current experience andfuture citizen, family, or leisure roles. Elementary school practice has not, however,traditionally focused on providing information that was. occupationallyrelevant to the career that a learner might some dayexperience.

Many learners today are, in fact,"deprive'd" of information/experiences that represent the realitites of the world of work. If the Awareness phase of career education is to functioneffectively, some means must be found to serve the needs of the teacher attempting to select/developlearning activities that will effectively represent the diversity andcomplexity of the world of work. This support must be simple in theory and practice. It must allow for-the changing developmental patternsof elementary schoollearners.

The World of Work, (WoW) *unction approach to theorganization of career educa7 tion-relevant occupational inforMation was designed totranslate the information traditionally developed to serveoccupationalpreparation programs into .a form that is .usable for career Awareness and careerExploration program devel-- opment. World of work roles (occupations) are grouped in a waythat let teachers select Darning activities wherelearners discover that:

* Workers produce PRODUCTS. o Workers provide SERVICES

Teachers-can now organize learning VivitiesthepknOW.Work with their. learners to provide the added opportUnity.to -discoverhow the farmer, carpenter, and: candlestick maker are.alike'and hOwthey differ fromthe bus driver, dentist, and oroCer. Learners can also relate this knowledge to the6itizen, family, and leisure roles they haveexperienced to:thepeople in the world of work (WoW)

,MAKE and DO for me

Learners most easilyrecognize the Wiorkers plAy in relation to the WoW PRODUcTIOk. role of. -1

°. Growing/mining Building ° Making

products used tn our 'society. They find it more difficult to recognize and organize the different SERVICEs workers provide.

The task of the Awareness teacher now is to select learning activitiesthat provide learners an in-depth Awareness of the differing WoW SERVICEroles.that exist.

One way.io organize.such learning activities is to ask:

A 1 Whose needs are tobe served? Peoplia or Organizations?

.%./

0 Copyright. - .1977 WoW F-CA

Learning activities can then be selected that let the learner ditcover that the WoW Roles "MAKE and DO for me" can become an in-depth understanding of

WoW Functions ithat serve: ,

° People 'd° DIRECT SERVICE Occupations °° DISTRIBUTION SERVICE occupations ° Organizations °° TECHNICALSERVICE occupations 00-ORGANIZATION MANAGEMENT SERVICE occupations

The teacher may choose to expand the learner's WoW Awareneps from -"Roles". to IT-Uncions" by focusing initially upon Wols, Servtees'providtd PEOPLE as compared to those provided ORWIZATIONS, e.g., grades 3-4.' Most primary school learners are aware of peopleOhosRWoW Function is to provide DIRECT SERVICE--barbers, singers, nurses, veterinarians, etc.

Fewer letrners may have recognized that NOT every person who produces-a product or provides a service is able to distribute those goods or services to all members'of society who have a need for them. Learners need to recognize that some. occupations focus upon providing access to the goods, services, and information that is available, in our society. The bus driver, printer, publisher; sales- person, and TV newscaster are all people whose occupations. serve a DISTRIBUTION SERVICE function in the World of work. 4,400.0 'The learner in-depth, Awareness of,all WoW Functions would be completed, e.g: grades-5-6, by selecting learning activttiesthat reveal:

0 Most WoW goods and servitesare the result of people workinq. together in:tn ORGANIZATIONsome world of` work establishment, production or service unit.. 17g' Learner's .would' now recognize that itis necessary *for some workers to serve the function, of managing the activities that take place. in the'world of work, e.g., ...clerks, ()Wee managers; secretaries, etc. They would be able to,relate the function of ORGANIZATION MANAGEMENT SERVICE occilliation's totheir-eXperiences as members of a family, a citizen in or out,of the classroom, and a participant in the leisure role group activities in which they have engaged;

These .learners are also, often interested in the role of science and technOlogy, in our society. 'Selection. of -learning, experiences that focut upon 'such appli- Catioos will provide insight .that TECHNICAL SERVICE .occupations provide special-. ized support services,' necessary for others' to funttion in the world of work, e.g,, computer, electronics, laboratory, and'special.ized technicians. ...4. J °I n summary, the WoW Fluiction approath.to-the design /selection of*career Aware- hess learning activities provides 1 structure for achieving learner outcomes such as an increasing Awareness of the broad range of occupations representative

of *orl d of work functions and =the personal,social, and, economic significance. . of work. Our approach has been to focus initial and ih-depth:WoW Awareness learning activi fes:at grades K-6 even' though we,know it must become a life-long activity. Tech rs could asp the-14:0 Function structure to select a series of planhed:learRin _ activities that result in the learner perceiVing a more acct-

-graterepresenta on-Of the realities of theworld of work. The 4 is now . ready to begin to investigate the WoW ENVIRONMENTS in which peopl out thelr WoW Rdl es and Functions. .34 7

0 . Copyright -' W.I.:FoustOr. 1977 ISIS CAREER EDUCATION SYSTEM: WORLD OF WORK (OCCUPATIONAL) ROLESTRUCTURE

WoW AWARENESS (t6). INITIAL(I(-2) -DEPTH (3-6)

Focus WOW ROLES WoW FUNCTIONS

"PRODUCTS PRODUCTION (MAKE) OCCUPATIONS A

INITIAL EXPLORATION OF WORK DIRECT SERVICE ENVIRONMENTS WORLD OF WORK OCCUPATIONS IN WHICH (WoW) FUN:CflON WOW ROLES ROLES:- PEOPLE & FUNCTIONS (OCCUPATIONS) OCCUR USOE DISTRIBUTION. SERVICE CLUSTERS OCCUPATIONS

SERVICES (Do) TECHNICAL SERVICE OCCUPATIONS

ORGANIZAfIONS

ORGANIZATION MANAGEMENT SERVICE OCCUPATIONS

s CAREER AWARENESS -Focus WoW ROLES WOW 'FUNCTIONS

To discover .the Career To utilize WoW Functionsto world of work roles: categor ze occupational roles Education 0 Producing "PRODUCTS" representative of past/present/ -future society. Learner °.Providing "SERVICES" Outcomes (WoW Functions: Production and (People "MAKE/DO" Direct/Distribution/Technical/ forme!) and Organizatibn Management

Services) ,

IQ COPYRIGHTW.L.FOUSTA.A, 1977 L'.!:.9 THE ROLE OF WORLD OF WORk FUNCTIONS AND' CLUSTERS (WoWF/C) IN CAREER EDUCATION AlqARENESS AND EXPLORATION DR; W. LEE FOUST; Al

WoW FUNCTON/CLUSTERS AND INITIAL CAREER EXPLORATION*

Our concern now shiftsfrom serving the career Awareness learner's need-- representing the world of work--to providing Initial Career Exploration learning activities-that. will ready the learner for In-Depth Career.Explora- tion and selecting an occupational focus for "planning a carter Preparation' program. To accomplish that end, it will be necessary to select learning activities that serve the stated functions of career Exploration (7-10):

-.Initial Expld'ration'(7-8) -. In-Depth Exploration (9-10) -= Orientation to Decision-Vaking. -- Exploration of Selected Occupations -- Tentative "Career Roles" Selection

Thepersondeveloping/selecting,Initial Career Exploration learningactiVities using the WO:Function/Cluster approach can assume that the learner could discuss with a job holder what that person doe.s in the world of work, and be abl to classify the occupation described in terms of the WoW-Function itseryes.L,, It is n t feasible, however, to expect learners to, explore all- the jobs inour socip in this manner.

Initial Career Exploration learning activities will most often involve'junlo'r.cr. high school -level .(grades:, 7 -8) learners. The Tgarnerscommonly bo:th.-daSiree and are capable of participating more fully.inlaeing responsible for selecting the learning they are to,accomPlish. J1110earnlit activities designed/selected should permit organizatibm in terms -of the interests\of learners in theoccupa- .tional Tales that existwithin the world of work. rt

The WoW Function concept cannow serve the learner as a means of organizing broad groups of occupations, e.g., the U.S. Office of Education (USOE) clusters, while they explore the. differing WORK 'ENVIRONMENTs in which Woll Roles and Functions take place:

WoW PRODUCTION Function Clusters* o Agri-Business and Natural Resources Occupations -11 o Construction -Occupations o Manufacturing Occupations

WoW DIRECT SERVICE Function Clusters* 434onsumer Homemaking Occupations ine Arts and Humanities Occupations o Health Occupations o Hospitality and Recreation Occupations o Persona.l Services Occupations.

( *U.S. Office of Education Occupational Cluster Titles

c Copyright- W.L.Foust,Jr. 1977 349 WoW F/C - ICE

.WOW DISTRIBUTION SERTICE-FUnction C10.siers*- o Communications Media OccupationS o Marketing and Distribution Occupatioris Transportation OccupatiOns. , 0# ORGANIZATION rANAGEMENT, SERVICE Function tipsters* siness and Office Occupations (VATA,,Managemnt Services) o 11 clusters share PEOPLE Management SerOce Occupations

WoW TECHNICAL SERVICE Function Clusters* o Environmental Occupation o Marine Occup&tions ° Public'Service Occupations

These groups of related.occupations--WoW Function/Clusters (WoW F/C)--can be used to'provide Initial Career Exploration instruction that would .support the .fonckwing learner outcomes:

o Identification and initial exploration of NioW Function/Clusters

of interest; . . o Increasing awareness of the range of ttcupational.opportunities within the WoW Function/Clusters. ° Tentative selection of,& WoW Function /Cluster for in-depth .eOloration..

DUring the junior high years, a learner'coutd explore several WoW Function/ Clusters of interest. through classroom activity structured to infuse career education objectives, relevant interdisciplinary /academic instruction, and %;:orio 01 worK exploration:

The learning activities to which the learner is exposed must focus upon the occupational "facts of life" and,- in particular, cowunicate the aptitudes, abilities, and life styles of the individuals who fill particular occupational roles in the work environments explored.

Emphasis should be placed upon providing opportunities for l'ealistic ipnsidera- tibn of:

o The learner's ability to practice logical direction-setting. o Decision-making in relation to the many Career Role options available. o The consequence of a given Occupational Role choice upon values 'individually held in relation to the Citizen, Family, and Leisure Roles desired in a career.

Career Exploration is the time in a career education iristructiontpid:nce pro-, gram when iT716arner is expected and allowed I() E117.Tcle occt_pafional.rolTaiTn- n. The program is to be Cesigneo sothatthciTeiner discovers the caeca to exp ore the questions: Who am I? What am I? Where 'amI goicg_in ialy careerL.

*U.S. Office of Education Occupational Clatpla Titles

(?)* Copyright- W.L.Foust,Jr, 1977 2 ISIS CAREER EDUCATION SYSTEM: WORLD OF WORK (OCCUPATIONAL) ROLE STRUCTURE"

WoW 'EXPLORATION (7-10) INITIAL (7-8) + IN -DEPTH (9 -10) WOW /I( f CLUSTERS DOT/WTG STRUCTURE

-AlAGRI-BUSINESS & NAT. RES. --" CONSTRUCTION CAREER DECISION-MAKING MANUFACTURING Personal'Career Role Values: Citizen /Family /Leisure, and Occupational CONSUMER HOMEMAKING Dictionary Occupational Titles': FINE ARTS iHUMANITIES DOT Worker TraltGroup (WIG) Structure HEALTH

, .HOSPITALITY &RECREATION World of Work Interests: WTG1 AWARENESS (Worker Trait Group Inventory) --1::- PERSONAL SERVICES OR WoW World of Work Aptitudes: GATB ROLES & (Genlral Aptitude Test Battery) FUNCTIONS COMMUNICATIONS MEDIA SEARCH toMputer PrintaLts: (GATB 8 WTGI) MARKETING & DISTRIBUTION TRANSPORTATION Occupational Aptitude Patterns: OAPs (GATB Results from WoW)

Manpower Information: OES (Occupationail Employment Stat1s) [:ENVIRONMENT MARINE Research for Career Help Within: Communily/Fimily/School Settin PUBLIC SERVICE World of Work-EWE (Exploratory Work Experience)

BUSINESS OFFICE - "DATA M'GMT"

0 ALL CLUSTERS SHARE "PEOPLE.M'GMT" ROLE INITIAL/TENTATIVE Career Action Plan Focused upon future WoW 'Preparation: Vocational/Technical/Professional and/or Citizen /Family /Leisure learning activities tnat make possioie tne career se ected now or later.

± EXPLORATION WOW FUNCTIONS/ PERSONAL CAREER VALUES/ it USOE CLUSTERS REALISTIC CAREER DECISION-MAKING

Tolitlizethe USOE clusters To clarify personal career roles value o.ei-tWe occupational role relationships: citizen/family/leisure/ interests (FANTASY) and the and occupational,. environments- to which WoW To explore in depth (in school & WoW) Rolei SI.Functions take place. the Worker Requirements (REALITY) of selected occupational roles, To relate Worker Trait Group (WTG) information (Dictionary of Occupational- Titles - DOT) 'to personal career values and assessed WoW aptitudes/interests/ (GATB/WTGI), known OccupationalAptitide Patterns (OAPs). and occupational opportunity in making an occupational V-COPYRIGHT WP L. FOUST, JR, 1977 role career decision. APPENDIX D

CAREER DECISION-MAKING

FREMONT UNIFIED-SCHOOL DISTRICT

352 INNOVATING SYSTEMS IMPLEMENTATION SERVICE, INC. 2710 N.W. MULKEY - CORVALLIS, OREGON97330TEL: (503) 752-2181

r SEARCH* (Self-Exploration, Assessment, Research for Career Help) isa systematic effort to adapt Employment Service (ES) .counselor-related tools, -information, and methodology to better serve the instruction/guidance needs of Non-ES clients. Two ES assessment devices-- the-General Aptitude Test Battery (GATB) and the Worker Trait Group Inventory (WTGI)--are interrelated computer printodts that permit the client:

To look at job requirements in terms of their career consequences relative to self-concept, values, and related life roles to be lived. 2. To examine alternative courses of action to attain career goals. 3. Tomake rational, quality,.career=relatedoccupational decisions.

SEARCH is free from bias In sex, race, and age. It uses formal validation as well as continual client self-validation. It brings the Worker Trait Groups ('WTGs).of the Dictionary of Oicupationa Titles (DOT) into fnstructioof guidance programs, where they belong. It greatly improves the. counseling use of the GATB and thi.WTGI. It is designed to accept all pertinent occupational 1111111 and labor market information, including that of the Occupational Employment Statistics Project of- the Department ofLabor that will soon be functional throughout the nation.

SEARCH in Non-Employment Service'Agency Settings' .

RAn Oregon nonprofit corporation -- Innovating Systems Implementation Service, 0""qkInc. (Isis, Inc.)--has cooperated with the Oregon Employment Division (OED) to respond to the request.fOr training and utilization of SEARCH in Non-ES settings in California. The Isis group Will independently adapt the. SEARCH program aod.materials to more effectively meet 'the needs Of Non-ES pers and clients in other states. SEARCH (GATB/WTGI) scoring and com-, P r printout generation is provided by Universal Systems Design, Inc. of Oregon.

III*SEARCH was originally developed and field tested as the Computer Assisted Occupational Exploration System (CAGES) without state.'orlocal fund; kg, It is Copyrighted and-available ONLY on a CERTIFIED USER.(pmogram and 1.personnel)--Non-ES,or ES--basis. Since AugOst, 1973; -continuing. development bas been'ihared with the Oregon Employment Division, M. Employment Service.' The ,fraiindacronym CAOES. was.changed,at that,agency's.request to SEARCH (Systems Exploration and Aeseanch for -Career Help) in ES sc ings.

12/77 'PROCEDURES FOR INSTITUTING USE OF SEARCH BY NON-EMPLOYMENT SERVICE AGENCIES

t. Enroll traineerin SEARCH workshop to provide training to:

O Administer USES GAYB/WTGI. O Interpret, SEARCH (GATB/WTGi) printouts in relation-to: 00 USES WTGs and OAPs OQ World of Work (WOW) functions 00 USOE clusters Plan proposed use of SEARCH In non - Employment ;ervice JP setting. O Plan purchase of USES--RESTRICTED and nonrestricted GATE materials necessary to SEARCH use. Plan for SEARCH CERTIFICATION.

P.4Updn, completion of works00,- IsIs notifies Employment Service .agencles ifpersonnel and employer. agency authorized to Purchase RESTRICTED USES GATB eqUippeht/Material. _ Upon completion of workshop, SEAlitCH'trOnees:

O Develop proposed plan foruse,of SEARCH. O Develop resources list --staff/meterials/facilities/ time to be providedfor proposed program e-, . O Identify trainee who will serve as locaP5EARCH Specialist (coordinato)A'of SEARCH-related activities). O Schedule dati for on -site. CERTIFICATION. O Obtain local administrative approval for proposed program/resources,list.

4. Upon local approval, proposed plan for use.of SEARCH is submitted to Isis for review and approval..

Se.. Isis reviews proposed SEARCH,program/resources list, ;etc.:

O Approves' 0 Rejects withrecommendations'for revision

6. USES state Agency approves purchase of GATE RESTRICTED Material. EXCEPT GATE answer sheets.

7.; IsIs conducts on-site SEARCH CERTIFICATION.

8. IsIs verifies SEARCH CERTIFICATION to SEARCH computer service agency.

9. IiIs conducts.iOntinuing review Of SEARCH (GATB/WTGI) use in non=Employment SerVice settlirgs and-ANNUAL RE- CERTIFICATION of non-ES SEARCH pro&ams and personnel. *1: Non-ES agencies,in states other. than California 'Will need to request that IsIs/pSD,Inc. andtheir stateES agency enter.into,a USES GATE Release Agreement adapted to Implement SEARCH'in the abOye described manner. * 3 a. 2 4 T-2777 B

"1..1 I'm; naton gh.:Sc hoo 1 :Quarterly Report CAREER' DEC IS ION- MAKING 9/30/76 .FAL140

Activities in $equince

UNIT 1 SELF-EXPLORATION

1. Orientation to-course Course selection chart 3. Modeling AEL / -4. Self-description AEL 5. Values poll (teacher's guide only) 6. Other's description AEL (1in book; rim copies) 7. Work/leisure values checklist AEL 8. Work/leisure worksheet Want-ads 10. Life styles drslussion andworksiaeet 11. Goal ides tifi cation ch rt 12. Business Cara Apt. 13. Peer Influence Chart "1 AEL. 14. "Easier to.Win" tape 15. Peer. Influence Chart 2 AEL 16. Butterfly - 4 stages AEL

UNIT 2 DECISION-MAKING (D-M)

17. Summer: Job Choice 18. Pete's Day.' 19. Decisions - How do you presently make decisions AEL. 70!.. -071 gfppss/Strategy = development 21. App)+4fion cof..strategyr hypoOet idalsttuatTons. AEL 22. Focus f4. on D -M AEL

UNIT} 3 CAREER EXPLORATION

23. F.S. 8A discussion questions - separaie AEL 24. F.S. 8B learning about aPtitudes AEL

25: Self=estimates -of aptitudes/G4TB reactIon sheet ° 26. Orientation t_ o SEARCH process* 207. Worker Trait Group Inventory "28. GATB Testing 29. CIS F.S. AEL 30. Orientation,to CGC, request letter 31. Skim Supplement to choose WTG'i which seem interesting(use. chart) 32. Determine IVTG's related to estimated aptitudes AEL #0' 33. F.S. 6 work activities AEL 34. Examining experiences AEL 35. Host enjoyable activities AEL. er 36. Relating Work Adtivities (WA) to Occupations AEL 37. JVA checklist AEL --separate orldentifyiiTG's related tb WAr's chart AEL 39. F.S. work situations - unit 7 AEL "355 40. Examining experiences AEL refer to agoklet 41. Wqrk Situations cOecklist. AEL separate 42. Identifying WTI related to Work Situations recordon chart 43. Identify WiG related to schoolsubjects AEL 44. Mock interpretation '45, , Interpret Printouts, 48. Summarize WTG Exploration Chart 47.,Data-People-Things Survey/discussion 48. Introduction to DOT 49. Qual if ications Prof i le 50. Complete Confirmation Chart 51. SEARCH "rksheet 2

UNIT 4 RESOURCE INVESTIGATION to 52. CGC outlines S .53 CGC.worksheet 54. 'Profile sheet

UNIT 5 CAREER ACTION

55. Resume. (assigned earlier) 56. 'Job 6pplications (assigned earlier) 57. Practice Interviews 58. Career, Act ion Plan "59. Review and revise course selections .60. Butterfly update 61., Course evaluations and comment-Sheets

r -

.44 a Career Decision-Making

UNIT 1Self Exploration

OBJECTIA, TEACHING STRATEGIES AND 'SUPPORT ATERIALS_ L

1,1 Studeks describe how they feetabout themselves 1,1,1 Modeting (3)-,

10.2 Self deScriptiOn (4)

1,14 Other's descriptiOn' (6)

14,4 Business, Card (12)

.2 Students identify their personal values,

and standards, 1,2.1 Values Poll

1,2,2 Work Values cktist '(7)

1,2A Want Ads: (9)

1,2,4 Work/Leisure. value worksheet (8) 14,5, DiscUsS life styles (16.

.1,2,6 Goati'dentlficatiorl chart (11) 1.3 Students identify stages f personal .grOwth and

,development 1,3;1 'Metamorphosis

( 1,3 '2 Butte rfly (Update) (60).

1,3,3 GOel identifjcatjop'dhart. (11)

,1,4 Students recogni the existence of peer

. influence Peer 1rifluencelu'rvey #1 (13): 1,442 Tape "It's Easier to Win" (14)

1,4.3 peer.1nftueneeiSurvey #2 (15)

358 357 1976-77 Career DecisiOnTMaking

OBJECtIVE' TEACHINtsiTRATEGIES AND SUPPORT MATERIALS

. .

2.1 Studenti list.decisiOnloiling strategies SOMer:j0:Chtite(117) Presently used -2,f1 Day' 14 2.1.1 Decision- 146# do you gesentlymallpecisions

Calsi.compies And evaluates DeciSib0=Making 2.2.1 Decision strategies Aypo ar¢ uses (20) . (D-M) strategies presently used

2 3 Class develops acceptable (P.,M strategy Develop 0711 strategy(20

2.4 ,Class Oratticei using the D6M prt'cess of , Omoingon Decision-Making (22) JiypatheticaLsiluations. 2.4.2 AppliCation of the 01 strategy (al)

350 360

. .197-77 Carpir:Decision-Making

AIN'T 3 CAREER EXPLORATION

41 ,

TRACKING STRATEGIES AND SUPPORT MATERIALS \

3;1 Students.eomplete s of '3.1.1 Filmstrip 8k, 'Bs: aptitudes (23) (24)

,aptitudes and .interests 3,1,2 Aptitude self-ettimates (25) ,.

3,1,3 Skim Supplement to choose interesting wgs (31)

3,2, Students use resources related to WT. 's 3,2,1 Skim supplement to choose interesting.WTG's (31)

3 2 2 Determine WTG's related to estimated aptitudes.

(32)

3,3 Stu is determine school subjects related 3.3.1 ' Identify WTG's related to schoOl sUbjects and

to is vice-versa (43)

1 V,

.3 4 studehts identify.work activities and '3,4,1, Filmstrip: work activities (33)

situations 3 4,2 Filmsttip: work situations (39)

Studeks explore WTG's, and their 3,5 3.5.1 Data-People-Things survey (47)) cliaracteristics., 3.5.2 Relating work activities to occupations (36) 3.5.3 Identify WTG's, related to work activities (38)

3.5.4 Idehti fy WIG'S related to work situations (42) ,'0I 3.5.5 Pdentify WIG's related to school subjects (43)

3.5.6 Worker Trait Group Exploration Chart (46)

3.6 Students relatepersonal experiences to 3.6.1 , Examinip experiences related'to work 'activities (34)

activities and situations' 33.2 Examining experiences related to work situation (40)

3.6,3 Most enjoyable activities (35)

361 '1;

1978.77 Cireer Dectsioilolapg

UNIT 3 CAREER EXPLORATION'

IN STRATEGIES AND' SUPPORT MA

3,7 itUdenti- rankworkactivities and situations 3,7,1 Workivity checklist (37) . ictOrdinito perfer9cet 3.7.2 Work'situaticn checklist (41)

..m . il 3.8 StudentslexplorecpOonents,of the, 5:0.1 HoW to use the D.O.T. .(

Dictioniry,of DcCupaponal,Tilles, .3'.;2' Explore. components (Otte Qualifications 7

yoluMes 1 Ind 2', profile (49)

Students complete the General Aptitude 1.9f1, Orientatitn to SEARCH (26) lestOlAttery and WorkerTrait Group 3,9.2 Take W.T.G.I (27)

Inventory' 3.3.3 Take G.A.T.G. (28)

Jos `11' 3,10 Studentsidentify and locate information 3,10.1 Mock printout interpretation (44) mock printouts

3,11. Students. interpret inforMation onlheir 3.11.1 Interpretation of printouts (45)

own printouts 3,11.2 'WI Exproration Chart (46)

3.11.3 SEARCH WOrksheet 2 (51)

3.12 Students confirM WTG's for further 3;12.1 ,Confirmation Chart (50) explvation

363, UNIT 4 resour ation

OBJECTIVE TOCNING4TRATEDIESAND SUPPORT, MATERIALS

4,1 Students will use the Caree Guidance . 4,1,1 Filmstrip: Career Informatign:Systern (29). .Center to explorp andocOpations (4,1',2 ,p#ientation..to Career Guidance Center.. (30)

4,1,3 te(ee'rtul dnce Center Dal i nes (52) 11,1.4 ..,'Career GuIdneeCenter Workiheet (53)

4;2 Students w ill identifyaklailable. 141. Resource,request letter (30) .

,comunity resources.

4,3 .Students a,Career, Education. areer Education PrOfi le Sheet,(54) Profi le

365 366 1976=77 Career Decision-M 9

Clgeer Action'

OBJECTIVE \ TEACHING STRATEGIES AND SUPPORT MATERIALS

5.1 Students will participate in activities 5.1.1 illesume (55) designed to help develp0 job hunting skills 5.1.2 Mob Applications,156) 4 5.1.3 Practice IntervieWs (51)

,5,2. students wilOplan a course of study 5.2,1 Preliminary Course Selections ( ?)

RetrieW and revisecourse selections '(59)

1.3,1tudents willcopplete a career action plan .5.3.1 Caier Action Plan She t(58),

5. ,Students will cOmplete.a.courie evaluation 5AI Course OfTfetat4n,(1)

5.k,2 Course. evlauation and ent sheets, (61) r

'543 G.A.T.B, reaction she t (28)

367 0 26 Lookipg at Myself Another way to learn about yourself is toexamine your thoughts and feelings.In this activity, youcan state and'evalttate some of your upurrent thoughts and fiaelings.. . j Complete the following sentences to expresshow you reaillxfeer; There are no right or wrong answers;Rut down what first= comesAt° your too much time on any mind.Mork as quickly' as you can,.and don't spend fV one ansvier,. \ . . .. Then, in the. right hand column -opposite each.resPorise,put a plusyif you see your reaction as astrength, .a minus if you -,think- it's a weakness, a plus and a minus ifit's both, and a- zero ik ,it's neither. (4- -.0) -

1.Today I, feel'

2.I get angry when caz turidertand why 4.- I feel bad, when

7. 5.People think I

6.i don' t know how I 'like J

. :.. 8.I wish people wouldn't, :'

' . . ..a 4 s o _ 1 3 s I afro at my best when .4 ld..The futie looks

11.1 wish I could l2. look forward to : wori-,y about 'r

14.I feel proud when,

15., / am able to .:s wand 16.-More than .anything else, o WI ThinkOthirsView Me

imes/rarely usultilyisometimes /rarely

0 knowledgeable 0 .1 0 adventurous .

aggiessiVe 0

ambitiats 0

.appreciative 0

o mouthy o 0 /bossy

caring 0., o patient

caut ious o predictable

changeabl o o . proud. 0

cheer fu: quiet 0

. clever o .o -real

Critical o O. . ieasdiiable , Yr e Sent fill , : o 4 epe n (IS. biei 4.-7 ,.;`"F;a )0

.. . ., . . ,, 11 4....::'-. . s ensible' 0

... .

s ens ve

T -frit -o .vrt- -N.Bele -

jgUn shy

sharp getv4P, 0

z. a show,Off . go s si A . smart , . .-

7 . huivrouti" 0 time o

101.Lagisative trusting'

:independent . .

kind 32 activity Peer influence

Your peers can influence your choices. This is'natural, This . influence may. be very Strong at this time in your wet. Knowing C ho* your peers influence'.Yot 'can, help you hmaking decisions.. In this activity; you ',will examine when and towhat degree tour Peers.' affect ,yOuritlecisions. . 1. 4OmPlepe the Peer Influence Checklist on page xx inyoUr Activity Booklet, .6

How much my friends NOT AT. ALL NOT AT:ALL influence my opcisions I. OR SOME A LOT OR - SOME A. LOT about VERY LITTLE VERY LITTLE 1.WhatclassesI take 2. What books I read`

3. What I will do after high school

4. Whethergirdwhere I will go- to college

5. Who I will date

6. WhArtyfriends are What grades get. 7. 40 a How I' treat other kids What- records- I- like 10. What I'd like to be 11. Whether I smoke 12.. 'Whether*I getapart ,time j-5b TS. Had Itreat my teachers X4. wtiatclOthes.I buy. 15. ifihat politicians I w. upport

16.. What, my hobbies are , 17. 'Whether. I cheat ona4 test 18. Whether I get :narr,ied after, high scihooA 19. "Whether I go to class 20. Whether school 3'11 33.

2. Discuss he checklist. Use thefollowing questions its a guide.

a. In what decisionsdd your peers affect you' the most? sathe.for most students.in thedais?. ti b. Are these areas the Why, or .why pot?

. c.' Do your peers. Affect your careerdecisions more than yclur family does?

A d: in the past fe*years, haveyq had','changeiyour circle of friend" Your circle of f Cis may hair anged for different possible,reasons. You may ha eanged it on purpose. You may begoing to a new school.our family, ay have moved towhew town. If so, would your previous have uenced your decisions in adifferent way?

-r7 activityP---::-:fxploring Work Situations

Another, type of" -interest to .consider lin career exploratiOn is your preference foryarious typeslof work situations': 7People differ in. howwilling or able they are to adjust to certainsituations. Aathough there-are a great many differentdemands made on workeri, these can be grouped into twelvety0es of situations. In this activity, you will see a filmstrip which describesthese situations. It can help you see'what situations youprefer and what situations'you wantto avoid." ,

1.Discuss the filmstrip, using the following questions as aguide.

a. Why is it important for workers tobe able to adapt to work situations?

b. How canyou,find outwhat types of work situations you ptefer without trying them in a job?

c. How can knowing what typesof situations you prefer help you explore occupations?

2. Read the work situation descriptions in the "Guide for Exploring Careers through Work Activities and Work Situations."As you read the descriptions, think about your own expagfences in similar situations. List your experiences below the related-work situation title.

1. Performing a variety of duties which may often change

My experiences

2. Repeating activities orikaocs of short dutation iv-cording to a requited procedure or sequence,

My experiences:-

3. Doing t4ingsonly Under. specificinstructions allowing little or no room for independent action orjudgment in working'outjob problems

'My experiences:

m. , 0 4 e-

4. DirectinO, controlling, and p ning an entire actilkity or the rt;o4 activity of others 491, -. a. 6

My experiences: 1.

4. Dealing with people in actual job duties beyond giving and receiving

'41P instructions ,A06

MX experiences: .

6.'Working alone or away fromipther- orkers

My experiences

7. Influencing people's opinions, attitudes, or judgments about ideas or things

My experiences:.

8. Working well under pressure when faced with critical or unexpected situations or when taking risks

My experiences: I.

Rating infOrmatibn using personal judgment

My experiences:

O. RatiniFinformation using standards that can be measured

My experiences:

X. Interpreting feelings, ideasor facts from a personal point of view

My eXperienides:

I Y. Working within precise limits Or standards of accuracy.

My, experiences:. activit* Creating .Business Cards

The purpose of this activity Is for you toN develop a 'liminess card Which describes you. It can reflect how you seeyourself now: or as you picture youiself in the future. The followirig example was designed by a man in California. who obviously enjoyed deviling it.

INTRODUCIIVG RICHARD CODE724 AWAToR AREA BROG1.UND PHONE BUS.3824465 mississiPSINGERSOFT RES.384-1663 SHOE pi GAMBLEROP DANCER (V.H.P.) kNOWN 111. LOtfCR BALLADS RADIO TO TIOCEOf or OF AIR . PoRTUNEEtEAT/PUL HAVE ANOCeAS/ONAL. RVICE AIRPLANE WOMEN CALIfORNIAANDSE 4411 RevocurioNs SIP SALES NO. "IAN& --WILL OP STATION WARS SHERRY REPAIR FOR SULIGGLiNG:csj'AE;ciiigisvrit4 rRAVEL APPROVED STATIONGENAVE FL RZPAIR.BENDIY. PRAYER-- ON COMP4/7:OR 'WARRANT"(KING MEET/NGSREQUEST GG NARC.Q torM141101119/ON IFO BROGLUND MARRIAGE Oft?' (RICK) COuNsccovaCHURCH.... R1CHAD cv4(EF ALSO SOCIA4 ot4E.t . DCALIFORNIA SELLS DOWNLAN_ NO/OS AIRPORN CABLE

1. Make a business card that describeS you, using a 3" x 5" blank index card and a marker. The card should reflect your life and work values. Select work activities that will allow you to achieve both sets of values. It should represent the kind of person you are or want 0 become and how youwould like others to see you: . t. 2. Share your completed card with the class. Discuss the values and goals presented by the cards. Can othev students identify z . yoUr life values? Can they identify your work values? Does your business card tell other§what occupations interest you?. What does it tell them about your abilities,aptitudes and skills?

P- 4 a

APPENDIX E.

CAREER-DEVELOPMENT COMPETENCY-MODEL

UNTINGTON:BEAPI UNION HIGH SCHOOL DISTRICT :

3 j . 51 SCHOOLDISTRIGT4 O HUNTINGT EACH UNION HIGH

CAREER.. EDUCATION . 1,

COMPOICY ;BASED CURRICULUM COMMITTEE

GRADUATION RECOMMENDATIONS

1) DECISION-WIN

included the completion of; (a), en mfing ssrich will have Every studentwill completion of the :post-high schoolPlan, ,oftthe' c tonal plan, (c) educational\ plan' the 'model: t would meet thefollowing, competencies from This particular" I

ASSESeMENT STRATplES RECOMMENDATIONS

Each student will: .

Each strident will 'complete his/herCareer ,Pleiining planand,employ action 1,3,9Formulate a tentative career iradeindicating. a post high, schoo assess- ' Folder by, the110 to carry through' theplan that demonstrates pla.n4htch wi.11 match, his/hereducational plan. andutilizing ment, ofselfand desired environment avallabli resources,

4 oCcuOationalfnformation options and entry require ',,Each studentmill demonstrate #1,5.5. Identify.futurecareer seeking skills as validated onthe Career Foldir and, ments! for employment. ,Log Sheet,

fach.ttu nt.011 identify.anctUtilizethe components' making process. 1,53 Demonstrate the decision making model of detis On makingutilizing the decision , 6 ,aclop.tetrby.the staff.

'Identify method's irs.tddy width address learning.to learnis '`..S.tude'nt 2,1'5 Deionstrite knowledge that tontipqaus learning,'Plansw,1,11 ije retprded 'in :the OM, ,StOents Career .Folder, '

:StUdents wilt design the hestcoin( if 'studavail- Identify ;the in-school.educational,tteps inecess a ry 2,1,7 occunatton(s} and/or career ar)e/or ;able fbr the,tentative toqualifyfob selected occupation(s) ,choiceai recOded in his /hereducftional .Career,

378 ,

4DECISION.MAKING (continued)

RECOMMENDATIONS ASSESSMENT STRATEGIES

Each student will: , 8

0 4 Each student wilt listiheIriining mutes open to Delnonstrate knowledge of 'varioustraining: routes ). 5.11 Any to'carter experiences !oval lab' e' in schooland him/her during Wherschoal experience. part of aneducational dUring secondaryschool years., changes, in optiOns-will become plan mile post high school rilarr,

appreinticesliips., Each student 'will list entry requirements for either 2,5.3Know the entry requirements for (kan.apprenticeship program, a urriOersity, t doariunitl communitycolleges,, collegis, 'universities,udiont'f The information private Achools, fledforces, ,work experience pro. college, J1.0. P.,and 'work experience, grhmsrand Regional OccunationalPrograms, which, will be maintained in the, student'$. career folder. ever Is appropriate., )

complete his/her CareerPlanriing 3,23 Formulate apost-high school plan that matches Each studentwill his/her interests,aptitudes, and attitudeswith Folder, desired lifestyle and desired environments.

380 ?) SALABLE SKILLS

the District plan forvocational education, EackstudentwIll complete one of thevocational courses' identified in offered by the POP and willmeet,thefollowing competencies: includln1q those

ASSESSMENT STRATEGIES RECOMMENDATIONS

Each student will:

Student will write a resume andsimulate a job skills, including the 2.1.4 Demonstrate job seeking interv*, this information will become apart job application, the resume,and interviewing foraI, of the Career Folder.,

Questioning of parents, School/work attendance, \LIT;Demonstrate acceptableattitudes toward work Commentis by teachers/work supervisors. Completed and school. evaluation form related to acommunity work exper

ienca. , P ) 4

attitudes .towards work essential for The student will record his 3,2.6 Demonstrate a4itudes deemed in his/her Career .PlanningFolder, Employer/sponsor -,. successful employment, 'evaluations will be used to specifyjob maintenance.

List skills which are necessaryin finding "job, , acquire. and/or .114.5 List skills ,he /she needs to List skills the /she needs toacquire to find a job maintain employment,

t of ht's /her chdice.

Prepare a course plan'whichwould maximize his/her 44.8 Odentify how he/she can utilizepre-graduation time andeffort in schoolin achieving career pals, work participation to enhancehis/her career d Participate' in a paid dr,unpaidwork experienta . plans/options. $ sett for one semester, ,

OR:

bours.ormo& (2) proof of vontary experiencesin. the community for' lirdOida: (1) proof of employment for,2 0 administrator, and panel'eonsi ing of a counselor, an houl orMore, or (3) presenttheir istto an appeal the.studen teactlenri.whoWill *tide themerits of the munloyability of

1382

.3 38,1 f

CONSUMER SKILLS,

Social Educationin one of thefollowing disciplines: Each student/ will take asemester course in Consumer Mathekatics, Homemaking, or a specInc consumer class, and thatthe'content Studies, Business Educitfon, of these courses wouldmeet the following competencies:

ASSESSMENT STRATEdIES RECOMMENDATIONS

Eachstudent,will:

The student will evaluate a creditcontract as to 4,1,2 'Understand that the use ofcredit is a resource thi advantages and disadvantages. The student will to obtain goods and serviceswhich involve list the retail store's responsibilitywith regard / responsibilities,' to 'credit contracts. The student will list the factors that determine a person's creditrating. I (

Student will list rights of,consumer;'Student will 4.1.3' Oescilbe his/her legal rights)nArespopsibilities identify whereliability fills if'product ;roves defec- as aconsumer, '4 tive while under warranty, afterwarranty expires.

informatiOncon' advertising inforiation Analyze ads and list the factual 4.11.7 Assess merchandisingind tained. /Evaluate two personal purchasesand..pepare given as to whether it is factual orsales: written report whiCh identifies reasonsfor Ourchase. appeal liefore making a buyingdecision,. Analyze ads for "Appeals" used. ..

based on the animation plan based on Student will submit a detailed budget 4.1,9 Formulate,an income given life style ofhis/herthoice, Student will col- an understandingof banking services, savings/ plete accurately a simulated checking accbunt problem and fignciil institutions, andthe role of In writing checks, making deposits, maintaining a insurance and investments inprovidingeconimitc, check register, and reconciling thebank statement. Security.:

Research a product he /she wishes to buy comparingMore 4.1,12 Use and evaluate consumer education sources that one brand and using two or more resources, Pre-, to meethis/her needs, pare a theck listof.items to check before using,'

givenproduct. 4!

OR:

his/her competencies in each of the competencfstatementslisted. Pass a proficiency test which would measure

384 383 (Level 3) A IMM1010114.1116

untington Beach Union4h School District

(Le>~el2) CAREERDEVELOPMENT CONPETEN9' MODEL

Levels Fund!tnal Competency

INTERNALIZATION' ACTION AWARENESS 411rliels 11114 U ther lit 111 141hdii, 1114i i4 ittltidu, 4 ;'' iivilweit if 411 44 1,1 1W lillootO 11 coito cloop1 1.14 4411404 4 114 owlorii. 1111144., 1414ovit to1101,1041 NW41 li!irict to tow 14141114. InlhllaH *sitit.INUH%UItdin101 ri!foty. of ur* tIstitfottit it ioffIttt 101 4i1 o)111114 WItlhat.

{DUGNaIIrex sa iuklith relate 4 404" WOO, 40 01111 It1111 . N41. 11 44t In 1114no tori i 'or, It rimulit N11 it 1 w16 /444.If goo* *to *I literril wo. thwart *1 lklitil limstitlpiliflooto t/4 nitro 1,11

Wool 1414.11144. t if 041110 Mtn It 1 rilitlookl 11411lialor if trtitirotie. NI sod aid the 90111111y 4 Joi Mr/. 'titre in NO trililog iota,

Ifigitt uq 1(1161*$111intla

414 to 1114401 Val wit 11114,11 le. tharlot* nlitlanhlp 4 M utiltletton °It two weir 14 art orl 1. kk ittclolliotlin costlatodootkon.

IttOAYWORIS tloW eieNMN 41444viii MIRAN titre r141114. 1411(1414 In Alt rein01 rnpu i111111n It col o410 IItM ter1invirsioit. Uaorr trilU ire irialtril4tb tIty «comfit,

'386 3i5F: 'APPENDIX F

COMPETENCY:BASED CURRICULUM GUI DES K-3, 474, 74, 9-12

HUNIINGTON BEACH UNION HIGH SCHOOL DISTRICT

11 ' 3

a 7

I The documents comprising Appendix F are availaVle in .ERIC- as' ED: 145. 104-1 7

-C APPENDIX G

STUDENT ASSESSMENT FORMS

HUNT UNGTON BEACH URI ON HIGH D I STR4CT Students Name:

Date: D PROJECT Teacher: STUDENT EVALUATION Oct., 1977 Grade Level: c

Directions: Please read each question carefully, then mark in the box to the right of the question, whether you agree or disagree with it.

1. ',understand how to use my Career Fblder for determining gradbation requirements.'

2. I feel the interest survey was a valuable experience for me.

3. 1 understand how my interests are'related to occupational choice.

4. I am aware of the importance of-planning now for further education or an occupation following hihg

5. I am aware of some educational and career opportunities availableto4.me after high school.

6. 1 know how to obtain the information necessary for educational and career planning. /

I understand the relationship between my high school program and my future plans. 4

The Career Center has the inbrmation and materials necessary for future planning.

The career program provided me with useful Information about careers. Ir

10. The career program helped me better understand myself.

11. T know hoW many units-I need to graduate.

12. The process of planning my high School courses was beneficial k.. to me.

13.4 1 would recommend the,careei program to my friends.

14. The career program helped me understand how my valuei (mime things important to me) are related to occupational choice;

15. I pJan to use the cares center when-appropriate,.

16. Th career prOgram has helped me begin to set educationalgoalS.

3 90 I. . D PROJECT STIDENT EVALUATION CONTINUED Page 2 c rn te"'. rn 8 A 17. The 'career prdgram has helped me consider several cialser choices.

18. The career prograni hel`pod me in the development of my four yee;-.1"--., ---- AUL ional plan. 19.T.he .cjeer program has helpedme to make better educational dectsions.

20.As a result of the career program. I better understand the connection between skills learned in specific high school 'courses, and those skills needed on theJob.

39i J It Student's Name:

Data:

Teacher:

Grade Level':

Directions: Please circle the best answer for'each question.

1. Which of the following is an example of a Career'Cluster or Career Group?

a. accounting' b. photography c. health' A. nurse e.' journalism

2. The following are avialable in the Career Center:

a. career folder b. college informs ion c. information on *Nor clusters/career groups d. a and b only . ti e. all of the above

3. The number of credits required for graduation are;

a. 252 b. 180 c. 170 d. 264 e. 242

4. Which of the following is nota service you can receive from the Career Center?

a. scholorship information b. bus permits c. interest surveys- d. all of the abgove e.. none of the above

Informasion on graduatiOn requirementsare available in the:

career folder b. student handbook c. guidance center CI. all of Ihe.abdVe , e: none of the above

6. %Which of the following represent career alternatives after graduatiorlt

a. 4 year college b. military service .c., apprenticeship program d. all of the above 392 e. none of the aboye Page 2

7. An Interest in entory f 4- 4. tells yow, what you can do b. 'tells yo4 which occupation you should enter c. tells you possible Jobs available toyou in *ur community d. all of the above e. none of the above

8. Which of the following are part of the decision-makingprocess?

a. ,gathering information b. 'ebnsidering values c. Identifying alternatives d. all of the above e. none of the above

Which of the following are examples of persohalvalues? (Not necessarily your own)

a. high income b. independence c. security d. all of b.he above e. none of the above

10. Priority tan be defined as:

a. a ranicing of things in order of their importance b. a lin/king of occupations into a cluster c. those things required in an occupation d. all of the above _pone of the above

11. Aptitude

a. measures inierest areas 4. leisure time activities ' c. measures abilities or skill's d. all of the aboie e.' none of the above

12. Which of the following represent career alternative,i,while stillin high schOol?

a. on-the-job training (CROPor CAP) b. California High School Proficiency Examination c. W9rk Experience program d. all of the above e. none of theN4bove

41, #13%,A Career Cluster is a group of: rt

a. values c--- b. related occupations fi c. strategies Jib

or. none of the( above 393 Page .3

14. The career folder Is stored in:

a. the Guidance office *b. the Instructional Center the Career Carew r. the ActIvitlei-Office e. none of the above

15. The JOB-0 and the COPSarexampl4ev/ of .

a. interest surveys b. ""Kuder/IQ tests c. GATB d. all of the above ` e. none of e above

16. CourSes required for graduation aro in the following.departments:

a. English b. Social Studies c. Math_ d. Physical Education e. all of the above

17. Courses are required for graduation in.the following dpeartments:

a. Science b. Industrial Education - c. Home Economics d.1 %gess Education e. n of the above

18. A source for monitoring (keeping track of) ones; education progress is:

a.. a transcript b. .a career folder cif a counselor d. all of the above e. none of the above.

19. The following are examples of possible training routes while in High School.

a. elective choices b. out of school training (CROP, Work Experience) c. Volunteer work d. all of the aobve e. none of the above

4 20. An interest is:

ti a. something you 1Jke b. something you do well c. something that Is required d. all of the above e. noes of the above 394 DIRECT IONS cOR 41311 I N I STER- I KG THE CAREEk: DUCAT I ojk SURVEY PR I MARY)

-4 4 jn groups of 5 cftiiiiren.

Adm Inist ri to r: Says: Ars, ,.. . ;-- 5 2 , Sq.;!yam goiAg to read. some. _statements to you. If you k the statement is true, circle the word ."Right". If you thinIc the' statement is not true, ' circle tshe. word114i-ong". -If yOudon't know if thie statementis _true or not

true, ciltple the "Question Mark ". or example; if I were tdsay;' "1 -1j.ke ice cream, "" *you would circle WhicN'one? Any. questions?

Read each statement twice and make sure each child-marks every item.

(11

395 I.D. Number

Pre Post

s. Experimental -. Contr 2

FOUNTAIN CHOW. DISTRICT

OAREER DEVELOWNT.SURVEY (primar0+

Name I Grade Date.

School Teacher

4-- Instructions: Put a Cirdle around-your answer. ;

1: In our own7+amities, we all have special job's. Right ? Wrong

2., Cars are usually.bui-lt by-only one person. Right ? Wrong

3. People need to use number!sfOr many jobs. Right Wrong

4. You can lift a heavy t$Oxeasier if someone helps you. Right .? Wrong a

5. Because we live in the city, we do not need farmers.. Right ?' Wrong

6. People your age can help you sometimes. Right '? Wrong . "1r 7. Some people like their jobs than others. Right ? Wrong

8. You could play soccer,even- if you were all alone. Right ? Wrong

9. It is .harder .to lrsten to the teacher's directions if you are talking to your neighbor:* Right_ Wrong

10. When you grow up and have a, job,. You will use some of the things that you are learning in school. Right. Wrong / II. Every Person in your family helps in some way. Right ? Wro7g

12. People work only to make mdney. Right ? Wr.Ong

13. When you grow up, you.will need to know how to count some things. \, Right, / Wrong

14. Some of the things you are asked td do at home are different from some of the things you are asked to do at school. . Right -:? 'WrOng ...A ".4

CAREER.DEV(LOPMENT SURVEY' (Primary)

15. ScOOol children have the same jobs as aApits.',! Right 7 Wrong

16. ne reward of doing a job is .feeling good

'about -iq, . 1 , . ,., ,\ : . ' Right Wrong f ....,,,, c .- < 17, Every day you use something made by someone else. Right Wriong . ,.... 4 18. It is important to get along with tier people44, a

at schOol. t; , Right Wrong

19.. Ptaying safely on the playground is an important . P .. job of yoyours. .- Right Wrong x 20.. PoliceMem, store owners and plumers help us by

. , , doing their work. Alight . ? Wrong

. . . 21. There-1 s at least one thing that y u can teach

someone else. . i Right 7 Wrong

Revised Fall, 1977.. , 397 DIRECTIONS FOR ADMINISTERING THE CARER EDUCATION SURVEY (MIDDLE AND UPPER) I A

-T6st in groups Of 10 Children.

The administrator says:

I Joi going to read some statements withyou. You will circle the word that , tells what you think about eachstatement. If you think the statement is true,

.circle the word "true", If you tilinkthe statement is not true, circle the

"question mark". FOr example, if I were to read the statement, "All people need

. food, to live," -what would you circl ?.Do.you haVe any questions?

Read each statement twice and make sure each child marks every item.

398 L, _ I.D. Number ..-

'Pre' Post

.4 Experimental Control

FOUNTAIN' VALLEY school. DISTRICT .

CAREER DEVELOPME IT .SURVEY (4 -5)

Name Grade Date

School Teacher

INSTRUCTIONS: Circle the answer-that best describes whatyou think about each statement. Mark an answerifor each statement.

. DON'T TRUE KNOW' ,FALSE

i. A healthyperson will develop better physically. True / False

2. People who work in our community are mostly

farmers. True . False

As you grow up it is possible to change your mind about the kind of job you would like to have. True ? False,

4. If you life in a city, you have more jobs to choose from than if you live on a farm. 'True False

5., *There are many jobs that exist today that

did not exist ten years ago. True , False

6. Everyone agrees that money is all you should work for in a job. True False

A fireman does not need to be in good physical condition. True False

8. To be an astronaut, you have to know how to read) write and do math problems. TrGe False

n you talk to people, they-always Under- and What you mean. True False

10. flou have to think more on some jobs than others. True False.

11.1 It takes many people to make a new5ar. TrUe ? False

12. People fromhothercountries help us by. sharing

ways to cook food.. True. ? .False .

399 CAREER DEVELOPMENT SURVEY (4-5) Page 2

DON'T .'1(N0161 FALSE 13. Forest rangers work to protect the,scenery. and 'health of anirriali in the forest True ? False

14. You will enjoy all of thesame thin when you grow u0 as you do now. True ? Falsese

15. Schoolwork is easier whe Lke.lfour r _classroom. True False

16. The only time you learwan* hihgnew is in .school. .0 True 41se

17. All people agree on what Is right an¢wrong. True- - ? (FalWe'

18. It is important to think ofmany things before making a decision. True. ? False

19. What you do in your free time doesnot affect your family. True false

20. You are likely to live in thesame neighborhood when you grow up. True False

21. Taking care of your' house and yard'isone way of being a good neighbor. ,True ;? t - 22. When you graduate from school,you have learned everything you are going -to learn. . True False

rJ 1 400 '1.0...Number

. PQ5 Post

Experimental Control

FOUNTAIN VALLEY CHOOL, .00 CAREtR 'DEVELOPMENT SURVEY (6 -8)

Name - Grade pate

'I. School Teacher

Instructions: Circle the pmswer that' best describeswhat you think about each statement. Mark an answer for each statement. DON'T 'TRUE KNOW FALSE

1. You would have to move to a new location if you wanted to work as a gardner. True Faise

2. Knowing what you can do well might influence your plans for a career. *True Fal se

3. There are many jobs that exis today that did not exist ten year's ago. t( TLyA False c 4. How we .feel about ourselves does, not affect "our job choices. True False

5. A person can alsway find the job he wants in any are570 the country. ,.. True Fal9

6. Most jobs require some knowledge of reading, writing and math skills. True False.

Your relationship with your teacher is similar to that of an employer and employee. False

.r.

, 8. Tt is not important to compare products when making a purchase. True False

9. Only adults should have a savings account. True -False"

10. People who are always on time for school will likely be late for work. True False

10. Spelling ability is not important for a secretary as long as he/she can'type well. True ?r Ise

12. It is all right to take things from a store

as long as you work for that store. True. . ? False

13. kmailman does not need to have reading skills. True False

14. It is always best to buy the cheapest item you can find. True 7 False 401 CAREER DEVELOPMENT SURVEY (6-8) . 4Page 2

DON'T - 6 ..- TRUE KNOW FALSE

15. Ypur choice'of,a-careeTi:s not influenced, True ? False by how well you dOin.sithool subjects.

, 16. .A laboratory resee) rcher is likely to work with more people than en office receptionist. TrUe False

ii. 17. Your family's opinionsiynfluence ydUr choice

of a career. l True Falsp

.. .g. 18. You have.40 .stu ,the same subjects in high

,school and colleg whether you are going to .. . be.alfdrest ranger or e lawyer. ' --..-Is True ? False

19. It is not important to consider your hobbies . , in,the choice of a career. True - -'Fa 1 se I 20. .Following instructions from a boss on a job is much like following directions from your teacher, now. '-----4.--""" i True False

21. Your friends can never influence Uhe way

you feel about things. . True ? False

f x 22. Theenvironment in which:yo0 work shoulc1 not be an important consideration in your choice I of a career. . T rue False' -) 23. Good'grades.in science are not important for a person-who wants'to be a.doctor. True False

24. It is important only'for poor people to plan- and budget their money. True ? False.

Revised Fall, 1977

4Q2 a I.

-"N * APPENDIX H

PUBLICITY

FREMONT U IFIED AND HUNTINGTON BEACH UNION HIGH SCHOOL,DISTRICTS

4 <

r A consolidation and coral:shad niof treNitcs-k4iiter a XIV, tiC. Fremont-Newark, California, Saturday,. July10, 1976 28 Pages

t 11 ar .7471`I° M 4

8eirnifiga51121.0T:del.9 4

By TOM DEBLEY "It is terribly gratifying to me personally . .. to fund that this can. in fact. be done.t" FREMONT/The career guidance program for students at Irvington High School Wirtz. labor secretary under Presidents here is a model project which "thousands of John F.- Kennedy and Lyndon B. Johnson, said communities in this country are looking for." the IningtOr project is "ainodel whichcomes says former U.S. Secretary bf lobar Willard very close to being what simply thousands of Wirtz. communities in this' country are looking for." Wirtz. now -director of the. NatiOnal Man- He said he believes it has "real possibilities of power Institute. recently toured the Irvington successfulreplication 'inothef com- career center. whicis the first of its kind it) munities." the nation. . Mayo said plans call for expansion of the It is serving as ailot for development of program to Mission San. Jose and Kennedy similar programs else -here, said Jim Mayo, hikh schools,here in September as wellas career education di ector for Fremont Memorial High School in neigboring Newark. schools. Wirtz said the project restored his faith in the ability of public school systemi to give students worthwhile career guidance. The Irvington High center melds the old programs of career guidance and work experience with a computer data bank which ,gives students access to information on up to 40,000 potential jobs. according to Mayo. Students. previously unable to put job information' to much use. can now take the information. go anywhere in the flay Area for on-the-job experience. and then returnto sc :twit to use computers to tailor their classes to eireer interests and abilities, he said. "I realize," Wirtz told school 'Sept. Wayne

Ferguson in a recent letter. "that I had... come very se to the conclusion that the .Inertialforces working within the. school system are so strong that we are almost going to have to look elsewhere in the community to find the dnamics for developinga more meaningful education-work relationship.

"I c o m e away. . with a renewed sense that If the top administration within the -school system is persuaded that et.finge is necessary on this front it can be successfully brought *out aspart of the discharge of 11-W academic function 1 134itoria: THE ARGUS eiage 24 Fremont Newark.Calif. Friday, April23. 1976 orkshzcalled

ka overly. i Editor'snote: \ . ealistic the views flowing editorial of writer only reflects necessarily raft and does dence wastaken in those of The not Santa Cruz the Argos. have been ADA would higher thanit was at By VALERIE Irvington. The CROWELL adminiitrationhad foresight Irvington Kali that this ejughto know correspondent was golf*to happen. ertly classes' So in a brave were brought effort toavoid this gton Eggh to a halt problemthey School infavor of at that these announced prepared by a three-day three dayswere "school t purpose: to some psychologists that days" and The attendencewas mandatory. ,"psychoanalyse"all students Stupid teachers atIrvington in and Those whofeared move. period,or it seemed. a shortthree -da parents call uspersio'nsimply had in si for them. their' folks. You're Good example., A The \ much better pregram was 40 administration. off thanthe goals of designed to . the teachers establish the . and students corporate theminto one and in- By Thursday school the utopian-plan -some of the afternoon perfect to make best classes (the secondday) dreamlandfor any cent absence.. were down student. School to 50 per Unfortunately. Friday because was canceled itself was the ideaof the to many by '11:30 overly idealistic. workshop to thebeach. student leaders dents to What will went come to school It requiredstu- cutters? happen to they didn't for three Nothing,says the these have classes. days when excited abate Students administration. setting goals were not Will thesethree days They are fedup with the for threedays. changes in make or life will "quick set the operation any definite pass you by" your goals bably not,says the of Irvinitan. regularly routine which Pro- rammeddown their is partmentsare beingadministration.The de- " scarcer threats by reorganized. experts." Canyou blame English. Yes.the students Especially. them? couldn't read. decid School is This would that they an educational anyway. Did they have been means that facility. Simplythat have tostop sr' done that so students areto learn days tofigure that , I for three ridiculous? at school.Is three days out? The was astronomical.waste forthose , Firing the lost fromthe severe First, the 'workshop the drop in money passed outa list of their administration attendance. goals for includedwe goal Irvington. It The adminittration ate." Is simply labeled, studentswere absentclaims, thatonly 500 literate?Are they, "is liters on Friday. grader "is crazy? Afourth approximatelyZ.51 for They lose today's literate" butcan" he per day. 'every student compiterized survive in Substituteteachers absent. an eduction? world withthat kind the workshop.These were ote:erving of apiece. Each run approximately student .0 Does it take approximately10 receiveda stack of three daysof goal mimeographed figure thatout? setting to 2,600 studentsthis sheetenOith paper which comes out to were sometimes26,C) shoe'of The whole even passed ver used of time workshopwas a complete out. Thishappe or and money. waste where students in a The buck Who's idea provide their school was passed was thisfarce? for typing, ow paper, until it finally around a where the even facultyrneetinit instruction. paper squeeze landed in thelap of Not to hinders trator whowage an adminis- psychologists. mertion thecost for the the workshop. present for The workshop *a How can the meetingor payers somewhere had tocost tax- out decent a schoolexpect to tan the worishop a pretty .studentshen the was state penny, whether displays suchindeci administration aided. funded iveness? The ' or locally was planned workshop a withoutconsent of Why can't students and teachers schools stick bah gro- were or must they to education? Consequently.both forie,,,,Lrito it. psychoanalyse Why students ne: esented it. When will all their were boredand The schoolpersonnel students? evident- in serail This "set., your knock offtheir their lackof att- was goals quick,how's nee. II. atten jibberish andreturn to the your head?" school.educating? originalpurpose of . .1.

40.5 awf

u. HUNTINGTON BEACH UNION HIGH SCHOOL DISTRICT'

MAILING LIST,FQRMATERIALS 7

Jim Boone RoseMari"Finter: Vice Principal Vocational Education Carlsbad High School Work Experience Education 801 Pine San Ramon Valley Carlsbad, CA 92008 *Med School District 699 Old Orchard Road Jay McCauliff- DonvillevCA. 94526 Eastunion High-School

15500 Sunion Rd . Robert Bassard

Manteca, CA 05336 1 Vocational Counselor Workman High School James A. Curran 16303 E. Temple Ave. Vocational Education Counselor City of Industry, CA 91744 609 South Gold Street Yreka, CA96097 Fredric J. Miracle Work Experience Coordinator Whittier Union High School Oistr ct Woodland High School Marv.Weston 21 North West Street Extended Experience,P ram Woodland, CA 95595 Career Center Whittier High School Mary Anne Ludo 12417 E. Philadelphia St. Work Experience - Career Education Whittier, CA 90601 John A. Rowland High School 2000 S. Otterbein Mrs. Johann Ulzich Rowland Heights, CA 91748 Work Experience Education Coodinatr 'Duncan Mdcdefiald Palos Ve\des High SchOol Coordinator 600 Cloyden Road Work Experience Eucation Palos Verdes Estata, CA 90274 Montgomery Hign School 217 Ridgeway Avenue Eleanor E. Murray Santa Rosa City Schools Exploratory Work Experience Education P.O. Box 940 Glendale High School Santa Rosa, CA 95402 1440 E. Broadway Glendare, CA 91205 Delores C. Smith

Coordinator - Work-Experience , David A. tangdon Morningside High School WorkExperience.Education Counselor, 10500 S. Yukon Avenue Monterey Hig$ School. Inglewood: CA 90303 P:O. 8c 1031, Monterey, CA "53940- Joseph A. Merva Teacher-Coordinator Ms. Frances L. Whiten Work Experience Education Work, Experience Counselor Fairfield High School-

Career/Vocatiogal Office , 205 E: Atlantic Avenue. Pasadena Unified Scholl District Fairfield, CA 94533 351 South ,Hudson Avenue Pasadena, CA 91109 A.L. Hartig Work Experience Educator\1/4) 33000 Yucaipa Blvd. Yucaipa, CA 92399

*AR VI - 4 4O6 if A MAILING LIST

J. James 'Albert F.M. Asche Head-Counselor 110 Lank Hall. Corcoran High School VPI & JV Guidance and Counseling Office Blacksburg, VA Letts & Whitley Avenues Corcoran, CA 93212 Port Arthur Independent School Dist Mr. Glenn Do Thibodeaux James Curran Vocational Co9nAlor Siskiyou County Supt. of Schools 4801 Byrne 601 S. Gold St, PortrAuthur, TX 77640 Yreka, CA 96097 Angie Guerrero.- Jacqueline Oakes 1420 Wilder, Apt. 0 12 Career Education Coordinator 'Honolulu, Hawaii 16822 Santa Ana High School. 520 W. Walnut St Roger S. Killion Santa Ana, CA 92701 Pbudre R-1 5chool District (714) 558 5821) 2407 La Purte Ave Fort'Collins, CO 80521 Robert Patterson Director Career Infor. Center Alax MacLachlan Foothill High School Counselor 19251 .Dodge Ave Lawrence Junior High-School. Santa Ana, CA 92705. 10100 Variel St. (714) 832 1031. Chartsworth, CA 91311

Bob Jervis parbara Kruis Bd..of Ed Anne Fallbrook High School Arindel County P.O. Box 368 Anapolis, MD 21401 Fallbrook, CA 92028

Dr. Ruth'Samsel Sob Nelson S. Brunswick HS El Camino High'School Major Road 400 Rancho Del Oro Monmouth Junction, NJ 08852 Oceanside, CA

Judith Grutter Lou Pollock Counselor LA County Regional Occupational Counselor Program Santana High Sch6o1 Santa Monica High School 9915 Magnolia 601 Pico Blvd 5antee, CA ,92071 Santa Monica, CA 90405 (213)927 5551 W. D. Wilkins' Guidance Coordinator Theressa Ann Sams Career Guidance Services Work Experience Education Coordinator Department of Edutition Jereahn Bowman High School 6401 Linda Vista Road 27915'Whites Canyon Rd San Diego, CA 92111 Canyon Country, CA 91351 Mary J. Quimby St. Paul Public)Schools Career Development Specialist Career Education -Resource Center .El Cajon Valley High School Juanita Morgan 1035 Madison Ave 1610 N. Victoria El Cajon, CA 92021 Saint Paul, Minnesota55117 407 5 - MAILINGLIST

Edna q. Goodwin . Jill Trefz Santa Fe High School . Memorial Nigh 10400 Orr & Day Roa-d-. 39375 Cedar Blvd. Santa Fe Springi, CA 90670 Newark, CA 94560

Mary Moffatt Ms. Margiret Anstin Mountain High Alternative Schap'', Career Center Coordinator 1253 W. 9th St. DeAnia College Upland, CA 91786 Foothill-DeAnia Community CollegeDistrict 21250 Stevens Creek Blvd. Jude Dunfee Cupertino, CA 95014 Apple Valley High School (408) 257-5550 Apple Valley, CA-92207

Betty McFer'son El Dorado High School 1651.N. Valencia Ave Placentia. CA

Russell Q. Harri 1. Mojave High School 15732 0 St.' Mojave, CA 93501

Don Lucas Terra Linda High School, 320 Nova Albion Way San Rafael., CA 94903

or. Robert . Hayes El'Rancho High 6501 S. Passons Blvd. ,Pico Rivera, CA 90660

Steve Lar'Ivee COunselor ValAstlla High School 1725 Hillsdale Rd. El Cajon, CA' .92020t,

Pat Pierce Newark High School 6201 Lafayette Ave. Newark, CA 94560

.Donna Thompson Bassett U.S.D. elf 904 N. Willon La Puente, CA 91746 MAILINGLIST ti

Edna K. Goodwin Jill Trefz -SanteFe High School Memorial High 10400 Orr & Day Road 39375'Cedar Blvd. Santa Fe Springs, CA 96670 Newark, CA 94560

Mary Moffatt Ms. Marganet Austin Mountain High Alternative-School Career Center Coordinator 1253 W. 9th St. ; DeAnza College Upland, CA91786 Foothill- OeAnza Community College District 21250 Stevens Creek Blvd. Jude Dunfee Cupertino, CA 95014 Apple Valley High School (408) 257-5550 Apple Valley, CA 92307

Betty McFerson El Dorado High School 1651 N. Valencia Ave Placentia, Ck

Russell D. Harri - Mojave High School 157f2 0 St. Mojave, CA '..93501

Don Lucas. Terra Linda High School 120.01a Albion,Way San' Ra ael;,AA A4903

Or. Robert D. Hayes, El Rancho High 6501 5.'Pa5Sons Blvd. Pico Rivera, CA 90660

Steve LariVee Counselor. Valhalla. High School 1725.Hillsdale Rd. ,E1 'Cajon, CA 92020

Pat Pierce Newark High School 6201 Lafayette-Ave. Newark 'CA 94560

Donna' Thompson Basset} U.S.D. 904 N. Wilion 54 Puente, CA -'"91746.

409 VI - 'MAILING LIST

Robbie Haines .,Sue Schiffer ' A Career Development/- Career Experience Education Work Experience CoordinatOr. 2000 W. Winton Ave.

Excelsior High School . Hayward, CA. 94545 15711 South-Pioneer Blvd. Norwalk, CA 90650 Jackie Conolley, M.A. Counselor Walter , Olympic High School Supervisor-Vocational Education. 1651 16th Street 401 S. Inglewood Avenue Santa Monica, CA. 90414 IngleWood, CA .90301,_

Vickie Ward le, Lyie M. .Arns Career De4elopment Counselor Counselor-Career Education Career Development Servlces Depar'tment. Montebello. High School 5100 Normal Street 2100 Cleveland Ave.. San.Diego, CA r. 92103 . Montebello, CA 90640 Milan Wight Betty Brown 'M. Diablo USD 'Job Developer 1990 N. '6th St. Adult Progittam Concord, CA 94519. 300 Buena.Vista

Corona, CA - 91 20 Doris Breed Workman High School Maurice S. Whi eley, 16303 E. Temple Ave -'WorkExperienc Coors nator City of Industry, CA 91744 Alfsal High" Scho 777 Williams Road Dave Kuzmit Salinas CA 93901 9550 Carmel Mountain Rd.

San Diego , CA . 92127 Gerald Van So &len Coordinator Bob Evans Career.Education-Work Experience Gunderson High SchOol Education 622 Gavnoabert Ln. 120 E. Grangeville Blvd. San Jose, CA 95136 Hanford, CA 93230 Jerry Barnacle David L. Kuzmich 625 .Arthtly St. Work Experience Coordinator Novato-, CA 94947 M. Carmel High School 9550 Carmel Mountain Road llen Francisco San Diego, CA 92129 Santa Monica High School 601 Pico Blvd. Mrs. Edna Goodwin Santa Monica; CA poos 'Extended ,Experience Prograw eacher Career Center Gerri Evans Santa Fe High School Costa Mesa.High School 10400 South Orr a Da'y Rat: 2650 Fairview Road Santa Fe Sprin CA 0670 Costa Mesa, CA °92626

410

VI 7 MAILING LIST

Ms: Judy Tyle .Monterey High School Herrmann,DrOe Monterey, CA 93940

86.bara Hutcheson CETA Coordinator, Career Counselor Montebello Unified School District

Vail High School . 1230 South Vail Avenue Montebello,.CA 90640 728-0442

Katherine C. Gratz . Career Counselor Montebell0 SChool District Bell,GArdens High School 6119 Agra,Street -Bell Gardens, CA 90201 773-4316

David C. Paradowsifi Career Development SpecialiAt A Grossmont Union High School Qistrict Work Experience Education IOW El Capitan High School 10410 Ashwood Lakeside, CA 92040 Office: 143-1083 Home: 561-2700 1'

411 Mr. Winston Burnham -Pace High tbhool Para,. Florida Palmdale High School Palmdale, California Mr. Don Antonio Ms . Liz ,Armi go Lu.go High School -=Ciic°, California Ms.'Marilyn Lilly Leland High School ,San Jose ,-, Cal i forni a . Westmont Elementary School Westminster, Cal ifornia tiarstow High .Sdhaol -Barstow:, California N. Alhambra,High School Alhambra, California

. Bushard Elementary School 4Fpuntain,Valley, California _ GroSsmont High School San CVelosgo, California Dr. Swan ' California State University Long Beach, California Dr. Francis Bennie Doer Intermediate School Huntington Beach, California

Ms.DoriAl len Board Mettler HBUHSD fir. Gary Hdlman Brea Olinda Unified Schbol tri ct Brea, Cal i forni a

VI . 9 W

- 111..-

AM.

- le