nnelimemt wrolimm ED .030 745 VT 008 794 By-Carn. Luella L.; Morrow, Mary Elizabeth Development and Evaluation of a Curriculum of Wage EarningOccupation. Final Report. Altoona Area School District, Pa. s Agency -Pennsylvania,StateDept. of Public Instruction, Harrisburg:Bureau of Vocational,Techntal, and ontinuing Education. Pub Date Jun 69 Note -84p. Available from-Altoona Area School District, 1415Seventh Avenue, Altoona, Pennsylvania 16603 EDRS Price MF-$0.50 HC-$4.30 Descriptors -ClothingInstructiOn,*ComprehensiveHighSchools,*CurriculumDevelopment,*Curriculum Evaluation, Curriculum Guides, Foods Instruction, Maids.,Occupational Home Economics, Questionnaires, Records (Forms), Secondary Grades, *Service Occupations Identifiers-Altoona Area High School, Pennsylvania A 3-year curriculum to be offered by acomprehensive high school to prepare graduates for .a wide range of occupations growing outof the knowledge and skills of home economics was designed andimplemented. The following curriculum was developed: (1) sophomoreyear--English, Anierican history1 biology, mathematics, orientation to the workingWorld and introduction to clothing construction,typing..and phySical education, (2) junior yearEnglish.problems of democracy. recordkeeping andinsiitutionalhOusekeeping, food preparation and quantityfoods,clothing. workshops. and physical education, and (3) senioryearEnglish, world cultures. health (elective), work experience in two areas, andphysical education. Thirty-seven students participated in the program the first year, 81 thesecond year. and 81 the third year. and changes resulting from evaluation WereincOrporated each year. It was concluded that boys and girls with varying levels of ability canbe trained in occupations growing .out of home economics knowledgesand skills and that a 2- or 3-yearcurriculum can be implemented in the comprehensive highschool. (JK)
I. .* (L)
FINAL REPORT
DEVELOPMENT AND EVALUATION OF ACURRICULUM OF WAGE EARNINGOCCUPATION
PROJECT VEI - 18047
LUELLA L. CARN
MARY ELIZABETH MORROW
ALTOONA AREA HIGH SCHOOL
ALTOONA, PENNSYLVANIA
JUNE 1969
PENNSY.LVANIA DUARTMENT OF PUBLIC INSTRUCTION
BUREAU OF VOCATIONALTECHNICAL AND CONTINUINGEDUCATION U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.
FINAL REPORT
AND EVALUNTION OF A CURRICULUMOF WAGE EARNING OCCUPATION A \ PROJECT VE1-18047
LUELLA L. CARN c2 MARY ELIZABETH MORROW
ALTOONA AREA HIGH SCHOOL ?cl
ALTOONA, PENNSYLVANIA
JUNE 1969
slte4v PENNSYLVANIA DEPARTMENT OF PUBLIC INSTRUCTION mv,
BUREAU OF VOCATIONAL TECHNICAL AND CONTINUINGEDUCATION t'L CA ACKNOWLEDGEMENTS
We wish to thank the following for their assistance, cooperation, and
inspiration:
Altoona Area School District Personnel
Miss Mary E. Lowther, Supervisor Home Economics Education
Dr. Thomas Heslep, Superintendent
Dr. Ardell Feeley, Assistant Superintendent
Mr. Raymond Hoffman, Coordinator of Secondary Education
Dr. Thomas Long, Director of Guidance and Research
Pennsylvania Department of Public Instruction
Miss Anne Eifler, Supervisor of Home Economics Education and
School Food Services
Mrs. Clio Reinwald, former Supervisor
Mr. Clarence A. Dittenhofer, Research Associate from the
Department of Public Instruction
Finally, ve are indebted to Miss Norma Weston of the Bureau of Employment
Security, the members of the advisory committee, and the employers who trained
the seniors.
I;
I TABLE OF CONTENTS
Abstract 1
Methods and Procedures 6
Evaluation 12
Conclusions and Recommendations 14
Appendix 15 ABSTRACT
This was a three-year pilot program in Supervised Food Service, Clothingand
Home Decorating Services, and Housekeeping Aides for boys and girls with varying levels of ability who had an interest in these areas of service..
A three-year curriculum for wage earning was developed as part of anexpanded vocational home economics program, The program was designed to determine if a curriculum could be planned for the comprehensive high school which would offer a wide range of opportunities in job placement growing out of the knowledge and skills of home economics.
Atter a study had been made of the needs of the community, it becameapparent that in the Greater Altoona Area there were a nuMber of institutions,hospitals,
school cafeterias, and commercial establishments who needed qualified,trained
food service workers or institutional housekeeping aides.There were also oppor-
tunities for students trained in the knowledge and skills of clothing construction
techniques in department and clothing specialtystores. Likewise, a need was
shown for persons trained in the textile field as it isrelated to the techniques
needed for home decoration.
An advisory committee was formed and the following objectivesevolved:
1. To expand the vocational home economics programto meet the needs
of a larger group of students
2. To develop a three-year curriculum which willtrain both boys and
girls, for wage earning occupations growing out ofthe knowledge
and skills of home economics
3. To determine the length of time neededfor an adequate training
program in wage earning occupationsrelated to home economics
4, To test the value of providing training in morethan one occupational
skill
1 Tdking into consideration the requirementsfor graduation fromhigh schools occupations was developed: in Pennsylvania the followingcurriculum for wage earning
Sophomore Year:
English II
American History
Biology
Mathematics
Wage Earning I . Orientationto the Working World -Clothing I
Typing I
Physical Education
Junior Year
Ehglish III
Problems of Democracy
Recordkeeping - InstitutionalHousekeeping
Food Preparation - QuantityFoods
Clothing II - ClothingWorkshop
Physical Education
Senior Year
English IV
World Cultures
Health - Electivy
Work Experience in two ofthe three areas
Physical Education SUb- The program was underthe direction of the homeeconomics department. knowledge and ject areas were includedto provide a broadbackground of general developed and taught by skills for the variousservices. A special course was Typing was required the mathematics departmentto meet the needs ofthe group. and was taught by the of all students enteringthe program in the sophomore year
Business EducationDepartment. 2 Variots devices were used in teaching the wage earning programsincluding text and reference books, student-teacher conferences, visual aids,lectures, discussions, demonstrations, laboratory practice, resource personnel,field trips, and supervised "on the job training" during the senior year.
The program began in the 1966-67 school term. The tenth grade students electing this program were first interviewed, by their homeeconomics teachers and were recommended to the guidance staff for furthercounseling. Sixteen students were accepted for the program. Twenty-one eleventh grade students wereinter- viewed and selected by the guidance staff to begin the programfor the 1966-67 school term. Having a tenth and eleventh grade group helpedto determine the length of time necessary for adequate training in acluster of wage earning occupations.
At the close of the first year the followingcurriculum changes were made:
1. The content of the sophomore courseOrientation to the Workink World
and Introduction to Clothing Construction wasdivided. The sopho-
more course serves as anintroduction to the three areas ofthe
wage earning program. Working part
of the senior curriculum.
2, A change was made in the scheduleof the junior year to provide a
better learning situation. One semester was devoted totraining in
recordkeeping and food services.The other semester was in clothing
and home decorating services andinstitutional housekeeping aides.
adopted for the food 3. The lunch room tested the first year was
service program.
4 As mentioned previously the Working
part of the senior curriculum. It was dbvious that an understanding
of the laws and regulationspertinent to the employees in the
various services of the wage earning provemwould be of greater value
3 and more meaningful to the students if studied prior to the
supervised work experience of the senioryear.
Eighty-one students enrolled the secondyear of the program. There were twenty-six sophomores, thirty-two juniors, and eighteen seniors. Students had the opportunity to enroll the beginning of either the sophomoreor junior year.
Alter conferences with the "on the job training" employers, itWAS recommended that better training could be given if the students would specialize in thearea of their interest. The employers stated that they just had the employee trained, when the employment ins terminated and a new studentwas assigned for training.
The paper work involved in providing the students with two training experiences in one year became a prOblem.
At the close of the second year the following curriculum changes were made:
1. The students selected one of the three training areas.Either
food services or clothing and home decorating services were
selected. They studied in that area for the year. This afforded
a better opportunity to train and develop their skills and speed.
Institutional Housekeeping was not selected because it wovided no
challenge for the average student. Apparently a program should be
developed in this area for the slow learner.
Eighty-eight students were enrolled in the third year of the program. There were twenty-six seniors, forty-two juniors, and twenty sophomores, The juniors trained in their chosen area. We will not be able to determine the effectiveness of additional training until these students complete their "on the job training" next year. In the school term 1968-69 the seniors were trained by one employer for seventeen weeks. The employers approved the revised training program.
In the three years the findings were as follaws:
1. The cluster program as first conceived did not provide adequate
training for o. 6alable skill. Students are not necessarily talented or interested in all three areas. In a cluster program only the
very basic skills can be covered and the studentslearn a Little
about many areas but not much about any one area.
2. Boys and girls with varying levels of ability can betrained in wage
earning occupations growing out of the knowledge andskills of Home
Economics,
3. A two or three year curriculum can be successfUllydeveloped and
implemented in a comprehensive high school to train for wageearning
occupations related to home economics, METHODS AND PROCEDURES
Problem
A school district study of the Greater Altoona Area revealedthat there were a number of institutions, hospitals, schoolcafeterias, and commercialestablish- ments who needed qualified, trained food service workers orinstitutional house- keeping aides. The study also indicated there were opportunitiesfor students trained in the knowledge and skills of clothing constructiontechniques in depart- ment and clothing specialty stores. Likewise, a need was shown for persons trained in the textile field as it is related to the techniquesneeded for home decoration.
The problem was to design a curriculum for a comprehensivehigh school that would prepare graudates for a wide range of occupationsgrowing out of the know- ledge and skills of home economics.
Objectives
1. To expand the vocational home economics programto meet the needs of a
larger group of students
2. To develop a three-year curriculum which willtrain both boys and girls
for wage earning occupations growing out ofthe knowledge and skills
of home economics
3. To determine the length of time needed for anadequate training program
in wage earning occupations related to homeeconomics
4. To test the value of providing trainingin more than one occupationsl
skill
Procedures
Conferences were held with Dr. Thomas Heslep,Superintendent of the Altoona
School District during the school year1964-65 to discuss the possibility of a
wage earning program growing out ofthe knowledge and skills of homeeconomics.
6 In the early summer of 1965 Miss Mary E. Lowther, Supervisor of Home Economics
for the Altoona School District and Dr. Thomas Heslep, met with Mrs. ClioReinwald,
Supervisor of Home Economics Education and School Food Services and Miss AnneE.
Eifler, her assistant to discuss the possibility of such a program.
In August of 1965 a qualified teacher interested in developing such a program
was secured. Plans for the program were completed, personnel selected, a course
of study developed, and conferences continued until the spriKg of1966 when the
plans were approved. The advisory committee for the project was calledtogether
to review the plans and make suggestions.
The program was initiated in September 1966 with a sophomore andjunior class.
In the spring of 1966 the ninth grade students electing this program wereinter-
viewed by their home economics teachers and were recommended tothe Junior High
School guidance staff for further counseling. Sixteen students were accepted for
the program. Twenty-one tenth grade students were interviewed andselected by the
High School guidance staff to begin the program during the1966-67 school term. II The first year the sophomore class continued with therequired sUbjects and in
addition were taught a course in Orientation to the Working Worldand Introduction
to Clothing Construction. The Business and Mathematics departments developedand
taught special courses in typing and mathematics for the wageearning students.
The juniors had one semester of recordkeeping, one semesterof institutional house-
keeping, a year course in clothing construction and tailoring,and a double period
a day for a year in food preparation aswell as the required subjects. In conjunc.
tion with the normal classroom instruction for the juniors,the following field
trips were taken.
Altoona Hospital: Food Service, Housekeeping, and LaundrY
The A & P Warehouse:Meat, Produce, Groceries and Bakery
Strohmann's: Bakery Also representatives from alteration and interior decoratingdepartments of local stores gave demonstrations.
In the Orientation to the Wbrking World, people from the following offices gave informative talks, showed films, and answered questions pertaining to their particular field: The personnel director from the Veterans Administration
Hospital, representatives from the Bureau of Employment Security, Social Security,
Department of Labor Bureau of Women and Children, and from Altoona Department of
Sanitation.
At the close of the first year the following curriculum changes were made:
1. The content of the sophomore course Orientation to the Working.
World and Introduction to Clothing Construction was divided. The
sophomore course serves as an introduction to the three areas of
the wage earning program. Orientation to the Working World became
part of the senior curriculum.
2. A change was made in the schedule of the junior year to provide a
better learning situation. One semester was devoted to training
in recordkeeping and food services. The other semester was in
clothing and home decorating services and institutional housekeeping
aides.
3. The lunchroom tested the first year was adopted for the food service
program.
4. As mentiondd previously the Orientation to the Working World became
a part of the senior curriculum. It was avious that an understand-
ing of the laws and regulations pertinent to the employees in the
various services of the wage earning program would be of greater
value and more meaningful to the students if studied prior to the
supervised work experience of the senior year.
8 Eighty-one students enrolledthe second year of theprogram.There were
26 sophomores,32 juniors, and 18 seniors. Students had the opportunity to enroll
the beginning of either the sophomoreor junior year. The newly developed sopho-
more course Orientation into the Areas of WageEarxilLag was better received by the
students. Sophomore studentsare not interested enough in the working world to have continued thecourse Orientation to the Working World.
In the junioryear one semester of four periodsa day was devoted to training
and recordkeeping in foodservices. The other semester included: clothing, home decorating services, and institutionalhousekeeping aides. This schedule allowed
for a better learning situation.
The seniors were placedon two different jobs for 12 weeks each. The coop- erating employers are listed inappendix A.
After conferences with the "on the job training"employers, it was recommended that better training could be given ifthe students would specialize inareas of their interest. The employers stated that they just had the employeestrained, when the employment was terminatedand a new student was assigned for training.
The paper work involved for the studentson two training experiences in one year became a prdblem. For each training experience it isnecessary to have a worker's permit or proof ofage certificate: a written agreement between employer, parent, student, and school according to the ChildLabor Law in order that the students may operate all types of equipment; also to have the studentsemployed at a student learner wage, it isnecessary in many cases to fill out an application for student learner wage certificates from theUnited States Department of Labor.
Therefore, the close of the secondyear the follawing curriculum change was made:
1. The llth grade students selectedone of the three training areas.
Either food or clothing and home decorating serviceswere selected.
They trained in that area for the year.This afforded a better oppor-
tunity to train and develop their skills and speed. Institutional
9 Housekeeping was not selected because it providedno challenge to the
average student. Apparently a program should be developed in this
area for the slow learner. ab
2. The seniors were placedon only one job experience for 18 weeks.
Eighty-one students were enrolled inthe third year of the program. There were twenty-six seniors, forty-two juniors, and twenty sophomores.The juniors trained in their choienarea. We will not be able to determine the effectiveness of additional training until these students complete their "on the job training" next year. In the school term 1968-69 the seniorswere trained by one employer
for seventeen weeks. The employers approved the revised training program.
With the change in the scheduling of the Junior Wage Earning class, the food service curriculum was enlarged to meet the needs ofa larger variety of food service occupations. The lunchroom was continued the first semester with three different menus offered each day. The second semester the class had a "take out" service for four weeks, preparing foods to be taken home.Foods were "ready to eat" or of the "heat and serve" variety. The lunchroom was reopened for the last
12 weeks with two menus and a short orderor ala carte menu. (a change even after the curriculum was written the last time, January 1969)The year opened with the class serving three lundh periods of 19 people each plus the class of 24.The second semester another lunch period was added.
With the revised curriculum in clothing and decorative services, the students were able to develop their skills and techniques preparing them for the service occupation field. They were taught to construct, alter and maintain custom and ready-to-wear clothing and furnishings for consumers.EMphasis was on construction and alterations techniques involving stitching, basting, and related work required to join, shape, decorate, and finish garments and home furnishing items, and to adapt it to the individual and repair.
10 Representatives fromlocal stores gave demonstrationsin altering and slip cover procedures. In conjunction withclassroom instruction, field tripswtre taken to Butterick Pattern Company plant, RoaringRiver Mills fabric outlet store, and the WolfFurniture Store.
11 EVALUATION
Evaluation sheets were developed with the help of Dr. Thomas Long, Director of Guidance and Research of the Altoona Area School District. These sheets were completed by the employer, parent, and student. Since only 15 student, 10 parent, and 5 employer evaluations wtre returned in May 1968, the number was notsignifi- cant. The sheets were tabulated and filed to be included with the sheets returned in May of 1969. At that time there was a total of 36 student, 28 parent, and
18 employer sheets completed.
During February 1969 the teachers developed a sheet to evaluate the"on the job training" program from the students' point of view.There were 21 of these sheets completed.
The results of the wage earning study evaluation sheets showed anoverwhelming nudber of students, parents, and employers satisfied with the program.(The per- centages are given in the appendix.)
They stated that the teachers were competent, interested in thestudents, and taught in light of the pupils' backgrounds. A decided majority indicated that the students' interest in the program had grown, that the expenses werefair, and that the students understood more what was expected of a youngadult in the labor market.
The parents and employers specified school had become moremeaningful since the students enrolled in the program, even though onlyfifty percent of the students
indicated they agreed.
Fifty percent or slightly over of the students and employersexpressed that
the program had made the students more sincere andconscientious in their school work or influenced their decision to remain in school. However, better than
thirty percent of the employers left thesequestions unanswered. A greater number
of the parents indicated that they agreedwith these statements.
12 Better than half of the peopleagreed that the studentswould have appreciated taking courses in all the opportunity to have chosen oneof the areas instead of three areas. (They now have this opportunity.)
An overwhelming majority of allparticipating agreed thatthe students had the need to get alongand become more aware of thedifferences in individuals and chance for employ. work together.They also stated that thestudents had a greater of employment. ment and that the parents werein agreement withthe potential fields homemaking skills A11 agreed that the program wouldcontribute to the students' as well as qualifyingthem as wage earners. facilities The majority indicated thatthe field trips taken,the equipment and expressed that more fieldtrips could used. were satisfactory. However, it was also be taken and resource personsinvited to give demonstrations. regarded as equals Greater nuMber marked that the wageearning students were
and that the employers weresatisfied with the skillslearned. evaluation sheets indicated The students completingthe "on the job" training They did declare that for the most partthey were satisfiedwith their training.
that they would have likedto have worked morehours and made more money. were employedin Following graduation in June1968 nine of the fifteen seniors one attended occupations for which they weretrained. Three left our community,
beauty school., and two soughtemployment. 1969, thirteen were employedat Of the twenty.one seniorsgraduating in June of remain at home or travelfor the their places of training. Three were going to
do. Six of the last summer and five werenot able to decidewhat they wanted to
s'i) desired. eight could have stayed attheir place of trainingif they had graudates for five yearsfollowing grad- It is planned tokeep in touch with the
taken of the1968 graduates. Fourteen of the uation. In January 1969, a survey was in wage earning occu. fifteen questionnaires werereturned. Five were still employed because of marriage or pations and one in arelated occupation. Three were unemployed areas, and one waslooking for employment illness, two werereceiving training in other
13 CONCLUSIONS AND RECOMMENDATIONS
The cluster program did not provide adequate training for a salable skill.
Students are not necessarily talented nor interested in all three areas. In a cluster program only the very basic skills can be taught and the students learn a little in many areas but not much in any one area.
The needs of boys and girls with varying levels of ability can be metin wage earning occupations growing out of the knowledge andskills of home economics. This training can be offered in a two or three year curriculumin a comprehensive high school.
The following recommendations are submitted:
1. The wage earning program should be a two yearcurriculum.
2. The students for this type program should beselected with mach
consideration of attendance, congeniality, perseverance,and
tenacity.
3. The students should be afforded the opportunityto select the
area of their choice.
4. Each senior student should be placed in only one"on the job"
training center.
114 PROJECT VEI . 18047
WAGE EARNING CURRICULUM
ALTOONA AREA SCHOOL DISTRICT
Altoona, Pa,
15 ADVISORY COMMITTEE WAGE EARNING CURRICULUM ALTOONA AREA SCHOOL DISTRICT
Mr. Martin Delancy Mr. Stanley Truby Assistant District Manager Manager Pennsylvania State EmploymentService WM. F. Gdble Co. Department Store
Miss Norma Weston Dr. Ardell Feeley Employee Assistant Superintendent Pennsylvania State EMploymentService Altoona Area School District
Mr. Lawrence Flannigan Mr. Edgar Brooks Assistant Director Principal Altoona Hospital Altoona Area High School
Mrs. alma Loomis Mrs. Grace Epright Director of Housekeeping Guidance Counselor Penn Alto Motor Hotel Altoona Area High School
Mr., Richard Monk Miss Eleanor Long Manager Altoona Store Director of Cafeterias Sears, Roebudk and Co. Altoona Area School District
Miss Bernice Ross Miss Mary Lowther Director of Food Services Supervisor of Home Economics Veterans Administration Hosvital Altoona Area School District
Mr. William Dean Mr. Raymond Hoffman Personnel Ldrector Coordinator Secondary Curriculum Veterans Administration Hospital Altoona Area School District
Miss Hazel Ross Director of Housekeeping Holiday Inn- Altoona Secondary Curriculum Studies
Home Economics Education
in the
Senior High School
Wage Earning Program
Altoona Area School District Altoona, Pennsylvania 1969 Personnel
Dr. Thomas R. Heslep Superintendent of Schools
Dr. Ardell Feeley Assistant Superintendent of Schools, Instruction
Raymond N. Hoffman Coordinator of Secondary Instruction
Mary E. Lowther Supervisor of Home Economics
Home Economics Faculty
Whge Earning Program Mary E. Lowther, Head
Mrs. Luella earn
Mrs. Mary Morrow I Mrs. Deanna Newman TABLE OF CONTENTS
Page
I. Introduction
A. Purpose ********** B. Curriculum ******
Pool II. Wage Earning I
A. Clothing 2 OPP B. Food* OOOO OOOOOOOO 5
Wage Earning II
A. Clothing and Home Decorating Services . 8
B. Food Services 40 0 . 14
IV. Wage Earning III 0 25 Introduction
Purpose
The Wage Earning Program of the Altoona Area HighSchool is planned to provide training for wage earningoccupations growing out of the knowledge and skills of homeeconomics.
Curriculum
Junior Yaar English II English III American History Prdblems of Democracy Mhthematics Wage Earning 11 Biology Food services Whge Earning Select one Senior Year Ehglish IV World Cultures & Modern World Affairs Health - Elective Wage Earning III nOn-The-Job" training Physical Education Home Eeonomics Education Exploratory year course Clothing A semester course WageTenth Earning Grade I Clothing General Objectives and Foods work of a ToTo develop understandlearn toan knowunderstanding the andcharacteristics use the of basictheasclothing appliednatureand principles properties maintenance andto fabricscope of ofcolor, ofspecialistand the selection todayls fabrics and line, and design ToTo develop develop skill skill in in the the use construction andthe sewingcare standards of ofequipmenttechniques the garments usedsewing in involving judging them machine and other basic Specific Goals Learning Concepts List job opportunities Activities ToTo develop learn toan knowunderstanding and use the of basicnaturetheclothing and maintenancescope of the specialist work of a TheBeing employee well dressedmust realize means thewearing importance clothes ofjob the well. job and be able to do the Select an outfit showing proper clothing principlesdesignselection as ofapplied color, to line, fabric and and To be woperly dressed we must understand whatthingsthat linesuit you and youdo, design andand yourthe do placeslife,to the the youfigure. go. Findexamples of four kinds of lines and notefor what each they one do of to your the activities.figure. ION 0114 077-7A i IF--1 Boni MO IMO NMI Specific Goals Learning Concerts Study current magazines to see which styles, fabrics, and colors are appropriate Activities 3 Personal coloring should influence yourselection of the colors you. wear. FindTest colorcolored samples pictures of materialshowing examplesto select whichfor differentis best for ages. you. To understand the characteristicsproperties and of today's fabrics and the Knowledge of fabrics is increased by examining the fiber, yarn, and Bring to class as many different samples of theirmaterialof color characteristics, as harmonies you can find.and performance, their effects. Identify standards used in judging them A. knowledge of vocabulary is necessarytextiletocloth. understand market. today's fabric and Bring in labels from garments to be examined. Defineand uses. the words unfamiliar to you. To develop skill in the use andequipment ofcare the sewing machine and sewing A knowledge and understanding of the mentpropersewing is essentialperformance. machine andfor sewingsafety equip-and ConstructDemonstrate a samplethe parts using of asthe many sewing of themachine machineand the attachmentsuse of its attachments.as possible. It is important that we know haw to select and use the various sew- DemonstrateTestList yourself and p-actice and on practicelabeling the miles usingthe ofmachine the safety. follow- parts ingon a sewingchart. and pressing equipment: ing equipment. 3.4.2.1. Seam gauge ScissorsIroningIron andand sleeveshears board 7.8.6.5. NarkingsSeamTapePressing measureand point cushion board To develop skill in the constructioningof techniquesgarments involving basic sew- The construction of the first garment involves simple sewing techniques. Select a pattern and fabric for a cotton 1.dress involving the following: ings,Sleeves, facing, collar, and zipper,hem. fasten- EMI Dial oommi t 4 1-4 kair4 WWI MO INN IIIII Specific Goals Learning Concepts 2. makeStudy pattern the guide alterations sheet, envelope,lay-out be- and Activities 4 Select fabric and a pattern requiring new 4.3. foreevaluationEvaluateConstruct cutting your garment. device.the dress garment. according to an The construction of additional thegarmentsclothing skills develops construction.and techniques competence of in Follow the wocedure for preparation, con- andfirststruction, more garment. difficult and evaluation techniques. as used in = OM EMI 11;4 3 i 1-;".4 III Home Economics Education 11"1 11Km4 11114 IFIN MO OM/ 5 11111 11111 Exploratory year course Clothing A semesterWage course Earning I Tenth Grade Foods General Objectives and Foods good attitude toward work and others ToTo acquire developlearnunderstand toa the desireplan, theskill prepare,importanceto tostrive organize and of satisfyingserve a meals for high standards of workmanshipwork so as to save time, labor, and energyattractive, nutritious, and Specific Goals Learning Concepts Activities To gain a knowledge of the theopportunities area of food available service in There is great need for those skilled infood preparation and service. VisitInvite food personnel service foodinstitutions. service to explain available.types of work and opportunities To learn to work together cooperatively Cooperation among fellow students is agroup.key to successful operation of a Analyze your work habits throughout the needed.course and make improvements where To learn to appreciate the goodimportance manners ofat courtesyall times and Being courteous and well mannered is anasset. AtCheckIn chartstated the formonesintervals makeyou needa check:yourcheck to improve.list manners good manners. for To acquire a desire to strive forhigh standards of workmanship Accurate weight and measures are essential to food preparation. Learn commonly used iftights and measures. and evaluate your progress. If 11-4 Specific Goals ION NOSS ein4 11i Learning Concepts v1.111 ilaws4 ION MN ION Activities 6 MIN There are techniques to follow for success in food preparation. Learn the principles of cooking with: 1.2. MilkStarch products products 5.4.3.6. EggLeaveningThickeningProtein products foods agents agents To understand the basic rules fortableselection the setting, of tableand service appointments, Table etiquetteappointments, is important setting, atand service should be in good taste. SetDiscuss the table table and etiquette practice to different follow ways to serve menus. To learn to plan, prepare, and andeconomical,serve satisfying nutritious, meals attractive, Each family has a pattern of living whicheveryof familyinfluences meal. meals. the planning List and discuss the factors influ- whenencing at home the andplanning in public. of family meals. TheA balanced "Basic Four"diet providesfood groups the classifybody forwithfood good the and health.essential their contributions nutrients to DefineList the"balanced essential diet" nutrients and discuss needed the by theeffects body, oftheir an unbalancedfunction and diet. use. To develop the skill to organizeso work as to save time, labor, and energy inEfficientthe orderbody. to organization save time, labor,is necessary and DuringUsing thethe course,"Basic Four"plan, foodprepare, group, and plan servea week's a series menu forof breakfasts,your family. When paanning menus, it is important thatenergy. the amount of time required 2.1.theluncheons, procedures and listeddinners belaw: following ReviewIn chart menus form and recipes givento prepare thought. and serve a meal be b.a.c. MakeandPrepareList table a supplies,market aappointments. work order. equipment,and time Prepare andd. serve mentsCalculateschedule, for each cost.listing student. assign- a meal. WAGE EARNING II Clothing and Home Decorating Services Home Economics Education WageAEleventh year Earning course Grade II 8 To acquiredevelop agreater desire proficiencyfor high standards fittingin the construction,ofof garmentsworkmanship for alteration, the consumer and General Objectives ToTo learnunderstanddevelop gain skillsexperience desirable the and characteristics, techniques instandards the use whichusedforof the use,the inwill power making selectionand add performancesewing toslip familyof coversmachine both comfortof Tabricanandand various drapes, and fabricseconomy dress To learn the opportunities in thefield of clothing services Specific Goals Individual interests and abilities deter-nine the selection of employment.learning Concepts List type of opportunities for employ-nent in the clothing Activitiesfield. SelectList personalthe area qualifications,of greatest interest educational andinvestigatevariousand training clothing in requirements detail. services. for the To learn to operate sewing machine--machine, and other sewing equip- "touch and go" and power The operation and use of sewing equip-andment performance. must be understood for safety DemonstrateVisit a clothing the propermanufacturing methods plant.of press-ing and use and care of an iron. nentSinger The pressing of garments requires special attention. Ralowthe correct pressing procedures onall garments. 1E11 110114 Wail OM =11MIlegIONIIMIIMM 11111111 MI Specific Goals an Learning Concepts 1. Activities Press with warp to avoid 9 V It is important to become famtliar 3.2. necessaryandDistinguishUsestretching pressinga press clothbetween when ironing Tailor tacks, tracing wheels, and machinemithresults. the toparts achieve of the the sewing best LearnPractice the threadingparts of the the sewing machine machine and andstitching. their use. Small equipnent needed for sewing makingincludesing.carbon details papers scissors, during are used tapeconstruct- formeasure, DemonstrateExplain use the of making small equiment. of tailor tacks,markinga tracing the wheel. carbon paper and To learn to sew by hand Hand sewing is important for needles,anding alterations.touches pins, in and making thimble. a garment finish- Practice the various hemming stitches,buttons,sewing onand snaps, belt keepers.hooks and eyes, To plan a wardrobe to meet theneeds of each individual student An inventory of one's individual ward- isrobe needed. must be made to find out what Inventory wardrobe according to outline3.4.2.1.as follows: typerepairsconditioncolor FadsClothing are expensive.should be considered accordingto entire costumes and seasons. ListlistPut garments currentclothes fads. needed.into categories accordingmaketovisibility occasions or buy. ofand spending season. money on fads. Discuss the ad- Decide which to ro construct two or more dressesinvolve simple sewing technique that The selection of patterns, providesandskills. construction an opportunity of garments to develop materials, 1. Selectmachine-madebodicefollowing:facings, patterns and hems, skirt, buttonholes. tobelts, includezippers, joining and sleeves, collar, the irr-Lar Specific Goals Learning Concepts 2. Activities envelope,Learn to simpleunderstand adjustments, a 10 guide-sheet and 4.-3. War completed dresses guideEvaluatelay-out sheet. beforethe dresses cutting according the to How do they compare? to class for dresses- 10 understand the characteristics,performances, and uses of animal, A knowledge of various necessary. fabrics is MakeIdentify a card their file characteristics,on as many samples as canand uses. all to see and evaluate. performance vegetable, and man-made fibers List and define: be 2.1.found. FilamentYarn dyed Labeling is for our protection in Bring labels from material and garments3.be4.5. examined. SanforizedThermoplasticTwill to Proper care of stains and their givesthe care longer of fabricsperformance and of garments. garments. removal MakeDemonstrate a list of stains information and their removal determininglabel. the best methods to use. desired on a in 70 construct a garment formember a class The construction of a garment for requiresconstruction raising to one'smeet approvalstandards of another of Make pattern selection that will guideEvaluatethe skill sheet. theof making dressesWar completed the accordingly garment. to dresschallenge no learn the techniques involvedin tailoring It is important to know how workanother. with materials suitable to select and for the Select a pattern for a coat or for class to see and evaluate. suit. 2O construct a coat or suit usingof the techniques of tailoring wool To learn to line a coat or portant makingin tailoring. of coats and suits. suit is im- Select wool suitable for pattern. Studyclosely guide as sheetgarment and is follow constructed. it 1W4 011111 Manned.% Specific Goals PJA PIM FR PR Pei Learning Concepts 1104 INS NM IP= ActivitiesNMI 1111 NM IMO 11 To construct a child's outfit Various procedures are used to construct SelectWearMake garmentsamples patterns forof with bound-buttonclass mother's evaluation. holes.approval children's garments. Learn to make seams best for children'stucked,clothes---flat-fell,for garments Frew:till to andbe made.piped topstitched, seam. To construct a garment using man- Construction of a garment of synthetic ConstructEvaluateLearn the accordinga dresstechniques of to synthetic guide of shirring, sheet. fabric. smocking, and tucking. To recognize the qualitq of mater-plexmade constructionfibers and the techniques more com- fabrics.infabric the sewing requires techniques an even thangreater other skill Wear dress for class evaluation. asFollow possible guide on sheetyour own.and work as much madeials garments and construction of ready- ShoppingA wise consumeretiquette understands is important. fabrics andrecognizes a well-constructed garment. List types of stores in variousGivethat reasons sell stores. ready-made for shopping clothing. at these our community VisitObserve a store three and shoppers see well-made, and report poorly-garments.made,their expensive, etiquette. and inexpensive on To construct a garment for family member (mother or sister) an adult Skill and confidence needed for practice.in business is developed through success ConstructionPattern, material, will be anddone notions, in class; tofitting be supplied done inby thethe home.costumer. are Success on the satisfaction of the customer. in the business world depends GarmentAlteratiamvin-class will be evaluated with byteacher the business,help"customer", and andguidance. thethe teacher.proprietor of the To fit and alter is ialized business a highly spec- Fitting and altering ready-made clothinginvolves specialized techniques. Invite a professional alterer to dem-onstrateing ready-made the techniques clothes. of alter- OM SIMI NT II Bill Pi 441 IRA PIA PIA Poll WI IMP MI 1111111111 NM I= 1111 Mil Specific Goals Learning Concepts Students demonstrate the following: 1. Activities Two methods of pinning: 12 2. b.a.Two methods of marking: pinholdlap and up pinmethod fit 3. b.Followa.for mark most the the alterations:general pinned proceduresline on the pinchalk the correction e.d.v. wrongingre-pinripremove markingswhatside correctpins is necessary line match- An alterer must know how to fit and altera garment to meet -the customer's-needs. Demonstrate the techniques for the follow-ing1. altering problems: Skirtf. complete related alterations b.a.d.0. HemFitFit at at hipsside waistline sean 2. b.c.a.Bodice ShoulderNecklineUnderarm seam toodart fittinghigh and tight, To understand the use of linedesign and in home decorating The laws of line and design are used to create beauty. FindDemonstrate pictures thein magazinesprinciples illustrating of line and design in fabrics for the home. gaping, etc. To develop an awareness of colorits and influence in home furnishing Color has three dimensions. UseDefine a color the meaningwheel of hue, value, andtheintensitycolor use harmonies.of of color. each law. to review neighboring MB 11111 SW &if 111 1=1 1=1 10111 lo understand the am.u.ra Specific Goals importance of Windows are the eyes of your Learning Concepts MI home. List and discuss the windows in useActivitieb today. various types of 13 background areas in a room There are rules to observe selection of plain or figured in the MakeIdentify a list terms of do'sused andin fromplain pictures. and figured curtains or window treatmentdon't's for drapes. To understand the basic principle Accurate measuring is necessary curtains and drapes. in NakeCompare draperies prices forof drapeshome or in catalogues according to styles. toschool. determinestores and and techniques in making draperies making drapes. PracticeInvite anmeasuring interior windows decorator yardagethedrapes. importance required forof backgrounds finished to discuss in To gain experience in and use of the power the knowledge sewing machine The use of the power sewing is valuable for sewing specialmachine PracticeConstruct straight a garment stitching. bag, machine.home decorating. using the power To understand the basic techniques involved in making principles and slip The construction of slip covers re- items.fitting.quires accurate measuring and Invite a representative to measuring,slip cover. cutting, and demonstratefitting a 7o learn the basic principlestechniquescovers involved in upholster- and Skill and accuracy are in upholstering. important NhkeList a thepillow advantages using slip of cover furniture. reupholstering techniques. ing DecorateMakeDemonstrate a diagram the room oftying anda room springsmount samples and the teringlaws of a color,chair seat.line, to scale using and design.reuphols- of Write a paper explaining your plan anddraperyselections. pictures material, of furniture. rugs, wall covering, and 111111 1 I4 IViilLWAAMINIIMINNIIIII Home Economics Education EleventhWageA year Earning courseGrade II Food Service To understandlearn the basicthe service, and the methods importanceknowledge of safety, and skills of General Obiectives for calculation of food sanitation, personal quantity food preparation, cost grooming, ToTo comprehenddevelop acquire the a the desireappreciation use towardand hygiene work and other for high standards andof care of food service employees of the importance of a workmanship equipnent and tools good attitude Specific Goals learning Concepts Activities To learn the employment sectionsin the local ?f the area country and in opportunities other Properly trained workers are locally and in other areas. needed Discuss the different openings available a. Studentsandfrom city the bring paperswant-ads clippings relative of job local To understand the importance personal hygiene and vooming of A person must be well accepted in this working groomed to be world. Observa and report on the dress differentand work habits types inof fivefood to food service openings. Food should be handled healthy, well-groomed on4 workers. by DiscussDevelop athe list importance of proper of dress andpersonalservice good workoperations, body habits. cleanliness. MI m@ Vmumi 11-4 Psi 100111 ...1..1411110.11.11MIN.14/111..11MBAMOMMINWININNI.M.....,.....110./WIMPUMIPREM71.,1/4.n.N.tit =MT.. NMI NM INS MI 1OrMVIIISMI....S1r., Specific Goals Learning Concepts List and report on communicable diseasestransmitted through food. Activities jS. To know that sanitary ronditionsessential are to food service operations Regular, thorough cleaning is neededconditions. to provide sanitary SetObserve up cleaning and report schedule on cleaning for the procedures foods in five food service establishments. Adequate refrigeration and care preventin handling food foodpoisoning. is needed to DiscussList methods food poisonings of handling and food their during pre- preparationvention.laboratory. and service. 2o develop an understanding of food Learning to use the terms and PracticeList and sanitary define termsmethods unique in the to foodsthe laboratory. service terms and language operation.employmentlanguage is in essential a food service for food service industryb.a.c. by: ReadingStudyingEkamiTitng trade menus recipe magazines books To learn to understand and followrecipes The ability to understand and tointerpret succeed inrecipes a food is service necessary DiscussStudyDemonstrate various and followthe quantity terms. different food recipes.directionsgiven. To learn to change recipes andcalculate food costs lath the ability to change the betteranrecipesoperation. employee position. and figurecan advance food costs,to a ChangeUsing recipesactual recipesby increasing and prices, and figuredecreasing the costsingredients. of the recipes. To understand the symbols, abbreviations,weighingfoodequivalents, preparation and measuring and the inprinciples quanity of The ability to weigh and measure theingredientssuccessfulequivalents symbols, correctly,food abbreviations,is essentialpreparation. to knowfor and ChartDemonstrate the symbols, and practice abbreviations, weighing service.Esidand measuringequivalents various used infoods. food 1E1 11111Specific Goals MN MI PRI 1Pai 1Pil Learning Concepts Rill, NMI VW IMO Activities 111111 a..,2.M...111.411.111MIrl 16 andlearn caretools the of procedures food service for equipnentthe use Equipment and tools must be propeay usedlong-lastingimumperformance, and cared service.for andto havesafe, max- VisitDevelopDemonstrate, the safetyschool study, rulescafeteria andfor practice useto seein theadd-the foods useanditional care ofequipment equipment and and how tools. it is used. 310 know the basic principles of meal A basic knowledge of nutrition is Learn the "Basic Four Food Groups" andlaboratory. planning and menu writing An adequate diet is needed to be a essential in menu planning. CheckKeepPlan athis recordseries record of foodmenusagainst intake using the forthe"Basic two"Basic Four".days.Four".htmr they are used in menu planning. DescriptiveBasic rules wordsmust bemake followed a more in writinghealthy,interesting menus. happy menu.worker. WriteList three and learndefinemenus the followingten rules descriptive forthe menuabove words writing. ruleswhich add interest to menus. To know the basic rules for the selection There are rules to be followed in DrawRewrite diagramsa diagram the above showing of amenus correctly the using table setdescriptive settings "cover".words. andof table table appointments, service table setting, setting a table. ListPractice the rulessetting of tablestable service.for differentmenus.in five food service establishments. 13 learn the principles of food preparation TheAtmosphere success and of servicea food serviceare imp- es- foodportant service for theestablishment. success of a SetLearn a table and practiceand use nockthe principlestable service and todemonstrate correct procedures. tablishmentexcellent food.depends upon techniques of: b.a. c.Vegetable cookery SoupMeal cookery gef.d.h.e. Pastry cookery SaladSandwichYeastQuick making breads making Specific Goals Learning Concepts i.j. EilkDessert and eggcookery cookery Activities 17 2o develop salable skills in quanity food preparation and and techniques service Highly developed skills and tech- mentniques in arefood essential service operations.for employ- Set up and operate a lunch room with k.three(See menus attached for 8sheets). to 12 weeks. Beverage making ReopenOperate the a cateringlunch roam service for 8 forto 124 toweeks, 6 weeks.andserving short prepared order items. menus, a la carte, (See attached sheets). To gain an understanding of theinshipcontrol, a foodof food serviceand cost, overhead operation labor to cost, profit portion or loss relation- There are factors which determine theservice profit operation.or loss in a food Figure&plain the why profit the prices or loss in forthe given lunch roomdaysschool incan the cafeteriabe lunchlower roam.thanor other in the food Time is money in a food service operation. Discuss: b.a.establishments. EfficientThecost effect use of of wasted time time on Accuracy and care in handling and essentialpreparation for of profit. foods are Discuss: b.a. wrongHowloss incorrectimproper ingredientsof food storagemeasurementsand canincreases causescause orthecost Portion control causes profits to increase or decrease. Show the effect of different size b.a.portions on food cost of: FrozenCannedloss of vegetables a complete recipe d.f.e.c. GroundPieCakeIce cream meat fIGMSSICII _ 1 Learning Concepts raL-- C-7-4 PPR IF=4 Activities 18 To develop the appreciationance of a good Specific Goals attitude toward work and of the import- A cooperative worker WM more rapidly. advance Observe and report how, teamwork a.different types of employment: Factory work aids in other employees List the qualities of a cooperative b.worker.c. FoodConstruction Service To learn the importance relationship of good customer The worker sets the stage for good pUblic relations. List ways of coping with: b.a.c. GrouchyDifficultTired peoplepeople customers g.f.e.d. EarlyComplaintsIateCustomers customerscustomers without reservations TTI it-77,7* Responsibilities 1 1-4 frail MS Ma NMI .... 19 MIR Ell ManagerThe training stations and their responsibilities for the lunch room operation are: Plan three menus: CalculateComplete jobnarket sheets order. for each station. b.c.a. Soup,HotSalad platter sandwich, platter salad platter MakeBeChedk responsible a finalleftovers. report for allincluding: preparation, service,a. and cleaning. Menus (written correctly) b.e.d.c. Job sheets for each station NhrketExpensesIncome order Assistant Manager Be responsible for the pre-preps-preparingh.g.f. EvaluationAnfoods original for the of cover followingthe day day. Profit and loss statement AssistBsCheck responsible inwherewith drying managerneeded. fordishes. storingthe leftovers, dishes, arrangeglasses,the to followingsilver, use what etc. day.can be incorporated Head Cook BeCleanPrepare, responsible and serve,store foralland theutensilsstore large all and andmain equipmentsmall dishes rangego andwithneed insauces them.inUnit preparation orIV gravies and that service. and the counter Assistant Head Cook HelpAssist with the drying head cockdishes. in preparation. between the ranges. imi as am am an Station NM. Responsibilities Iss me is Ito ow 20 Vegetable Cook BeCleanPrepare, responsible all serve,equipment for and the andstore steamer tools all andusedcooked in preparation and service.vegetables and their sauces. Salad Cook Prepare,Clean the serve, white and cupboard store all(with salads and sinks used. can opener) and any other counters storage area below.and salad dressings. Assistant Salad Cook BeAssistClean responsible allsalad equipment cookfor allin and preparation.counters, tools used Unit III, and table in Unit IV. cupboards, sink, stove,in preparationtable in and service. Soup Cook HelpAssistPrepare, do dishes.the serve, head andcook store or vegetable cook where possible. any soups. Sandwich Cook HelpPrepare,BeClean responsiblesalad any serve, cookequipment when forand thepossible.storeand trunion tools usedkettle in agy sandwiches. andpreparation the cupboard and service. it is attached to. Baker-;Dessert Cook Prepare,BeClean responsible any serve, equipment for and cupboards store and tools in usedUnit any breadstuffs and desserts. in preparation and service;IV. Assistant Baker-Dessert Cook BeClean responsible tools and for equipment cupboards,mixer and used counters, in stand. preparation and service. sinks, table and stove in Unit I. Preprep HelpCleanPrepareAssist with any the anddishes. tools baker-dessert store and food equipment needed cook. used.for the following day. Assistant Preprep HelpHelpAssistBe with responsiblewith thedishes. dishes. preprep. for cupboards, counters, sinks, table and stove in Unit II. NM NM Station an NMI lin INN MR ME Responsibilities BM BM 1E11 MIR INS NM NO 11111 Nil. 21 NM ExtrasHostess (2) FillCleanIf none in dining where are absent,room: students the a. Dust furniture, window sills, sweeper are absent.manager will assign where needed. and bookcase. GiveCheckTakeCleanPlace menuscare menusand table ofset to in settingscenterpieces. customers. and b.c. Run Wash tables up waitresscovers. station. extra equipment. Beverage Cook AssistRunPrepareCountWashCollect sweeper themoney tables moneyand head if at fromcook. the endcustomers. serve all beverages.fill out report.necessary. of the serving period. Waitress RecordSetClean Table customers' coffee I 30 urnminutes selections. and serving b.c.a. IcealccompanimentsPlace water settings before serving time. station. ServeGiveRemoveReturnCheckServe dessert.cheek. menuscustomers. dishes.that they to hostess.have everything needed. Waitress II SetAssistReset Tables table.Baker. II and III b.a. Accompaniments Place settings 30 minutes before serving time. "." c. Ice water IIIIIII NM OM MI MI ....111.=awram 11111111 sum sus Oiling NM= MONOMMOP ..111 Station ReccrdResponsibilitiesReturn customers' menus to hostess. selections. , Serve customers. everything needed. RemoveCheckServeResetGive that dishes.dessert.check. table. they have Pot and Pan Washer CleanBeAssist responsible three-compartmentsalad cook. for washing and rinsing sink and shelf over it. alland dishes, cupboards glasses, where lunchroomsilver, etc. Stockroom Worker Be Getresponsible supplies forfrom dishes are stored. the cafeteria.whiteneeded rolling by cooks. table StoreBeGoAssist forresponsible supplies student with dishes.not milk.for supply eans, book cleaning green cupboard, shelves, and green shelves. refrigerator, freezer, AssistantLaundry WorkerPot and Pan Washers AssistDo all the washing pot and and pan ironing. and ironer. washer with all duties. SeeCleanAssistScrapeClean that washer, inandsinkthe drying rinse washanddryer, countersisand dishes. startedstoring before dishes. leaving in Unit IV. the laboratory. Station 1111 NM IMO WM OW NM Responsibilities failia ail WIN .111011 ///0/MMONMONNOMM The training stations and their responsibilities ANleow:Gor for/MOW the caering service are: 23 Manager AssignSuperviseCollectPrepare cooks moneynarketthe daily. for order. the preparation and delivery sale of food. of the food. CooksAssistant Nhnager PrepareBeReceive responsible and packagetabulate for checking the cleaningorder for following ofdays. the laboratory. Stockroom Worker TellReceiveBe responsiblemanager and store when for supplies.supplies cleaning thefood laboratory. for sale. are low. Home Economics Education Wage Earning III 25 General ObjectivesATwelfth year courseGrade ToTo learn acquireunderstand proceduresto getan understandingthealong lawsto mithfollow and others ofwhen relationshipthe regulations affecting nen and women in in the work-a-dayapplyingimportance world for ofwork good employer-employee industry Specific Goals Learning Concepts bActivities TO review the employment opportunitiesarearelated. and toin wageother earning sections in the local AMEMMIllosomPlame of the Many jobs are available for well- trained workers. 71.1.11 Discuss the different job openings 1.available. Students bring clippings from country 2, qualifiededpaperstheList in want-ads thethe towagepositions fill.of earning local students andcourse city train-are TO understand and appreciatepeople other It is essential in the working world topeople. understand and get along with DiscussList characteristics what makes people you asdislikelike they in are.inother people. Dramatise situations showing ways to 2.1.others.cope mdth others who are: NbodyIrritable 4.3.5 . Gid4TSpitefulUnderhanded IMO Owe 104 immoi 11-"4 11.-4 DEN4 Om. IOW MI IAN MIN Specific Goals learning Concepts Complaining Activities 26 To acquire an understanding of the A good employee must be able to Students pretend they are employers 8.6.7. "Bossy""Pushy'? employee-employer relationship theunderstand employer. and cooperate with 1.2. theiremployeeDiscussList employees.what whatis: they to expectdo if anfrom a. stealing b.f.e.d.c. wasting time uncooperativefailingcontinuallypoorly groomed to report late off StudentsDiscuss listthe abovewhat theylist. expect from their importance.employers in the order of when absent To have a knowledge of the lawsregulations governing employment and To keep the laws and regulations you affectingmust learn you. and understand those HaveStudy a thespeaker Women's from and the Children's Pennsylvania DepartmentexplainLabor Laws. and of answerLabor andquestions Industry about To learn how social security operatesand what it does for you at An employee that understands security does and does not do is more what social HaveDiscuss a speaker the social from securitythe social regulations securitytheand laws benefits. and regulations. retirement A worker must be up to date to do forcontent a better to make retirement payments program. and to plan well on Have a complete oral and practical aboutoffice theexplain regulations and answer and questions.benefits. To review the principles and techniquesinvolved with: HomeFoodClothing DecoratingService Services Services the job. review of all areas of wage-earning. 110111 it teT It 7 1 W.7770 11-1 11."11 9014 1111...... 111,=LIMI.1". ROA Specific Goals .M t=ir- 1 Learning Cclicepts Activities 2.7 IMM-2.1"1[7.,7/avo YE" To understand the procedures tofolio:II:hen applying for work The letter of application or a aniscompleted employer. the first application contact with form Students practice writing letters of applicationcation forms. and completing appli- +IA The firstreferences personal used contact affect withthe anemployerls employer isdecision. at the inter- DiscussAsk a personneland list thedirector kinds toof speak to theto askstudents for reference. telling: persons view. 4.3.2.1. WhatHowWhat toto they se,ydressact look for To gain more practical experiencein the area of choice Experience in the work-a-day world is the best teacher. EachListPractice student, questions interviews placed to ask by at the interview. employment office and under the supervision .6 worksinof the thepart area school of ofa daytheirand forthe choice. aemployer, semester EVALUATION FORMS NOTE .91+e) '14g -Dock.) rnentpcupi SKtps-Fawn a9e. ?acic- 48 WAGE EARNING STUDY Employer Form Please read and respond to allitems.Make all responses onthe left. Do not simayslirasslothesesheets. We are only interestedin what you feel We will appreciate dbout the wage earning program, notwho makes the response. with the statement andthe your honest opinions. Circle the "A" if you agree "n" if ynu alague with the statement. competence A D 1. I feel that my employee issatisfied with the teaching that he or she is exposedto in the Wage EarningProgram. really A D 2. I think that my employeefeels that the teachers are interested in him as a person. 111 in the Wage EarningProgram feel that A - D 3. I think that the students each person in the Wage Earning teachersreally try to teach light of his experiencesand background. employee's interest in theWage Earning Program A . D 4. I think that my has grown since he orshe was enrolled inthe program. students feel thattheir A . D 5, To the best of myknowledge I think the project expenses in WageEarning Program arefair. Earning Program students nowknow more of A D 6. I think that the Wage than they what is expected of a youngadult in the labor market did before they enteredthis program, adults have learned tocooperate more A - 1) 7. It seems that these young enrolling in the with parents, teachers,and employers since Wage Earning Program. Earning Ptogram students nowsee the need for ito A D 8. I think the Wege result of the personal dependabilityin future employment as a Wage Earning experience. 149 A D 9. Since enrolling in the Wage Earning Program,school has seemed to become more meaningful forthese students. A . D 10. Participation in the Wage Earning Program hasmade these students more sincere andconscientious in their school work. A - D 11. I feel that participation in the WageEarning Progrum has influenced some of the student'sdecisions to remain in school. A -D 12, The Wage Earning experience seems tohave made these students more aware of thedifferences in individuals and theneed to get along and work together. A - D13, I think the students would haveappreciated the opportunity to have chosen either Wage Earningfoods, clothing services, or institutional housekeeping ratherthan having to take course work in all three areas. experience will contribute to the OM A -D 14. I feel that the Wage Earning student's awn homemaking skills aswell as qualifying him as a potential wage earner. experience gives these students a A - D 15. I feel that the Wage Earning better chance for employment thanthey might have had if they had not been in the program. A -D 16. I approve of stulent participationin the Wage Earning Program. in A -D 17. I feel that potential employmentin the skill areas offered the Wage Earning ?rogram isavailable locally. Program A . D18. It seems that the facilitiesused in the Wage Earning 01411,1 are satisfactory. , is A -D 19. It seems that the6luipment used in the Wage Earning Program satisfactory. valuable experiences for the A, - D 20. It seems that the field trips were students in the Wage EarningProgram. 50 ABINIASL be planned for A -D 21. More field trips to jobrelated enterprises should the wage earningstudents. should locate and invite morecommunity A -D 22. Wage Earning personnel appropriate to the resource persons,who are trained in skills Wage Earning Program, tomake presentations tothe students. For example - tailors,seamstresses, reweavers,chefs, cake decorators, etc. Earning students are regarded asequals A -D 23. It seems that the Wage by other students inthe high school. learning in the A- D 24. I am satisfied withthe skills the students are Wage Earning Program, Comments: the Wage Please make anycomments or criticismsthat you might have of Ii Earning Program. Thank you for yourtime and cooperation. WAGE EARNING STUDY Parent Form Please read and respond to all items.Make all responses on the left. 122,2.19,tsinambothese sheets.We are only interested in what youfeel about the Wage Earning Program, not who makes the response.We will appreciate your honest opinions. Circle the "A" if you aree with the statementand the "D" if you diagrel with the statement. A D 1. I feel that my son or daughter is satisfied with theteaching competence that he or she is exposed to in the WageEarning Program. A - D 2. I think that my son or daughter feels that the teachersin the Wage Earning Program are really interested inhim or her as a person. A D 3. I think that the students in the Wage EarningProgram feel that the teachers really try to reach eadh person in light ofhis experience and background. A - D 4. I think that my son's or daughter's interest in theWage Earning Program has grown since he or she has enrolled in the program. A - D 5. To the best of my knowledge I think that the studentsfeel that their project expenses in the Wage Earning Programare.fair. A D 6. I think that the Wage Earning Program students nowknow more of what is expected of a young adult in the labormarket than they did before they entered in the program. A - D 7. It seems that these young adults havelearned to cooperate more with parents, teadhers, and employerssince enrolling in the program. A D 8. I think the Wage Earning Program students now seethe need for 52 personal dependability in futureemployment as a result ofthe Wage Earning experience. seemed to A D 9. Since enrolling in the WageEarning Program, school has became more meaningful forthese students. A .D 10. Participation in the Wage EarningProgram has made thesestudents more sincere andconscientious in their school work. has influenced A D 11, I feel that participationin the Wage Earning Program in school. some of the student'sdecisions whether or not to ramain more A -D 12. The Wage Earning experience seemsto have made these students aware of thedifferences in individuals and theneed to ,;et along and work together. appreciated having theopportunity A -D 13. I think the students would have to have chosen either wageearning food service,clothing service, or institutionalhousekeeping rather than havirato take course work in all three areas. to the A - D 14. I feel that the Wage Earningexperience will contribute student's own homemaking skills aswell as qualifying them as a potential wage earner. A .D 15. I feel that the Wage Earningexpetience gives thesestudentsbetter chances for employment than theymight have had if theyhad not been in the program. the Wage &ming A - D 16.I approve of my son's ordaughter's participation in Program, employment in the A -D 17. I approve of my son's ordaughter's potential skill areas offered in theWage Earning Program. A -D 18. It seems that the facilities used inthe Wage Earning Program are satisfactory, Program is A - D 19. It seems that the equipmentused in the Wage Earning satisfactory. 53 A D 20. Field trips seem to have been valuable experiences for those students enrolled in the Wage Earning Program. A D 21. More field trips to job related enterprises should be planned for the Wage Earning students. A D 22. Wage Earning Personnel should locate and invite more commlnity resource persons, who are trained in skills appropriate Lc) Wage Earning Program concerns, to present demonstrations for the students. For example - tailors, seamstresses, reweavers, cake decorators, chefs, etc. A D 23. It seems that wage earning students are regarded as equals by other students in the high school. A -D 24. I feel that employers are satisfied with the skills the students are learning in the Wage Earning Program. Comments: Please make any comr,ents or criticisms that you might have of the Wage Earning Program. +a, Thank you for your time and cooperation. WAGE EARNING STUDY Student Form Please read and respond to all items. Make all responses onthe left. in what you feel Do not sign your name to thesesheets. We are only interested about the Wage Earning Program, not who makesthe response. We will appreciate the your honest opinions. Circle the "A" if you agreewith the statement and "D" if you disagree with the statement. competence that I amexposed to in A D 1. I am satisfied with the teaching the Wage Earning Program. the Wage Earning Program arereally A D 2. I feel that the teachers in interested in me as a person. try to teach each person A D 3. I feel that the wageearning teachers really in light of his experienceand background. Earning Program has grownsince I enrolled A D 4. My interest in the Wage in the program. the projects thatI make are fair, A D 5. I feel that my expenses for of a young adult A D 6. I feel that I now know moreof what is expected in the Wage Earning in the labor market thanI did before I entered Program. with parents, teachers,and A D T. I feel that I learned to cooperate more ft employers since enrolling inthe Wage EarningProgram. Earning Program, I seethe need for D 8. Since enrolling in the Wage [I A personal dependabilityin future employment. Earning Program, schoolhas become more A D 9. Since enrolling in the Wage meaningful for me. has made me moresincere A -D 10,My participation inthe Wage Earning Program and conscientiousin my school work. 55 A - D 11. My participation in the Wage Earning Program has influenced my decision whether or not to remain in school. A -D 12. My Wage Earning Program experience has made me more aware of the differences in individuals and the need to get along and work together. A D 13. I would have appreciated having the opportunity to havechosen either wage earning foods, clothing services, or institutional housekeeping rather than having to take course work in allthree. A D 14. I feel that the Wage Earning Program experience will contribute to my own homemaking skills as well as qualifying me as apotential wage earner. A - D 15. I feel that the Wage Earning Program experience gives me abetter chance for employment than I might have had if Ihad not been in the program. A D 16. My parents approve of my participation in theWage Earning Program. A D 17. My parents approve of my potential employmentin the skill areas offered in the Wage Earning Program. A D 18. I feel that the facilities used in the WageEarning Program were satisfactory. A D 19, I feel that the equipment used in the Wage EarningProgram was satisfactory. A D 20. I feel that the field trips were valuableexperiences in the Wage Earning Program. A D 21. I feel that more field trips to job relatedenterprises should be planned for wage earning students. A D 22. I feel that wage earning personnel should locateand invite more community resource persons who are trainedin skills appropriate to Wage Earning Program concerns to presentdemonstrations for us. 56 reweavers,Cake decorators, For example --tailors, seamstresses, chefs, etc. wage earningstudents as equal A .D 23. Other students regard us with the skills weare learning A -D 24, I feel thatemployers are satisfied in the WageEarning Program. Wage Earning various areas oftraining in the The followingsubsections concern them in the On the leftside please rank Program and are ofmost importanceto us. learned the (Number I would bethe area you order in which youlearned the most. most in, Number2 rext most,etc.) most. (number 1 in the order youliked them the On the rightplease rank them Number 2 nextbest, etc.) the area youliked the best, Liked Learned A. InstitutionalHousekeeping Use and careof cleaningequipment Proper cleaningprocedures sanitation 11..1.4 Importance of Need andimportance ofworking together B. Clothing Services Use and careof sewingequipment Construction ofsimple dresses 111.*1111 coats Construction oftailored suits and 11011110M..1.111111.110011 Drapery making 1110.11,..1010.* Slipcoverconstruction 11.00.1114....1 Textilecharacteristics and care 00.101.0...11 57 Liked Learned. C. Foods Menu planning Reading and interpretingrecipes Measuring and weighing ofingredients Food preparation Sanitation Food cost Table setting Serving of the food Comments: that you feel wouldhelp Please feel free to make anycomments or critfLeisms future students in theWage Earning Program. *aft 111 Thankyoufor your time andcooperation. 58 Wage Earning Study Student Form "On the Job" Trainirg Please read and respond to all items. Make all responses to the left. Do 122t.simmulLmotallese sheets.We are only interested in what you think dbout the "on the job" training Program, and not who makes the response. We will appreciate your honest opinions. Circle the "A" if you agree with the statement and the "D" if you disagree with the statement. A D 1. I am satisfied wlth "the on the job" training offered during the senior year of the Wage Earning Program. A -D 2. I am satisfied that the employers are interested in me as a person. .A D 3. My interest in this type of an occupation has grown since being employed in the "on the job" training program. A - D 4. I am satisfied with the moneys received during my "on the job" training. A D 50 I think I know more what is expected of a young adult in the labor market than I did before I was in the training program. A - D 6. I learned to cooperate with other employees and employers while in the "on the job" training program. A D 7. Since being in the "on the job" training program, I see a need for personal dependability in future employment. A D 8. My "on the job" training has made me more aware of the differences in individuals. A . D 9. My "on the job" training experience has given me a better chance for employment. D 10. I am satisfied with the skills I have learned in the "on the job" training program. A -D 11. I am satisfied with the working conditions at my place of employment* 59 A -D 12. I am satisfied with number of hours of"on the Jobtraining, Comments: Please make any comments that you think wouldhelp future sttdents in the Wage Earning Program. Thank you for your tim andcooperation 60 F TABLES INDICATING ANSWERS GIVEN ON THE EVALUATION FORMS TABLE I 04. ULOUCUU NUEM .... y 4.4 A D U 96% 4% 84% 11% 5% 97% 3% 2 96% 4% 95% 5% 94% 6% 3 96% 4% 95% 5% 86% 14% 4 92% 8% 74% 21% 5% 89% 11% 5 96$ 4% 95% 5% 94% 6% 6 l00% No% 97% 3% 7 92% 8% 90% lo% 80% 17% 3% 8 l00% 95% 5% 94% 6% 9 82% 18% 58% 37% 5% 50% 50% 10 82% 14% 4% 50% 15% 35% 53% 44% 11 75% 25% 53% 15% 32% 56% 44% 12 100% 95% 5% 80% 17% 3% 13 82% 14% 4% 70% 15% 15% 64% 36% 14 l00% l00% l00% 15 96% 4% l00% 91% 6% 3% 16 92% 8% l00% 84% 8% 8% 17 92% 8% 95% 5% 91% 6% 3% 18 92% 8% 90% lo% 89% 3% 8% 19 l00% 90 5% 5% 91% 6% 3% 20 96% 4% 84% 16% 91% 6% 3% 21 100% 74% 26% 89% 8% 3% 22 96% 4% 100% 94% 3% 3% 23 86% 14% 58% 5% 37% 80% 17% 3% 24 96% 4% 90% 5% 5% 86% 8% 6% A - agreed D - disagreed U - unanswered 62 TABLE II The students were asked to rank the following subsections of thevarious areas of training in the wage earning urogram. This is the order in which they learned and liked the subsections taught. Learned Liked Institutional Housekeeping Use and care of equipment 3 3 Proper cleaning procedures 4 4 Importance of sanitation 1 2 Need and importance of working together 2 1 Clothing Services . Use and care of equipment 3 3 Construction of simple dress 1 1 Construction of tailored suits and coats 2 2 Drapery making it It Slipcover construction 6 5 Textile characteristics and dare 5 6 Food Services Menz planning 2 3 Reading and interpreting recipes 4 6 Measuring and weighing of ingredients 3 5 Foot preparation 1 1 Sanitation 8 7 Food Cost 7 8 Table Setting 6 4 Serving 5 2 TABLE III "ON THE JOB" TRAINING EVALUATION FORM PERCENTAGES A - agreed D - disagreed U - unanswered # A D 1 90--Tdr- 2 95% 5% 3 81% 19% 4 76% 24% 5 95% 5% 6 100% 7 90% 10% 8 100% 9 90% 5% 5% 10 85% 10% 5% 11 85% 15% 12 60% 30% 63 STUDENT DATA SHEET Wage Earning Program Altoona Area High School Name Last First Middle Address Phone Height Weight Sex Birthdate Birthplace Hobbies Activities Parents Name: Father.4 Address Employment MW6her Address Employment Students Employment Record: Employer Name Reason for and Address Position Salar From-To Leaving 1. 1 3. ---- Social Security Number 64 Sheet to be completed for all wage earning students by each wage earning teacher 1 Student Rating Sheet Wage Earning Program Altoona Area High School Student Name Year Course Teacher Rating Chart Scale: 5 - Outstanding, 4- Above Average, 3 - Average 2 - Needs Improvement, 1 - Unsatisfactory 3 2 1 Ability to learn Accuracy Attendance Care of equipment Cooperation with fellow students Cooperation with teacher Courtesy Disposition Enthusiasm Leadership lr Personal Appearance and Grooming Punctuality Quality of output Quantity of output ,WOlianmn Reliability Speed Use of Time Please put any comments you might have on the back of this sheet. 65 Market Order Sheet used in Food Service Ingredient Total I_ .. I I- I I 1 I I I I E C i f 1 I 66 Duty Sheet Used in Food Service INDIVIDUAL DUTY SHEET DATE NAME JOB MENU Duties: Regular plus these Special 1. 2. 3. NUMBER RECIPE SOURCE INSTRUCTION AMOUNT INGREDIENT 1. 2. 3. 14, 5. 01111V NUMBER OF SERVINGS SIZE OF SERVINGS 67 1 'VOW I= OM O MO PUS 1141 Pill Pine tio4 tame le IwoJai am WAGE EARNINGLUNCHES HOME ECONOMICSLIVING ROOM 11:20 - 11:50 -12:20 500 Wednesday January8 Monday January6 atElaillEama Macaroni andCheese Salisbury Steak Chili Buttered Peas Baked Potato withButter Fruit Gelatin Salad Tossed Salad Mixed Vegetable French Bread - Butter Tea Roll withButter Hard Roll withButter Or Or Or Potato Soup Chicken Noodle Soup Lebanon BolognaSandwich Beef Rice Soup Peanut Butter Sandwich Tossed Salad Tuna Salad Sandwich Fruit Gelatin Salad Fruit GelatinSalad Or Macaroni Salad Or Or Salmon Salad Peach with CottageCheese Chicken Salad inTomato Chef's Salad Tea Roll withButter Hard Roll withButter French Bread -Butter And And And Wacky Cake Cream Puffs Nutmeg Cake Or Or Or Jello withCoolde Vanilla Pudding Chocolate Pudding And And And Coffee, Tea orMilk Coffee, Tea orMilk Coffee, Tea orMilk Friolay January10 Thursda- JanuanKil Baked Fish Sauerkraut Spanish Rice Mashed Potatoes Corn Weiner Sandwich Roll with Butter Or Or Tomato Soup Chicken Rice Soup Toasted CheeseSandwich Chipped HamSandwich Sea Foam Salad Banana Nut Salad Or Or Potato Salad Tuna Salad Fruit SaladPlate Sea Foam Salad Biscuit with Butter Roll with Butter and Jelly Roll Peach Pie or Fruit Cup withCookie Or And Banana Pudding and Milk Coffee, Tea orMilk Coffee, Tea or 69 Tor All School Personnel From: The Wage Earning Food Service Junior Class Subject: Take Home Food Service Starting Monday, February 3, we will prepare andsell the following foods for you to take home and enjoy.All items must be ordered by 11A.M. one day in advance and picked up at the close ofschool in room 310. If you would like something not listed, contact Mrs. Carn for anestimate. Orders may be placed in room 310 from 9:10 until 12:30; by callingthe Home Economics Office, Extension 231; or by seeing Mrs. Carn. Salads Breads Chicken .80/pt. Muffins $ 25/doz. Macaroni .35/pt. Plain Potato .45/pt. Jelly $ .30/doz. Tuna .65/pt. Cinnamon $ .30/doz. Cole Slaw, vinegar dressing .15/pt. Biscuits Cole Slaw, creamy dressing .20/pt. Plain $ .30/doz. Gelatin (81/2" x 6" x 1-3/4"pan) Cheese $ .40/doz. Seafoam .60/pan Yum Yum .70/pan Soups Perfection .40/pan Vegetable $ .80/qt. Chicken Noodle $ .55/qt. Rice $ .50/qt. Beef Noodle $ .55/qt. Rice $ .50/qt. Casseroles and Main Dishes 787---6x7/777-3741/7a37 Macaroni and Cheese $ .80/pan Chicken Noodle $1.25/pan Baked Beans $ .30/pt. Lasagna $1.40/pan Ravioli (Frozen nosauce) $ .05/ravioli Sloppy Joe $1.00/qt. Meatloaf $1.25/10af Spaghetti Sauce $ .80/qt. Chili $ .75/qt. Tuna Noodle $1.25/pan Desserts Apple Pie $ .45/pie Cream Puffs $ .08/puff Carrot Cake $ .80/9" round 1 layer cake Pineapple Upside Down Cake $ .80/cake Chocolate Mayonnaise Cake $ .80/9" round 1 layer cake Cookies Brownies $ .75/doz. Chocolate Chip $ .40/doz. Coconut $ .30/doz. Peanut Butter $ .40/doz. Cupcakes Plain $ .40/doz. Chocolate $ .40/doz. Spice $ .40/doz. 70 Monday, March 17th is the beginning date for thewage earning short order service. The following items will be offered daily. Sandwiches Salads Hanturgers $ .30 Toss Salad $ .20 Cheeseburger .35 Fruit with Cottage Cheese .20 Chip Steak .45 Cottage Cheese .15 Baked Ham .30 Baked Ham with Cheese .35 Grilled Cheese .25 Soup Cream of Mushroom .10 Desserts Cream of Tomato .10 Grapefruit Half .15 Chicken Noodle .10 Desserts of the day Bean .10 Any item of the day will also be served at ala carte prices. 71 ztEszninches HOME ECONOMICS LIVING ROOM 10:50 - 11:20 - 12:20 Monday March 17 Tuesday March 18 Wednesday March 19 Meat Pie Weiner Sandwich Porcupine Balls Toss Salad Baked Beans Baked Potato Muffin Fruit Gelatin Salad Mixed Vegetables Muffin or or or Chicken Salad in Tomato Tuna Salad Chef's Salad Muffin Macaroni Salad Hard Roll and Pink Snaw and Muffin Fudge Cake Pumpkin Pie and or Apple Crisp or or Peach Half with Cookie Cocoanut PUdding Jello with Brownie and and. and Coffee, Tea or Milk Coffee, Tea or Milk Coffee, Tea or Milk ThursdayMits211.20. Friday March 21 Stuffed Seashells Tuna Noodle Bake with Meat Sauce Buttered Peas Seafoam Salad Toss Salad French Stick Hard Roll or or Potato Salad Chef's Salad Seafoam Salad Hard Roll Pickled Egg with Beets French Stick and and Peach Pie Pinecpple Upsidedown Cake or or Jello with Cookie Fruit Cup wlth Cookie and and Coffee, Tea or Milk Coffee, Tea or Milk 72 AGREEMENT The AITOONA AREA SCHOOL DISTRICTin an effort toprovidecomprehensive education has establisheda Wage-Earning Program in the field of Home Economics involving on-the-job training to seniors in the ALTOONA AREA HIGH SCHOOL. This program is operated in conjunction with the Department of Public Instruction and involves Housekeeping, Food Services, and Clothing. The Legislature in Pennsylvania has passed laws governing the employment of minors which laws vest in the Department of Labor and Industry certainpowers regulating the method of operation of such programs. Specifically these laws are: Act No. 267, June 2, 1913, P.L. 396; Act No. 177, May 13, 1915, P.L. 286, as amended; and Act No. 175, April 90 19290 P.L. 177; the content of which laws: 1. Sets forth rules to safeguard the lives, limbs, and health of minors in industry. 2. Places the responsibility of complying with the regulations upon both the employer and minor employee. State Rule M-36 relates to the employment of minors under 18 years of age on power-driven food chopping,meat grinding, slicing, or processing machines. Such employment is prohibited except for apprentices and student learners as defined in Section 2and graduates of approved vocational, technical, or indus. trial education curriculum which prepared them for employmentin this specific occupation. A student learner is defined as a minor16 years of age or over enrolled in a course of study and training in a cooperativevocational training program conducted by a school and employed under a written agreement which provides: 1. That any work in a prohibited occupationis incidentalto his training, intermittent, for short periods of time, and under the direct and close supervision of a qualified and experienced person. 73 by 2. That safety instruction be given bythe school and correlated the employer with on.the-job training. progressive work processesto 3. That a schedule of organized and be performed on.the-job shall havebeen prepared, Drovided that such written agreement carriesthe name of the studentlearner, is signed by the employer, the parent,and the school coordinator I or principal, and is kept onfile by both the schooland the employer. I Under the laws, rules, and regulations asset forth above, itis required I that an Agreement be entered intobetween the employer, studentlearner, parent, and school coordinator, a copyof which is to be kept onfile by both the school absolves I and the employer. The execution of this Agreementby the above parties of Cie ALTOONA AREA SCHOOL DISTRICTand any employees involvedin the conducting personal liability andfrom I the program hereinabovereferred to from any and all accidental injury resulting to thosestudents enrolled in theaforementioned pro- I Agreement by gram and performing anyjobs related thereto. The execution of this I the parents gives full consentto the student beingenrolled in this program. I NOON Student Learner I I Parent I Parent I Employer ALTOONA AREA SCHOOLDISTRICT Coordinator 11411IIMMINN.8010.111,110 Date 74 The student evaluation form which follows wascompleted by the employer at 3 to 4 week intervals. This form was used by the teachers as aguide to grade the students during their "on thejob" training. STUDENT EVALUATION SHEET Wage Earning Program Altoona Area High School Student's Name Date Place of Employment Job Name of Evaluator RATING CHART exceeds most 5 Outstanding -Exceptional; consistently excellent; all others, Above Average -Better than the average worker; goesbeyond; surpasses. 1 meets the 3 ---- Average - Does acceptable work; is adequate; standards and requirements of thejob. 2 ---- Below Average .Needs improvement; work is notentirely acceptable; below the standards for thejob. 1 Unsatisfactory Work unacceptable; away belowthe standards; unwilling to try and improve. Comments: - 75 Student Evaluation Sheet - cont'd. 5 )4 3 2 1 Ability to learn Acceptance of Employer 's Policy Accuracy Attendance .... Care of equipment Cooperation with fellow workers Cooperation with Employer , Disposition Znotional stability Enthusiasm Leadership Personal appearance and grooming Punctuality , Quality of output Quantity of output Reliability Speed Use of Time 76 SAMPLE OF FOLLOW-UP CARD Dear Wage Earning Graduate: Please fill out the attachedcard and return it immediately. In this way, we cankeep our records up to date and evaluatethe effectiveness of ourprogram. We hope that you are happyand successful inwhat- ever you are doing. Sincerely, Mrs. Luella Carn Yes No I Date ilIMIMMOINftt Are you employed in ajob you were trained for in Wage Earning? Are you employed by theemployer where you did your on-the-jobtraining? Are you employed in a wageearning related job? Are you taking or have youtaken further training? IIIIM Are you taking trainingin another area? NINNIMMINOW Are you unemployed atthe present time? 1IPS011 Why? Name Address 77 ^ IMO 101. .04 Mil Reference Books Clothing and Home Decorating Services: 11 1. Bishop-Arch, The Bishop Method of Clothing_g_marmtils, Lippincott, 1959 2. Bishop-Arch, Fashion Sewing by the Bishop Method, Lippincott,1962 3. Carson, How You Look and Dress, McGraw-Hill Book Company,1949 4. Craig & Rush, Homes With Character, D. C. Heath and Co., 1966 5. Judson-Landis, Personal Adjustment -Marriage and Family Living, Prentice-Hall,Inc. 1960 6. Krahn & Schwebke, Haw to Sew LeatherSuede, Fur, Bruce Publishing Co.,1966 7. Landis, Social Living, Ginn and Company, 1958 8. Landis-Landis, Personal Adjustment, Marriage and Family Living, PrenticeHall, Inc., 1966 Lester & Kerr, Historic Costume, Bennett Co., Inc., Peoria, Illinois,sixth edition, 1967 10. Lewis-Bowers-Ketterner, Clothing Construction and Wardrobe Planning,MacMillan Co., 1960 11. McDermott and Norris, Opportunities in Clothing, Bennett Co.,Inc., 1968 12. Morton, The Home and Its Furnishings, McGraw-Hill Co., Inc., 1953 Food Service: 1. Andrews, Helen Holmes, Food Preparation, McGraw-Hill Book Co. ofCanada Limited, Toronto, 1967 2. Cronan, Marion, The School Lunch, Charles A. BennettCo., Inc., Peoria, Ill., 1962 3. Culinary Institute of America, The Professional Chef,Institutions Magazine, Chicago, Ill., 1967 4. Folsom, LeRoi A., Instructors Guide for the Teachingof Professional Cooking, Institutions Magazine, Chicago, Ill., 1967 5. Fowler, West, Shugart, Food for Fifty, John Wiley &Sons, Inc., New York, 1965 6. Haines, Robert, Lodireparation for Hotels,Restaurants, and Cafeterias, American Technical Society, Chicago, 60637,196"8 7. Kotschevar, Lendal H., Standards Principles, and Techniques in Quantitylood Production, McCutchan Ptiblishing Corp., Berkeley,Calif., 176-6 8. Kotschevar, Lendal H., Quantity.Empurehasia,John Wiley & Sons, Inc., New York, 1966 79 4.1 and EquipmentPlannin John Wiley& 9. Kotschevar & TerrellFood Service L vout Sons, Inc., New York,1961 Iowa State CollegePress, Ames 10. Sullivan, Lenore M., TheSullivan Recipe File, Iowa, 1946 New York,1969 11. Sultan, William,Elementary Baking, McGraw-Hill, Professional Chef'sBook of Buffets, 12. Waldner, George andMetterhauser, Klaus, The Institutions Magazine, Chicago,1968 John Wiley & Sons,Inc., New 13. West, Wood, Harger, FoodService in Institutions, York, 1966 Office, Marine Corp RecipeFileU. S. Printing 114. 2 U. S. Navy and Washington, D.C., 19 80