, _ DOCUilla RiSONS \ . ,, xED 186 618 . -CE 024 '640 ) C , AUTHOR. Banathy, Bela H.; indlOthers 4 , . .T,.TLE Implementing Career Education fot. Native American k Students. 4 Guide. Native American Career Education Demonstration, Project. INSTITODIuN , Far West Lab. tor Eddcational Research and .iptvelopment, San Francisco, Calif. sPi./NS AGENCY Office ot Faducatimn (DHEW),.Washingion, D.C.. PMB DATE GRANT GOU7802031 NOTE . 146p.; Some pages with small type will not r,eproducq ' well'. For related dOcuments see CE 024 650-652,ED. , \ .147 59176_04 ED 16,3_ 226, aad ED_ 167 77_5...'. EDRS PRICE 8F01/PC06 Plus postage. .%. DESCRIPTORS Adpinistrator:Guides: *American Indian EducatiOn: *American Indians; *Career Educationi Demonstration , Programs: Program Descriptions; Program.Design; 4:Program Development;Program Gud.des; *Program 1, ImplementatiA; Surveys IdENTIFIZRS Education Amendments 1474 / , ,...,..-. ABSTR'ACT, ,, . This sluide..is inte,nded to serve as aresqurce for 'School, project, and/or community people in implementinga career eddcati9n program to:. their Indien sudents. The (Aideis divided' -into four chapters, qrllowed byan annotated bibliographyl, The first . chapter describes the conditions and resources needed to starts . developiAg a program and hokto acg1iire them. In the secondoilapter, the activities involved in designing and imp,lementinga pilot project ( are.discussed. Tjae third chapter.talks about program expansion, ' including formative evaluation, while the. fourth chapteeis , concerned with how to maintain and dissamiaatea fully-developed program. Each . flapter- begins yith an analysis of the basic activities and procedures Ulat take place during thatp)iase, follows witha , e discussion of each step (illustrated by examples, and conclucles''.witV.- a review of essential points. Native American career educiation - , :surveys for the 'community and tor studefits.are appended. (LTA) . NI,' 6. t 4. A . - ********************************************************0(*************It ....* ReProductions supplied by ED4S arli the best thAt dan be made * ,. from the original' documeftt. , - * ****************** ************************************************** . 10i a a Implementing Career Education . for -Native AimericenP/nienit TE A Gab \ 4 4 a Native American Career Educatnion Dewnstration Projett ) Banathy, Principal Iilvesti?ator 4 Diana P. Studebaker, Project Coordinator Diana L. Celestini, Developuent Intern 4 ,. U S DEPARTMINT OF WEALTH. ROUCATION Wet E FIFINA-LiN+T-1 TUT*oit- EDUCATION A.'Ca .4% I. 3415 DOCUMENT HAS BEEN REPRO- DUCED EXAC IL T AS ECEIVED FROM THE PERSON Ci9ORGANIZAT ION ORICON. ATINITPAATS OF VIEW OR OPINIONS,. STAT D OT NECESSARILV-REPR- tl SENT & FICIAL.NATIOVAL INSTITUTE OF E DU( A T ION,POSI T 50430R POL ICY A, 0 .FAREST LABORATORY RA EDUC.ATIONAI..RESEARdH AND DEVELOPMENT MSS folsoin St., San Francisco, California94rO3 . ti 14 4 a. I. , DISCRIMINATION PROHIBITED 4 , - . , ,. 4 . -Title VI of the CivilRigillillActof 1964 states: "No person in'the Upited' States shall; on the ground of race, color, or national origin, be'excl from participaticm in, be denied the benefits of, or be subjected to criMi...- nation urnier any program or activity receiving Federal financial as tance." Title IX of the Education Amendments of 072; -Public Law 92-318, tes.: "No , person in the United Statei, shall, on thelbasis of sex, be exc ;ed from'par-, / ticipation in, be denied the benefits ofpiDr be tubjected to crimination un- . der any education program er 4ctivity receiving Federal f cial assistance." Therefore, career education ptojects sypported under Sect s 402 and 406 of . the Education Miendments of 1974, like every -program'or activity receiving fi-* nancial asiistance fran the U.S. Department of Health, Education, and Welfare, must be ()berated in compliance with these laws,. -, Nor^ 4 .7) 1 DISCLAIMER The material in this publication was prepared putsuant to.Ogrant from the . Office of alucation, U.S. Department oftHealth, -Edtication, and Welfam-_How, eyer, points of view or opinions emiressed do notnetessalily represent poi- icies or positions of the Office of Education. ., 01, O , . r .THE No\TIVE AmpucANCAREER EDUCATION PROGRAM 9 el 4 Thikioci.rrnt is ale of a series of materials dealingwitb Native° Amertgan Career liducation. The title; of.alkindiVidually available documents in thisseries appear beldn The Native American Community Training Wo e Implementing Career Education kmerican Students7-A,61.11 Native American Geteertducation,_A CUrriculum tUide' I I1.1.1 ..1.1111MI v S. Career *arriess Uhits "Part df the Whole World" ration" A ' rom Idea to Product" The Calamity" "The Community in Transition" A Career Orientation Units' "Putting-tourWiney to-Work" v "Living with thelmmd" "Working for the People" I CareTr Exploration Units "Planning" ."Putting It.All TogetNer" "Getting Ready for Jobs" "The Career Fair" , S. , Foreword As a definite st4pIrter and implementer of Career.Education,I have worked with- our own lbp1X '1 Career Education Project forsix'years. Career Education has given oustudents a broaderawareness of what to evect later on in life. ,. Many Aucatorit -Qum =fronted N. with the suggestion ofiMplementing a new education program, usually respond with, "we don't havethe time," "we don't , have the Marley," ' 'don't have the facilities."Contras like this are true, . but only if the programs need these tbings. ;.) ortunat y, Career Education isn't'likemost neseprograms. A Career Educ ion pro am is infused into regular instructionand doesn't have to have adde atime, ney Or facilities. What Career Education doesneed is enthusiasm and soport rom the educatérsand community. .The are several ways to approach the developMentof a 6reer Education gram,,blUt I am thoroughly.convinced that the initial'step isto convince dministritors, teachers and the'community of the need for CareerEducation. Ipservice training, for thepurpose of educating themon the concept of Career Education, should beone of the first needt that hasto be acknowledged. a Effective Career Educationtraining can be accomplishedif properly managed. This type'of community awareness involvement it essentialto the development ofa complete'Career Educationprogram. Vie of this Guide would be a great asset tor implementingyour Career Education program. Phyllis Norton (4opi), Career Education Coordinator, 'Hopi Career EducationProject . A a ii ACKNOWLEDEMENTS The material which appears in this Guide is based an information and experiences collected during the Nativeiii".1Can Career Education-Damon- w stration project. The sites which participated in'this project were: the Tti-Cbunty Indian Development Council's Indian Career Education project-in Bdreka and Yreka, Cafifornia; MeDermittiCombined School in 1tDennitt,, Nevada; the American Indian Ftoject (Title IV) of the San FrhinciSco.Unifie# ScVool District and the American Indian Center, San Francisco, Californiakaa Sherman *Indian High School, a Bureau of Indian Affairs School, in Riverside, California. 7- We would like to express out gratitude to key perponnel from these sites who Oorked with us expecially Mark Mellon, Susan Jacks and Felice Pace of Tti-CountyindianspevelopmentCouncil; Peggy L._Bowen of MUermitt Combined School; JiM Swinney of San-Francisco's American Indian Project; add Joy Mhrtin of Sherman Indian High,Schobl. , We would also like to thank our Project Advisory Committee: Dr. Louise Miller eftiro10, Education SpeciiliSt, Sacramento Area pffice, BIA Robert Grant (Karuk), Yreka Indian-Center\ Harold Able (Paiute), McDermitt Combinedl§chool . Israel Alcentar (Papago), American Indian Project, San Francisco' Peter Soto (Cocopa), Acting'Assistant Area Director, Education, Phoenix Area Office, BIA In addition, thanks are due to the many staff and community people from different areas to whom we have talked at conferences or.who have provided information over the phone. In pariicular, we would like to express our appreciation for the information on the Hbpi Career fducation Project.pro- . vided by Phyllis Norton. Fail West Labooratory staff," whose advice and Suggestion& contributedto . this Guide, include Ruth Burshia (a CETA intern working with theproject), Jackie Haveman, Steve MillgCathy Aaron, and Ralph Baker. 4. 't I. Contents FOIMARD coNTENTs iv' a INTRODUCTION I: fREPARING THi &MIND 7 d ,Program Requirements 9 ; Overcoming Obstacles 12 Application and Discussion 22 CHAPTER II: PLANTING THE SEED 26 Input for Design 27 111, DegIgninga Pilot Project 36 The First Year . 42 Applicatibn and Discussion 44 CHAPTER 114: GPCUING TOE,TREE . .. 48 Program Expansiori 49 111 Formati've Evaluation 54- Program Management 56 Applicatiop and 'Discussion 64' CHAPTER IV: HARVEST 68 Keeping the.Program Going SUmmative Evaluation 70 Spreading the Wbrd 73 Application ond Discussion 76 , CHAPTERV: THE HOPI CAREER EDUCATION AND MEDIAPROJECT,- A Case History of Program Development 79 6INCJASION 96 . .r; TIWI'S (continued) RESOURCE SECTION .,. \ 93 e t , Career Education Materials and Methods 99 . Native American Education and Cuituq . 100 t . 102 Program Development Skills . Organizations and Periodicals 104 10 Free Samples . BIBLIOGRAPHY 129 .5 .p -1 4 v I (Introduction This intrOduction isintended tO do two things. t- The first will beto answer some basic questions about this Wide-- What it is for, Who it'is for, and Whfitwas written. The second purpose is to providp some-backgroundon tile need for Career Education forNative Americans, andto define Implementation. Intrqducing.the