11099 CarActFile - body › uploads... · magazine, mount them on index cards, and evaluate their nutritional content. Make a bulletin board display. Discuss the role of advertising

Career Activity File K-12 School-Based Enterprise

www.okcareertech.org/guidance

Acknowledgments

Special thanks to:

• Washington Elementary School, Ponca City School District, for sharing the“Greeting Card Manufacturing Company.”

• Oklahoma Department of Career and Technology Education, Marketing EducationDivision, for sharing “School-Based Enterprises: How to Manage and Operate YourSchool Store” Grade Level 11-12 — DE 1020. Contact: ODCTE Customer Service at800-654-4502.

• ERIC Clearinghouse, Adult, Career, and Vocational Education, “EntrepreneurshipSuccess Stories: Implications for Teaching and Learning.” (http://ericacve.org/docgen.asp?tbl=pab&ID=93).

• Tony Goetz Elementary, Muskogee, school staff and principal, Pam Bradley, forsharing the elementary JEPES program.

“We cannot always build the future for our youth, but we canbuild our youth for the future.”

Franklin D. Roosevelt

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Table of Contents

Introduction Letter .................................................................................Inside Front Cover

Acknowledgments ................................................................................................................. i

School-Based Enterprise (SBE): Introduction................................................................... 1Integration ............................................................................................................. 2-4Ideas for SBE ............................................................................................................ 5All Aspects of Industry ............................................................................................. 6Resource Center and Bibliography of SBE........................................................... 7-8Board and Internet Games .................................................................................. 9-10Teacher Resources, Internet Sites, and Business Plan Competitions ............ 11-14

Career Poster and Poetry Contest ............................................................................... 15-16Career Development Month Activities

Career Awareness – ElementaryBest Practices ..................................................................................................... 17-10Entrepreneurship . . . It’s Elementary ................................................................... 20Literature List ........................................................................................................ 21JEPES: Job Experience Program for Elementary Students .......................... 22-36Cupcake Sale Lesson Plan...................................................................................... 37Promoting An Activity Lesson Plan .................................................................. 38-40Marketing Survey Lesson Plan ......................................................................... 41-42

Career Exploration – Middle GradesBest Practices ..................................................................................................... 43-45Greeting Card Manufacturing Company.......................................................... 46-51Let’s Make Money Lesson Plan ......................................................................... 52-53

Basic Business Plans .......................................................................................... 54Marketing Plans .................................................................................................. 55

Logo Logic Lesson Plan .......................................................................................... 56

Career Preparation – High SchoolBest Practices ..................................................................................................... 57-61Business Plan Internet Sites and Lessons ............................................................ 62After the Business Plan Sample Activities ....................................................... 63-69Ad Sense Lesson Plan ............................................................................................. 70Customer Complaints Lesson Plan ........................................................................ 71

Bulletin Board Ideas.......................................................................................................... 72

Career Development Products ..................................................................................... 73-75

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School-Based Enterprises or SBEsprovide work-based learningopportunities to students in communitieslacking business and industryinvolvement. SBEs promote discoverylearning and student responsibility in thelearning process. They expose students tocreative thinking, problem solving,planning and organizational skills, andteamwork. SBEs help young peoplebecome business creators rather than jobseekers.

In a 1994 Gallup poll, 7 out of 10American high school students said theywanted to start their own business.However, the dilemma is that thesestudents aren’t getting the kind ofeducation they need to do so.Approximately 85 percent of themindicated they believe it is important toreceive entrepreneurship education.

Following are several strategies thatteachers can use to fosterentrepreneurship education in theirclassrooms:

• Situate learning in the context of itsreal-world application.

• Require in-depth understanding of aconcept or issue.

• Provide learning activities that enablestudents to engage in their preferredstyles of learning.

School-Based EnterpriseIntroduction

School-Based Enterprise (hereafter referred to as SBE) is defined as a class-related activity that engages students in producing goods or services for sale oruse to people other than the participating students themselves that is directlylinked to the curriculum.

• Make classrooms student-centered.

• Integrate content and context.

• Become a coach and mentor.

• Require collaboration and teamwork.

• Require students to achieve highintellectual standards.

• Engage students in exploration,inquiry, problem solving, and reflection.

These techniques offer new ways ofteaching and learning that areappropriate for entrepreneurship.

The following characteristics arecommonly attributed to entrepreneurs.

• Perceptive • Confident

• Innovative • Collaborative

• Creative • Persevering

• Self-directed

• Action-Oriented/Risk Taker

• Decisive/Problem Solver

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Integration blends content and bestinstructional practices with anotherdiscipline or subject area. The resultingcurriculum provides a meaningfullearning context, reduces redundancy inthe learning experience, and enhancesstudent interest and learning. SBEsinvolve many subject areas. The highschool business plan is a major researchand writing project that involves English,math, social studies, science, andcomputer technology.

Starting with their own fields ofexpertise, teachers working with SBEscan make integration a reality. Thefollowing suggestions for studentactivities were contributed by teachers ina brainstorming activity at the NewJersey School-to-Work Coordinators’Meeting.

Social Studies and Entrepreneurship

• In a unit on “Workplace Yesterday,Today, and Tomorrow,” talk to parentsand/or grandparents and note changesin technology, communications,transportation, and skills needed.Identify the cost of products in 1900versus cost of products in 2000. Explainhow wages are also part of the price.Discuss a business that reflectsproducts from times past that are stillable to be sold and how to market suchproducts.

• Map out a voyage. The ship isdestroyed by a storm, but allpassengers survive on an island. Whatare the needs and possible results? Setup a government on the island and puttogether a plan for obtaining food,clothing, etc. Decide who will be in

charge of the various jobs on the island.Hold elections. Identify how productswill be created and exchanged by theinhabitants.

• Envision an early American dry goodsstore in the West. In small groups,have students decide on marketing,goods available, location, etc.

• Establish a mini-store in class andallow students to make products to sell.

• Ask students to write their “adult”resumés. Offer job applications forstudents to apply for the jobs of cashier,marketer, accountant, manufacturer,warehouse manager, businessconsultant, teacher, etc.

• Research the necessary legal steps toopen a new business.

Science and Entrepreneurship

• Choose an important nutritionalconcept. Develop an advertising plan tosell the idea. Develop a product line ofnutritional snacks and decide how tosell them. Establish and name acompany that will market thenutritional snacks. Organize thecompany. Identify positions andpossible careers.

• Ask students to locate food ads in amagazine, mount them on index cards,and evaluate their nutritional content.Make a bulletin board display. Discussthe role of advertising in promotingnutrition.

• Do bacterial tests around school.Collect data and generate a report. Sellantibacterial soap or wipes for studentsto use before lunch, etc.

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Integration



• Study crystal formation by makingrock candy. Discuss how a new productmight be created from crystalformations.

• Experiment with emulsions. Makesalad dressing with and withoutemulsifier. Describe results, taste, etc.Conduct research on what emulsifiersare and how they are used in products.

• Collect flowers and plants to study.Press them and make book marks to besold at school book fair.

• Plan a student-run service of watersampling.

• Start a recycling project. Collect cansand sell to a local recycle center.Analyze costs and income per pound.Structure a business format for therecycle project. Identify roles ofindividual class members.

Arts/Performing Artsand Entrepreneurship

• Identify entrepreneurial skills forindividuals who choose the arts, suchas musicians, writers, artists, etc.

• Create a business selling/marketing“Practice Partners” for studentsproficient in some musical instrumentwho will serve as practice partners,giving guidance and assistance forstudents who are preparing for musiclessons.

• Ask students to create a “jingle” for anart show for use in a TV or radioadvertisement.

• Create attractive flyers, posters, logos,or Web pages for promotional activities.

• Create school postcards — studentsphotograph various school scenes/activities, and then market thepostcards within school andcommunity.

• Start a “Birthday Party” entertainersunit. Students will developentertainment activities to sell to busymothers for children’s birthday parties.Market the idea on the Internet bydesigning an interesting Web page onbirthday party ideas.

• Create a series of posters, representingeach department elective, to be used inrecruitment of students for next year.Think of how businesses recruit, andapply the techniques.

• Develop a package design andmarketing materials for a product tosell. Develop a TV commercial for yourproduct. Create a TV or radio ad foryour business using role playing, audio,and videotaping.

• Music classes work with history andart classes to promote a product.

Math and Entrepreneurship

• Analyze pros and cons of a businesslocation. Chart/graph traffic flow andinterpret it.

• Develop a survey of the market to sell aproduct.

• Use spread sheets (Excel) to projectoperating costs of a business.

• Examine business space requirementsaccording to equipment and inventoryneeds, and draw up a plan.

• Reconcile a checking account balancefor a business.

• Analyze recurrent expenditures andforecast annual costs.

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• Discuss how competition may affect theprice of goods.

• Calculate costs of taking business intoglobal markets.

• Project future profits after receivingexpansion data.

• Track stock market for six months.Project profits over next two months.(Percents plus dollar amounts.)

Language Arts andEntrepreneurship

• Plan selling and marketing of a givenbook. Discuss what should be includedin the book to make it marketable.Analyze the effects of supply, demand,profit, and competition on smallbusiness. Visit local book stores toobserve and analyze their marketingtechniques. Develop a plan to sell thebook. Write ads to promote the book.

• Write a business plan.

• Have students survey the student bodyon topics of interest for a book club(survey on hobbies/interests). Thenopen the book club, selling books ontopics of the most interest. Develop aPowerpoint presentation to sell yourbusiness to potential stockholders.

• Have each student write a career planwith values and goals. How does thatplan lead to becoming an entrepreneur?Job shadow a person in your field ofinterest.

• Discuss how to sell an ad, create anddesign a logo, and prepare a mock radioprogram.

• Have students research a business orindustry and write an informationalnews release for the school newspaper.Use the research for a term paper.

• Select a local business and determinewhat language skills are needed by theowner. List qualities necessary to be anentrepreneur.

• Assign students oral presentations onfamous entrepreneurs and successfulbusinesses. (See www.entre-ed.org/cases.htm)

• Contact an employer who has set uphis/her own business and interview theperson. Report results to the class.Find out about success and failures.

• Write an employee handbook.

• Explore customer relations andproblem solving as they relate toparticular industries or businesses ofstudent interest.

• Form student groups to write acurriculum for younger students togain skills in creating a business. Olderstudents will identify what is essentialand serve as mentors to the youngerstudents.

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Ideas for School-Based Enterprises

Products Services

Personalized Stationery Business CardsRefrigerator Magnet Gift WrappingSpirit Buttons Welcome Packets (for new students)T-Shirts Locker DecoratingSchool Store Car WashPhotography Studio Computer RepairNewspaper Copying CenterCD Resale Shop RecyclingCrafts BankPlants Word Processing CenterDonut Shop Post OfficeFloral Shop Bicycle Repair

Web Page DesignComputer Help Services

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School-Based Enterprises ProvideAll Aspects of Industry

Carl D. Perkins Vocational and Technical Education Act of 1998

All Aspects of the Industry designates the components to strengthen a successfulentry into a career path. These components should enable the student to achieveexperience in and an understanding of the nine aspects of the industry that they arepreparing to enter.

Planning

• goals, objectives, planning, assessment ofneeds

• type of ownership• relationship of organization to economic,

political, and social contacts• strategic planning

Management

• structure and process for effectivelyaccomplishing the goals and operations ofthe organization using facilities, staff,resources, equipment, and materials

• organizational structure/corporate culture

Finance

• accounting and financial decision-makingprocess

• method of acquiring capital to operate• management of financial operations

including payroll• financial operations/capital acquisitions

Technical and ProductionSkills

• basic skills in math, communication,computer, and time management

• specific skills for production• interpersonal skills within the

organization• basic academic skills/specific production

skills• team-player skills

Principles of Technology

• technological systems used in workplace• contributions to the product or service of

the organization• technology for the workplace• continued professional training

Labor Issues

• rights of employees and related issues• wage, benefits, and working conditions• job descriptions• employees’ rights and responsibilities• role of labor organizations

Community Issues

• impact of the company on the community• impact of the community on the

organization• organization’s involvement in the

community

Health, Safety, andEnvironment

• practices and laws affecting the employee• the surrounding community, and the

environment• regulatory issues/workplace safety

Personal Work Habits

• nontechnical skills and characteristicsexpected in the workplace

• positive attitude• personal fitness and appearance• readiness to work

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Oklahoma Department of Career and Technology Education (ODCTE)Resource Center

www.okcareertech.org/resrc/default.htm1500 West Seventh Avenue, Stillwater, OK 74074-4364

Phone 405-743-5163 • Fax 405-743-6809 • E-mail [email protected]

The Resource Center at the OklahomaDepartment of Career and TechnologyEducation offers a library of materials(print and non-print) for checkout toOklahoma educators.

Circulation

Materials may be checked out for onemonth and renewed if no one else iswaiting for them.

There is no fee for borrowing the items,but the borrower is responsible for returnpostage.

Access

The Resource Center is open Monday –Friday, 8 a.m. to 5 p.m., and is closed onstate-designated holidays. Please note theResource Center is open during school

vacations (summer hours are 7:30 a.m.until 4:30 p.m.). Materials may berequested by e-mail, fax, phone, writtenrequest, or walk in.

We offer subject bibliographies as tools forselecting items to borrow. Several arelisted below. Bibliographies on othersubjects are available on request.

Bibliographies of Career Resources are:

• Career Program Development• Career Awareness K-8• Career Exploration and Preparation

(secondary – adult)• Job Search/Resumé Writing/

Interviewing• Scholarships/College Guides

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Bibliography for Entrepreneurship TopicsSource: ODCTE Resource Center

658.022 FAUFaught, Suzanne G.

Curriculum guide for small business development (entrepreneurship).The University of Texas at Austin, Educational Resources, Extension Instructionand Materials Center, Division of Continuing Education.

Austin, Texas: Texas Education Agency, 1993.

371.01 REIGerstner, Louis V.

Reinventing education: entrepreneurship in America’s public schools.New York: Dutton, c1994.

630.68 HAMHamilton, William Henry, 1919–

Agribusiness: an entrepreneurial approach.Albany, N.Y.: Delmar Publishers, c1992.

658.1 / 141 HARHarper, Stephen C.

The McGraw-Hill guide to starting your own business: a step-by-stepblueprint for the first-time entrepreneur.

New York: McGraw-Hill, c1991.

374.013 HERHernaandez-Gantes, Victor M.

Fostering entrepreneurship through business incubation: the role andprospects of postsecondary vocational-technical education.

Berkeley, California: NCRVE, 1996.

371.425 CAROklahoma State Department of Vocational and Technical Education.

Career awareness for marketing activities and entrepreneur unit(elementary).

Stillwater, Oklahoma: Oklahoma Department of Vocational and TechnicalEducation, 1995.

658.022 SUTSutton, Diane.

Perspectives on entrepreneurship: an Arkansas entrepreneurial projectdesigned for secondary home economics programs.

Arkansas: Department of Education, 198-?.

338.04 WOOWoodard, Michael D.

Black entrepreneurs in America: stories of struggle and success.New Brunswick, N.J.: Rutgers University Press, c1997.

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Board and Internet Games

Band Promoter (Grades 5-8)Be your own band promoter. Go on aconcert tour and see how much moneyyou can make in 10 weeks.www.headbone.com/cgi-bin/wtvrags.cgi

Lemonade Stand (Grades 5-8)Students own a lemonade stand. Theyreceive weather forecasts and financialreports to help them predict how manycups of lemonade they can sell.www.littlejason.com/lemonade/index.html

Windfall (Grades 5-8)(You will need to sign up your school toreceive a password.) Students canmanage your own pretend business.Reading the Hexania Herald will givehints about supply and demand.www.headbone.com/fleet/

Business Start-UpSimulation (Grades 8-12)Students are divided into three teams —management, marketing, and finance —for several business firms. This activitygives students real experience in startinga business while they are learning theskills and planning their own business.www.entre-ed.org/simulatn.htm

Biz World (Grades 3-8)The Biz World game puts you in charge ofyour own on-line greeting card company.Log in by first name only.www.bizworldgame.com

JATITAN (Grades 7-12)This business simulation game allows theplayer to serve as the CEO of a fictionalcompany. (Provide e-mail address and ZIPcode to play.)www.JATITAN.lycos.com

Gazillionaire (Grades 8-12)Teenagers run a virtual trading companyto learn supply and demand concepts andbusiness strategies.www.lavamind.com/download.html

Hot Company (12 years to Adult)Anyone who has ever dreamed of “beingthe boss” can experience the thrill ofrunning a company and finding solutionsthat will lead to success in this excitingnew board game. Up to four people or fourteams can play. Each is the “owner” of ahot new company. Roll the die, pick acard, and you’re in business! The object ofthe game is to get your company to turn aprofit and have a great time. “HotCompany” develops skills that work inthe real world as well.www.anincomeofherown.com/store/index.htm

Product in a Box™Activity Kit (8 years to Adult)Designed for groups of three to eight toexperience the creative thrill of imaginingand inventing a new product andbusiness.www.anincomeofherown.com/store/index.htm

Biz Buzz™ ActivityCard Set (13 years to Adult)Biz Buzz introduces the principles,language, and key concepts of businessthrough participation and imagination.This new series of eight activities willhelp you create a fun and effectivelearning experience.www.anincomeofherown.com/store/index.html

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You’re the Boss (High School to Adult)Players learn that reliability,responsibility, and integrity impact jobsuccess. Each player is a boss who setssales and profit goals over a five-yearperiod, but actions of their employeesdetermine whether goals are met.Reinforces good employee behavior, andintroduces common business terms.www.cfkr.com 1-800-770-0433

You’re the Boss (Middle School)Same objective as above: to teach theimportance of responsibility, reliability,and integrity in the work setting. In thisversion, players set sales goals only.www.cfkr.com 1-800-770-0433

You Can’t Fire theCustomer (13 years to Adult)Players have fun giving employees adviceon how to give excellent customer serviceas well as how to deal with difficult andabusive customers. This game teaches 10vital customer service skills, includingfocus on the customer, always showrespect, keep your word, be a goodlistener, and show empathy.www.cfkr.com 1-800-770-0433

“Econopolis” (Elementary)This site was designed to teach childrenabout economics. It covers the followingareas with a worksheet for each topic:• History of Money and Trade• Free Enterprise• Goods and Services• Producer vs. Consumer• Opportunity Cost• Supply and DemandAt the end of each lesson, there is either apop quiz or game.http://tqjunior.thinkquest.org/3901/index.htm

Games (continued)

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“Economics: An ExcitingEntrepreneur Experience”

(Grades 2-5)Elementary students review economicterms and design a plan for creating theirown business.www.richmond.edu/~ed344/webquests/economics/outline.html

“Simplified Tax and Wage ReportingSystem” (Grades 2-5)Students go through the process ofstarting a business, paying taxes, andfiling reports. They learn information in afun and easy-to-follow format using alemonade stand, lawn mowing service, orband business.www.tax.gov/kids/home.htm

“Front Yard Fortunes” (Grades 2-5)Using this site, children can start an at-home business or a company at school.They list the amount of money they wantto earn and what they will spend it on.They choose from:• Rock decorating• Beaded key chains• Greeting card stand• Bake sale• Car/Bike washThe site also has the children:• List expenses they will have.• Figure price per item.• Name the company.• Choose a location to sell the product.www.fleetkids.com/fleet/ff/business.b.html



Internet Sites

Who’s Minding the Store?This is a guide for educators working withschool-based enterprises. Learn the day-to-day functions of operating a businessalong with business strategies, budgets,and other skills. This guide also providesa meaningful experience for students inan SBE that is already up and running.http://ncrve.berkeley.edu/allinone/MDS-1254.html

Small Business AdministrationThis site offers comprehensiveinformation on business plans.http://www.sbaonline.sba.gov/starting/indexbusplans.html

Rural Entrepreneurship ThroughAction Learning (REAL)REAL enterprises offer two-day SBEtraining based on “Who’s Minding theStore?” REAL also provides training forelementary, middle school, and highschool instructors who wish to offerentrepreneurship courses. REALcurriculum materials include activities,simulations, and student workbooks. TheMini-REAL and Middle-REAL ResourceManuals for Grades K-8 are step-by-stepteaching guides. For more information,[email protected] orwww.realenterprises.org/index.html

The Ewing Marion KauffmanFoundation*4801 Rockhill RoadKansas City, MO 64110www.emkf.orgwww.entreworld.com

The Consortium forEntrepreneurship Education1601 West Fifth Avenue, PMB 199Columbus, OH 43212Phone: [email protected](conferences and educational materials)

Youth Venture - Washington, D.C.Contact: Scott Lepre1700 North Moore StreetSuite 2000Arlington, VA 22209Phone: 703-527-4126Fax: [email protected] [email protected]

The Patent Cafe is a useful Web site foryoung inventors seeking information oninventing, inventions, and patents.www.itsabout.comwww.patentcafe.com/kids_cafe/index.html

Institute for EntrepreneurshipPhone: 518-443-5606Fax: 518-443-5610www.nyie.org/programs/biztech1.html

The Coleman Foundation*575 West Madison Street, Suite 4605Chicago, IL 60661Phone: 312-902-7120Fax: 312-902-7124coleman@colemanfoundation.orgwww.colemanfoundation.org

*Have grants available.

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Teacher Resources

“BizTech”* (Grades 8-12)BizTech is an on-line learning systemthat teaches entrepreneurship whilereinforcing math, reading, technology,and critical thinking skills. BizTechincludes:• an on-line curriculum• creation of a business plan• interviews with entrepreneurs• interactive content to enhance

experience• a parallel teacher’s site with toolshttp://www.nyie.org/programs/biztech1.htmlPhone: 1-877-275-6943 or 518-443-5606

“PACE”* – Program for AcquiringCompetence in EntrepreneurshipThese 21 self-contained studentmodules cover three learning levels.Center on Education and Training forEmployment - 800-848-4815.www.entre-ed.org/curricul.htm

“Eighth-Grade Assignments”Includes instructions for creatingcompany flyers, checks, gift certificates,business cards, letterheads, memos, andfax cover sheets. These imaginarycompanies also generate graphs fromspreadsheet reports.www.crews.org/media_tech/compsci/8thgrade/index.html

DECA1500 West Seventh AvenueStillwater, OK 74074-4364Phone: 405-743-5473Fax: 405-743-5142http://www.okcareertech.org/mkted/deca.htm

Internet Sites (continued)

Kidsway, Inc. (Ages 8-18)5589 Peachtree RoadChamblee, GA 30341Phone: 888-543-7929e-mail: www.kidsway.comProvides products, magazinesubscription, business plan competition,and training.

Locate more sites by logging on towww.education-world.com/Search for entrepreneurs.

The Internet changes often and many of these notes and addresses, while functional attime of publication, may not remain current. If the address changes, a forwardingaddress is usually provided.

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Be All That You Can Dream —The MallStudents work in small groups to competewith each other in designing their storesfor the mall. The teacher’s guide includes:What Business Am I In, Your TargetMarket, Pricing, Customer ServicePolicies, Personnel, Employee Manual,Store Front and Layout, and Advertising.For more information, phone614-486-6538 or [email protected]

You Can Own the Place! (Grades 7-12)This teacher’s manual includes 15detailed units, each of which outlinesobjectives, the lesson plan, materialsneeded, vocabulary, exercises, andstudent handouts.http://way.opens.org/owntheplace/

Start Your OwnBusiness (Grades 7-12)Take the Entrepreneur Quiz to see if youhave the personality to succeed. Thentake the Business Success Quiz to find outif you have the basic business start-upknowledge to succeed. BusinessOwnership will help you decide whichbusiness is best for you.www.themint.org/index.html

The Bank at SchoolThis program introduces students to basicmonetary concepts, including the origin ofmoney, importance of savings, andprinciples of credit. It includes acurriculum guide for Grades 1-6 withlessons that integrate math, socialstudies, and language arts. The bankpartner provides a money bag filled withliterature, play money, stamps, and more.For more information, contact Dr. SacraNicholas, SDE, 405-522-3525.

Teacher Resources (continued)

UT-Kauffman EntrepreneurInternship Program forCollege Students

Today 83 colleges offer entrepreneurintern programs. The programs providethe opportunity for a select group ofstudents to extend their classroomlearning by working in entrepreneurialorganizations, including venture capitalfirms, portfolio companies, start-ups, andsocial service agencies with an economicdevelopment mission. The programrequires that students complete a full-time (40 hours per week) paid internshipduring the summer.http://www.bus.utexas.edu/~schwartz/

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Business Plan Competitions

Young Entrepreneur BusinessPlan Competition

This competition is open to K-12 studentsacross the country. The winners in eachcategory receive a trophy and a check for$2,000. The sponsoring teachers alsoreceive $2,000, while the schools receive atrophy. Finalists are named in eachcategory. The finalists and their teachersreceive $500 each. All winners andfinalists receive scholarships to attend aKidsWay summer entrepreneurshipcamp. Entry forms and rules are postedonline at:www.kidsway.com orcall 888-543-7929, ext. 818.

National Business PlanCompetition

Each year Independent Means inviteswomen, ages 13 to 21, to put their dreamson paper and submit a business plan tothe National Business Plan Competition.The 2000 competition will run from Sept.1, 2000, to June 30, 2001. Five winnerswill receive:• $2,500 cash award• all-expense paid trip to the National

Awards Ceremony• tuition scholarship to Camp $tart-Up

and more• Babson College scholarship opportunityEntry forms are posted online athttp://www.anincomeof herown.com/bizplan/index.html

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Career Poster ContestCAREER DEVELOPMENT OVER THE LIFE SPAN

Sponsored by theOklahoma Counselors Association and the

Oklahoma Department of Career and Technology Education

Eligibility: There are five divisions: Primary (grades K-2), Intermediate (grades 3-5), MiddleGrades (grades 6-8), Senior (grades 9-12), and Adult (postsecondary).

Theme: The poster should reflect the 2000 theme: “Career Development Over the Life Span.”Possible subthemes are Celebrating Diversity in the Workplace, Meeting the Challenges ofChange, and Demonstrating Qualities and Skills of a Successful Employee. Slogans may beused.

Judging Criteria: Judging will be based on originality/creativity and development of thetheme. Attention will be focused on basic art principles and appropriate use of media andlettering. Only posters judged as first-, second-, and third-place school winners should be sentfor judging in the state contest.

Lettering: Simple, bold lettering is preferred. Captions may be used to convey the message,attract attention, and achieve goals of clarity, vigor, and originality. All letters will beconsidered part of the design.

Size: Minimum size is 22 by 22 inches. Maximum size is 22 by 28 inches.

Display: Posters are to be displayed in the student’s school during National CareerDevelopment Month in November. Winning posters must be sent to the Oklahoma Departmentof Career and Technology Education by November 30 of each calendar year.

Entry Form: Copy and place the completed entry form below on a 3- by 5-inch card and attachto the back of each entry.

Mail Posters Chosen as School Winners to:Oklahoma Department of Career and Technology Education, Guidance Division • 1500 WestSeventh Avenue • Stillwater, OK 74074-4364.

Student Name Grade

Address

School Name

School Address

School Phone Fax

Contact Person

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All entries become the property of ODCTE/OCA and will not be returned.

First MI Last

City State ZIP

City State ZIP



Career Poetry ContestCAREER DEVELOPMENT OVER THE LIFE SPAN

Sponsored by theOklahoma Counselors Association and the

Oklahoma Department of Career and Technology Education

Eligibility: There are five divisions: Primary (grades K-2), Intermediate (grades 3-5), MiddleGrades (grades 6-8), Senior (grades 9-12), and Adult (postsecondary).

Theme: The poem should reflect the theme: “Career Development Over the Life Span.”Possible subthemes are Celebrating Diversity in the Workplace, Meeting the Challenges ofChange, and Demonstrating Qualities and Skills of a Successful Employee. Each poem’s topicmust relate to the theme or subthemes.

Judging Criteria: Judging will be based on originality/creativity and development of thetheme, appropriate form and execution, and spelling and grammar. Only poems judged asfirst-, second-, and third-place winners in the school contests should be sent for judging in thestate contest.

Poetic Form: Poems may be written in any poetic form, i.e., cinquain, diamante, free verse,haiku, limerick, metered, rhyming, blank verse, etc.

Size: Each poem should be typed or printed on a sheet of paper 8 1/2 by 11 inches.

Display: Poems are to be displayed/read in the student’s school during National CareerDevelopment Month in November. Winning poems must be sent to the Oklahoma Departmentof Career and Technology Education by November 30 of each calendar year.

Entry Form: Copy and place the completed entry form below on a 3- by 5-inch card and attachto the back of each entry.

Mail Poems Chosen as School Winners to:Oklahoma Department of Career and Technology Education, Guidance Division • 1500 WestSeventh Avenue • Stillwater, OK 74074-4364.

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Student Name Grade

Address

School Name

School Address

School Phone Fax

Contact Person

All entries become the property of ODCTE/OCA and will not be returned.

First MI Last

City State ZIP

City State ZIP



Career Awareness – ElementaryBest Practices

School-Based Enterprises

Brown Paper Products Company

Target GradeGrades 2-5

School Name/CityBlackwell Elementary SchoolBlackwell, Okla.

Core Subject RelationArt, Math, English

ContactKim ShoffnerHigh School Counselor

DescriptionThis is an assembly-line activity thatallowed every student to take part inthe process of seeking work,interviewing for a job, and actuallyworking as part of a company team.Students completed a job applicationand a sample employment test thatconsisted of math problems, spelling,and essay questions. Students werepaid with a check that had “cookievalue” instead of cash. Students traceda template and then stuffed anddecorated rabbits and rocking horses.Students applied for some of theseoccupations:• floor managers• stampers• cutters• secretaries• assistant managers• custodians• gluers• inspectors• accountant

ResourceBright Ideas — 816-637-2482


Mini Mall

Target GradeGrades K-5

School Name/CityRichmond ElementaryStillwater, Okla.

Core Subject RelationAll

ContactLois SternFourth-Grade Instructor

DescriptionThis is a hands-on approach toinstructing children to start and runtheir own business. Studentsindividually, or in pairs, plan aproduct or service to be sold duringthe mini mall. Students name theircountry and design their own money.

ResourcesYESS!/Mini-Society: Experiencing theReal World in the Classroom.(K-5) curriculum

For information on curriculum andworkshops, contact:Jean CaldwellUniversity of Central Oklahoma405-341-2980

17



Best Practices: Elementary (continued)


School Store, Friendship Club(mission is to perform acts ofkindness), Tutors, TeacherAssistants, Post Office Wee DeliverProgram, Conflict Managers, andService Club (Flag, PlaygroundEquipment, Attendance Slips, DayCare Helper)


School Name/CityFifth- and Sixth-Grade CenterSkiatook, Okla.

Core Subject RelationAll

ContactShari HullCounselor

DescriptionStudents apply and are interviewedfor the many positions available. Thepostal workers take a written test, andthe school store patrons have mathquestions. Students sign in and weartheir buttons when they report forduty. Checks are given every twoweeks if students have not missedmore than two duties or meetings. Araise of 10 cents is given every twoweeks if all the rules are followed, agood attitude is shown, and all sixpillars of character are exhibited.Students can use their money at theschool store. An evaluation on eachstudent is completed every nineweeks. They are evaluated on the sixpillars in Character Counts.

Wee Deliver Program — K-6:http://4teachers.org/feature/foster/lesson_plan

To order, call: 1-888-332-0317

Resources“Good Ideas to Help Young PeopleDevelop Good Character,” CharacterCounts – 800-711-2670

“Child’s Work, Child’s Play”1-800-962-1141www.childswork.com/

“Mediations for Kids” – 3-51-800-749-8838www.peaceeducation.com/

“Secret Agent,” Marco Products,1-800-448-2197 (used by theFriendship Club)

18




Market Day


School Name/CityRoosevelt ElementaryMiami Public SchoolsMiami, Okla.

Core Subject RelationMath, English, Art

ContactJanet BeggerlyElementary Teacher

DescriptionMarket day involves the whole school.Within each class, teachers instructstudents on entrepreneurship/economics. Each class forms acompany and sells their product atMarket Day. Throughout the year,students earn Roosevelt Rubles forgood citizenship. These are used as aform of payment to purchase items atthe market. This year students willplace their rubles in the student-runbank, and they will also have anadvertisement agency. The MarketDay is scheduled at the end of theschool year, which helps withdiscipline. Examples of stores:• Bookmarkers• Potted Plants• Candles• Photo Shop (used digital camera;

students signed up for a time)• Flower Arrangements

Best Practices: Elementary (continued)


Plant Sale

Target GradeElementary

School Name/CityWestern Heights High SchoolOklahoma City, Okla.

Core Subject RelationScience, Math, Art

ContactNancy GripeFamily and Consumer Sciences

Education Instructor

DescriptionStudents soaked clay pots in waterbefore painting a design of their choiceon the pots. A parent with training inhorticulture explained to elementarystudents how to plant flowers. Eachpot had a tag with the child’s nameand the occupation the child wanted topursue for a career. The plants weresold at local businesses. The profitswere used to purchase calculators.Students learned about careersrelated to horticulture.

19



Entrepreneurship . . . It’s Elementary!

Note: Thanks are expressed to Ronni Cohen, Claymont Elementary School inDelaware, for this group of activities that she uses with elementary students.http://www.entre-ed.org/elem-ed.htm

Language Arts

Adapt a few basic questions from abusiness plan, and have students answerthese questions for writing activities andprojects. Ask each student to think of aproduct that others might be interested inbuying:

• Describe your product.• Who will be your audience?• Who will look at this product?• How will you make (or produce) your

product?• What do you need to make this product

a success?• With what other products will your

product compete?

This is a particularly useful language artsas well as venture creation skill. Collectcommon and unusual objects and keepthem handy. Each day, take out an object.For example, take out a film container.Hold it in your hand for everyone to seeand say, “I hold in my hand . . .” and givean unusual response. Then pass theobject around for each child to give aresponse. For example, the film containercould be a pill holder, a biscuit cutter, aholder for lunch money, etc. Childrenlearn to see possibilities and look atcommon items in a new way.

Use the yellow pages for this activity.Have students look for businesses withinteresting names. Have a business“scavenger hunt.” Use categories forstudent research such as businessnames . . .

• with colorful adjectives• with superlative forms of adjectives• that are made up or are nonsense• that are foreign words• that tell what the business produces or

sells• that have alliteration (repeated

beginning sounds)• that are geographic terms• that have nothing to do with the

business’s function• that are named after people

Thinking Skills

Teach your students a basic evaluationtool . . . PMI.

P = POSITIVE. What is positive orstrong about your work?

M = MINUS. What is a minus or weakabout your work? What needs to bechanged? What needs to bestronger?

I = INTERESTING. What makes yousay “Ah . . . I wish I had thought ofthat!”

20



Literature List

Any of the following books can be used to teach “entrepreneurship” and “related skills”using ideas presented in the activities listed on page 20.

• Alexander, Lloyd. The Fortune Tellers.Dutton, 1992 (Self-Fulfillment)

• Anderson, Hans Christian. TheEmperor’s New Clothes. Scholastic:1977 (Ethics)

• Barbour, Karen. Little Nino’s Pizzeria.Harcourt Brace: 1978 (Growing aBusiness, Scarcity, OpportunityCost, Business Plan, BusinessStructures, Location, Demand,Niche, Service)

• Carle, Eric. Walter the Baker. Simon andSchuster: 1995 (Problem Solving,Word of Mouth Advertising andReputation, Quality)

• Charlip, Remy. Fortunately. MacMillan:1987 (Overcoming Obstacles)

• Cohen, Ronni. Inventor’s Portfolio. E.E.Cats, 1996 (Entrepreneurship andEconomics)

• dePaola, Topmie. Tony’s Bread. PaperStar Books, 1989 (Finding a Niche,Competition, Unique Selling Point)

• Dooley, Norah. Everybody Cooks Rice.First Avenue Editions: 1991 (CreativeProblem Solving)

• Dunrea, Oliver. The Painter Who LovedChickens. FSG: 1995 (Invention,Innovation, Entrepreneurship,Niche, Demand)

• Schwartz, Ellen. Mr. Belinsky’s Bagels.Talewinds: 1997 (Entrepreneur,Productive Resources, Demand,Supply, Competition, EconomicProfit, Natural Talents, Niche,Unique Selling Point, Naming aBusiness)

• Seibold, Jotto. Monkey Business. Viking:1995 (Demand, Capital Goods,Promoting a Product, Barter)

• Seuss, Dr. Daisy-Head Mayzie. RandomHouse: 1994 (Marketing, Values)

21



JEPES: Job Experience Programfor Elementary Students

Tony Goetz Elementary, Muskogee School District

Description of the Learning Unit

JEPES is a Career Awareness Unit thatintegrates all the National CareerDevelopment Guidelines and School-to-Work Components with the OklahomaState Department of Education P.A.S.S.objectives. A project designed to “employ”all students in Grades 4-5, it not only is aunit in social studies but also promotesschool pride and student responsibility,lowers discipline problems, and helpsstudents explore school-created jobs aspossible career options. It providesstudents real job experiences, includingthe application and resume process, theinterview, actual hiring, completion oftime cards, and an actual paycheck. Italso promotes positive social interactionbetween students and the business world,thus fostering a better relationshipbetween school and the community.

Time Line for Activities

Preparation for the job fair requiresapproximately five class periods withfifth-grade students serving as the jobfair presenters. Actual job time forstudents may vary from nine weeks toone semester. Job time may be servedduring recess two to three days a week.

Actual JEPES Implementation Steps

1. Share your vision for a student jobprogram at a staff meeting to getfellow teachers to participate andbuy into the concept. Beenthusiastic and eager!

2. Poll staff to determine what school-created jobs should be offered, whatteacher will supervise each, andwhen students will work (ourstudents work two to three times aweek during recess). Also get inputto determine if and how you will dopayroll, as well as how the studentscan spend their earnings.

3. Create necessary forms: jobdescriptions, applications, resumés,interview sign up sheet andappointment cards, cover letter toparents (including parent signaturefor student to participate), timecards, payroll checks and/or mockcash, JEPES evaluation forms, andstudent evaluation forms.

4. Determine the grade level ofstudents who will participate, howmany participants, and whatcriteria will determine potentialemployees.

5. Set up a mini Career Fair, allowingstudents to browse the booths, visitwith potential employers, sign up forinterviews (we allow students tosign up for top two choices), andleave applications and resumés.This generally lasts 50 minutes foreach grade level.

22



6. Have supervisors set up interviewswith potential employees afterreviewing paperwork. You may usethe appointment cards as passes forstudents to leave class for aninterview. (Our interviews generallyconsist of five questions.)

7. Have supervisors turn in a list oftheir selected employees, and thencross-reference those lists to be surethat there is no conflict in jobs andthat all students have jobs. (If someopenings still exist, and/or somestudents did not receive a job,students sign up and we go throughStep 6 again.)

8. After all students have been “hired,”post the positions with startingdates and supervisors listed, andhave students report the first day ortwo for job training. Supervisorsshould explain and demonstrate jobduties, responsibilities, andexpectations. They should alsoexplain how often students will beworking, and how and whenstudents should complete and turnin time cards.• Obtain time card from _________

____________.• Obtain signature from supervisor

at end of week.• Turn in completed time card to

______________ each Friday.

9. Determine who will do the payroll(we have this as a student job), howoften paychecks will be passed out,and how paychecks may be spent.(We have a school store.)

10. At the end of the “employmentperiod,” have students complete anevaluation of JEPES. Havesupervisors complete and go overwith the students their evaluationforms of their job performance.

JEPES: Job Experience Program for Elementary Students (continued)

23



Tony Goetz Elementary2412 Haskell Blvd.Muskogee, OK 74403(918) 684-3810Fax: 684-3811

January 8, 2001

Dear Parents:

On Monday, January 15, we will host the fourth- and fifth-grade Tiger Job Fair. Wewill meet in the library from 8:45 to 9:45 a.m. for fourth-grade students and from 9:45to 10:45 a.m. for fifth-grade students.

Students will learn about the various school jobs available; the expectations,requirements, and duties of these jobs; the “pay” for these jobs; and the actualemployment process (completing job applications, scheduling interviews, interviewing,and the posting of job positions). Afterwards those students wishing to “apply for jobs”will complete the application and a resumé, sign up for an interview, and take theapplication form home to be signed by parents.

All students who return a signed application and resumé by Friday, January 19, will bescheduled for an interview on the following Monday. Students will also be able tointerview on Tuesday. On Tuesday afternoon, teachers/supervisors will turn in studentrecommendations to me for the job positions they will supervise.

Students will begin their new “jobs” on Monday, January 29, during their recess (12:45to 1:05 p.m.) unless designated otherwise. Supervisors will train the students, shareexpectations with them, and monitor their work. I’ll send a monthly evaluation forteachers to complete on the students’ job performance. Students who violate rules orcontinually perform poorly may be relieved of duties once every effort has been made toresolve the challenges.

Thanks so much for contributing your time, effort, and expertise to benefit ourstudents. You are helping our motto come true . . . Tony Goetz: Working for a brighterfuture!

Attached is the list of school jobs, job application form, and resumé. If you’d like foryour child to participate in this activity, please sign and return the form by Friday. Iwill help students complete the items on the form during our Job Fair.

Sincerely,

PrincipalTony Goetz Elementary

24



Job Supervisor Description

Office Practice Rampley & White Answering phone, Xeroxing,delivery, etc.

Hall/Restroom Parnell & Olmstead Checking for litter, fill-ups,Monitors Scroggins & Fulton sweeping, etc.

Ground Patrol Chaffin & Hull Checking playground and yardsfor litter, etc.

Broadcasting/ Underwood Gather school news andAnnouncers make announcements

Recycler P. White Pick up and dump papercontainers; move bins one timeeach week

Activities Set Up/ Bradley & Fulton Set up/take down chairs/Take Down equipment, speakers, mike, etc.

Post Office Cary & Bradley Collect/deliver student mail toclassrooms; provide stamps, etc.

Preschool Assistant Netherton Assist in preschool classroom,read to children, etc.

Library Assistant Hanley File, put books away, etc.

Career Center/ Fields File, set up materials, fill recessMedical Alert bag, check First Aid supplies in

office

Greeter Fields Greet guests, welcome studentsin morning, etc.

Tiger Store Clerk Sell items, make change,inventory products

C.O.P.S. Use conflict resolution

Tiger Payroll Use math skills, write checks,keep track of time cards.

Kitchen Patrol Sweep floor and wipe tables.

Computer Tech Assistant Turn on computers, load software,and assist where needed.

25



Tony Goetz Elementary SchoolApplication for the JEPES* Program

*(Job Experience Program for Elementary Students)

This application is intended to provide information for evaluating your suitability for availablepositions. These positions are school-created jobs to provide you with the opportunity toexperience on-the-job training, to understand the relevance of school and the link to thebusiness world, and to help instill a sense of school ownership and school pride.

Please print all information neatly:

Student Name_______________________ Grade _____ Teacher________________________

Parents/Guardian __________________________________ Day Phone ____________________

Please number up to four positions for which you would like to apply (with onebeing the first choice):

___ C.O.P.S. (Children Observing Peers at School) ____ Broadcasters___ Computer Tech Assistant ____ Activity Setup Crew___ Preschool Teacher Assistant ____ Office Practice___ Tiger Store Clerk ____ Tiger Payroll___ Kitchen Patrol (Cafeteria Assistant) ____ Library Assistant___ Recycler ____ Ground Patrol___ Greeter ____ Post Office___ Career Center/Medical Alert

List any skills/experience/qualifications you may have relating to the position(s) youare seeking:

_________________________________________________________________________________

You and a parent MUST read and sign in order to be considered for the JEPESProgram:

As a student, I promise that if I’m selected to be a part of the JEPES Program:• I will do my very best on the job.• I will be reliable, punctual, and have good attendance.• I will behave in a positive and respectful manner.• I will follow the directions of my supervisor.• I will keep up with my school work.• I will work well with my peers.• I will learn as many positive things as possible from this experience.

Student Signature _______________________________________ Date _______________________

As the parent/guardian of the above-named student, I agree to allow my child toserve in this capacity and I will encourage and support the efforts of the school aswell as my child.

Parent Signature ________________________________________ Date _______________________

(Place in Career Portfolio)

26



Tony Goetz Elementary SchoolStudent Resumé for the JEPES* Program*(Job Experience Program for Elementary Students)

Personal

Name __________________________________________________________________________

Address ________________________________________________________________________

Phone__________________ Grade _________ Teacher_____________________________

Clubs/Affiliations/Honors/Awards ________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Job Objective

_______________________________________________________________________________(Your goal/ambition)

Experience

_______________________________________________________________________________

Education/Special Training

_______________________________________________________________________________

References

Name _____________________________ Title __________________ Phone ____________

Name _____________________________ Title __________________ Phone ____________

(Place in Career Portfolio)

27


www.okcareertech.org/guidance 28

Interview Sign-In Sheet for ______________________________________________________

Interviews will be ______________ , ________ ______ , ______ , from ______ to _______ .day of week month day year

Please sign your name on one of the time slots to be interviewed. If you are signing upto be interviewed for more than one job, be sure that your interview times do notconflict.

Make sure you are punctual to your interview. Good luck and have fun!

Time Name

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________

____________ _________________________________________________



Tony Goetz Tiger Job Fair

Name _______________________________

Appointment Date ___________________

Time ________________________________

With ________________________________

Room No. ___________________________

For Job Position _____________________

Use as reminders for interview appointment.

Tony Goetz Tiger Job Fair

Name _______________________________

Appointment Date ___________________

Time ________________________________

With ________________________________

Room No. ___________________________

For Job Position _____________________

Job Experience Program for Elementary StudentsStudent Time Card

Name _____________________________________ Date ______________________________

Job _______________________________________ Working Week ______________________

Dates Worked (Mo/Day/Yr) Time Worked (in minutes) *5 minutes = 1 Tiger Buck

Monday

Tuesday

Wednesday

Thursday

Friday

Total Time Worked _______________________ Total Tiger Bucks Due ______________

Supervisor’s Signature _________________________________ Date __________________

29



Tony Goetz Student Job Postings

Job Position __________________________________________________________________

Report to _________________________________ On_______________________________

Name Crew No. Work Days

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________



Tony Goetz School-to-Work Job Descriptions

Title: Tiger Payroll Clerk

Qualifications: Must be punctual, reliable, and responsible. Must be able to add, subtract, recordinformation, file, and follow directions.

Reports to: Office/Pam Bradley

Job Goals: To maintain time cards and records for student pay (Tiger Bucks) in the student JobProgram.

Performance Responsibilities: To maintain, record, add, and file student time sheets and theirpayroll (Tiger Bucks) each week. Computer usage necessary.

Terms of Position: Semester job contingent upon performance.

Evaluation: Semester evaluation by supervisor.

Title: Greeter/Presenter

Qualifications: Must enjoy meeting and greeting new people. Must be polite, cordial, and able tocommunicate well with others.

Reports to: Kittie Fields and Pam Bradley

Job Goals: To instill a sense of confidence and promote social skills while working to build positiverelations with our community.

Performance Responsibilities: To meet and welcome guests to our building, lead school tour, andserve refreshments.

Terms of Position: Semester position contingent upon performance.

Evaluation: Monthly evaluations based on social and presentation skills, reliability, andcommunication skills.

Title: Announcers

Qualifications: Must be able to communicate/enunciate clearly, speak over the intercom, read well,and make guests/visitors feel comfortable at Tony Goetz Elementary.

Reports to: Pam Bradley

Job Goals: To keep students and faculty informed/updated of the activities, important events, andongoing events in the Tony Goetz Elementary School community as well as greet all Tony Goetzvisitors/guests in a polite and respectful manner.

Performance Responsibilities: Make daily announcements over intercom at end of day; speak in arespectful, pleasant manner over the intercom; check with faculty to gather information; greet andwelcome guests and visitors to our site as well as provide a tour of our site. Must be organized,punctual, friendly, and knowledgeable of school site.

Terms of Position: Semester job-rotating position with continuation contingent upon performance.

Evaluation: Weekly evaluations based upon communication and organization skills, punctuality,and reliability.

31



Tony Goetz School-to-Work Job Descriptions

Title

Qualifications

Reports to

Job Goals

Performance Responsibilities

Terms of Position

Evaluation

32



Tiger Payroll Checks and Tiger Bucks created by:Matt Wallace, Fourth-Grade Student at Tony Goetz

Check No. __________

Date _______________

To __________________

Amount ____________

Tony Goetz ElementarySchool-to-Work ProgramMuskogee, OK 74403

Check No. _______

Date ____________

Pay to the Order of ___________________________ $ __________________________________________________________ Dollars

Tiger BankMuskogee, OK 74403

For _________________ ____________________________

33



Tony Goetz Student Job Evaluation

Name ____________________________________________ Grade ____________________

Job__________________________________ Supervisor ____________________________

Teacher ___________________________ Year _____ Semester: Fall ____ Spring ____

Performance Duties Excellent Satisfactory Improvement Needed

Understands and Follows Directions

Attendance, Punctuality, and Efficiency

Requires Minimum Supervision

Assumes Responsibility for Safe Working Conditions

Displays Positive Human Relations Skills

Adheres to Job Description and Program Guidelines for Position

Do you recommend this student for continued employment? (Circle one) YES NO

Student Employee Signature____________________________________ Date ___________________

Supervisor’s Signature _________________________________________ Date ___________________

Principal’s Signature ___________________________________________ Date ___________________

(Completed each month)

34

Tony Goetz Student Evaluation of Job Program

Supervisor _______________________________________ Date ______________________

Job___________________________________ Fall ________ Spring ______ Year ______

My Supervisor: Excellent Satisfactory Improvement Needed

Explained Job Duties/Directions (gave directionson what should be doneeach day on the job)

Provided SufficientSupervision

Assumed Responsibilityfor Safe WorkingConditions (explained howto work equipment, etc., andtold me what and how to performjob duties in a safe way)

Displayed PositiveHuman Relations Skills(friendly, provided praise andpositive direction, and modeledproper behavior on the job)

Adhered to JobDescription andProgram Guidelines forMy Position (gave medirections and daily taskswhich related to my job)

Do you think other students would enjoy this job? (Circle one) YES NO

What did you like most about this job? ____________________________________________________

What did you dislike most about this job? _________________________________________________

Do you feel this experience will help you be a better student? (Circle one) YES NO

Why? __________________________________________________________________________________

Do you feel this experience will help you make better decisions in the future regarding yourcareer choices? (Circle one) YES NO

Why? __________________________________________________________________________________

What did you learn from this program? ___________________________________________________

35



2000 Spring JEPES Evaluation Results

1. Out of 91 fourth- and fifth-gradersthis spring at Tony Goetz, 83 (91percent) chose to participate in theJEPES Program. Of thoseparticipating, 90 percent receivedgood evaluations and 90 percentwere recommended to be rehired.

2. Percentage of students who felt theJEPES Program experience helpedthem to be a better student: 92%

3. Percentage of students who felt theJEPES Program experience wouldhelp them make better decisionsregarding future career choices: 89%

4. Reasons students felt the JEPESProgram experience would help themmake better decisions in the futureregarding career choices:• I learned that I’d like to be a cop, a

reporter, or banker — writingchecks.

• I learned that it’s fun to teach andwork with kids.

• It helped me be a better student,taught me how to think easier, andshowed me that I can stand proudwith people watching me.

• It showed me how real work is.• It taught me to be kinder, to not be

embarrassed in front of people,and to improve my speech so that Iknow how to speak in front ofothers.

• It taught me office skills,sharpened my math skills, andtaught me that I want to workwith computers.

• It showed me how to do my bestand do different job skills.

• It taught me that though peoplemay not look it, they can be nice.

• It taught me to be a team worker,to be responsible, and how this canbe fun.

5. Things students learned from theJEPES experience:• How to be more polite, kinder, and

help others.• How to talk correctly and speak to

others.• It taught me how to work with

others, to be responsible, and tomake decisions.

• It taught me that it’s good forpeople to learn.

• This will help me know how towork and how to be a schoolteacher.

• This taught me that I will need toknow about money.

6. Staff/Student suggestions to improveJEPES:

• To better organize the Tiger Store;post opening dates and get theword out when it IS open.

• Open the Tiger Store the day orweek after payroll checks havebeen given.

• Schedule payroll to be done onlyone time per month rather thanevery two weeks.

• Allow students who work at small,odd jobs to apply for more than oneposition.

• Allow those students who choose towork more than one day to do so.



ActivityCupcake Sale

Related SubjectMath

National Career DevelopmentGuidelines: VII

Awareness of the importance ofpersonal responsibility and good workhabits.

Suggested Oklahoma P.A.S.S.Grades 1-5

Academic ConceptThe students will make correct changewith money.

Activities• The students will plan, organize,

advertise, and conduct a cupcakesale, accurately advertising theevent and correctly making change.

• The teacher will send a letter toparents explaining the cupcakesale and requesting cupcakes.

• The students will design a posteradvertising the cupcake sale,giving date, location, and the price.

• The class will discuss theimportance of cooperation betweenpeople and relate the ideasdeveloped to their cupcake sale.Relate those same ideas to theworkplace.

• Students will conduct cupcake salewith emphasis on making changecorrectly.

• After the cupcake sale is over,determine amount of profit byusing the four basic operations.

Related Activity — Lemonade StandOne student is the owner who poursthe drink and tells the cost (set by thestudent). Another student buys andcounts out the play money to purchasethe drink. The person who boughtnow becomes the owner and anotherstudent comes up to buy a drink. Theactivity continues until all studentshave been owner and customer.

Closure/EvaluationThe students will participate indiscussion, plan a poster, correctlymake change, and see the need forcooperation and accuracy in theclassroom as applied to the adultworkplace.

Materials/SuppliesPaper, markers, cupcakes, money,tape.

ResourcesCareer Development Activities,elementary level.CS1100

Order by calling ODCTE CustomerService at 1-800-654-4502.

37



ActivityPromoting an Activity

Related SubjectsLanguage Arts, Visual Arts, Reading

National Career DevelopmentGuidelines: II

Skills to interact with others.VIIIAwareness of how work relates to theneeds and functions of society.


Academic ConceptCommunicate orally and throughwritten forms.

Activities• Teacher chooses an activity to

promote such as book fair, studentstore, lunch room, yearbook,visiting author, special assemblies,book genies, etc.

• Divide class into five or six groupsaccording to classroom size (threeto four students in a group,depending on abilities).

• Teacher discusses the six forms ofmedia to use.– television (live action

commercial - skit)– radio (morning announcements

over P.A. system)– direct mail (flyers for weekly

take-home packet)– billboards (posters and bulletin

boards)– specialty advertising (buttons,

bookmarks, table tents)

– newspaper (advertising or pressrelease for school newspaper orlocal newspaper)

• Teacher assigns or draws from ahat the form of media to be used byeach group.

• Teacher hands each group a form tohelp plan their promotionalcampaign. Students make theirown decisions, following the outlineof the form to complete theirfinished product.

Closure/EvaluationFinal product presented to class andthen posted around school orpresented to school classrooms.Students self-evaluate theirpromotional campaign.

Materials/SuppliesTeacher Supplies

Forms to promote group activity.Student Supplies

(May vary for each form ofadvertising) Poster board, Kraftbulletin board paper, constructionpaper, markers, pencils, crayons,paints, colored Xerox paper, cassettetapes, cassette recorder, VCR tapes,video camera, props, tag board,newsprint

ResourcesCareer Awareness for MarketingActivities and Entrepreneur UnitDE1300


38


www.okcareertech.org/guidance39

Group Name _________________________________________________________________

Group Members ______________________________________________________________

______________________________________________________________

Promotion

1. Promotional Item/Activity _______________________________________________

2. Target Audience (describe) _______________________________________________

_______________________________________________________________________

Age Level ______________________________________________________________

Interests _______________________________________________________________

3. Dates of Promotion______________________________________________________

4. Slogan _________________________________________________________________

5. Form of Media __________________________________________________________

6. Location (classrooms, hallways, bulletin boards, restrooms, doors)___________

_______________________________________________________________________

7. Script/Sketch (format on back) ___________________________________________

8. Teacher’s signature approving format

_______________________________________________________________________

9. Completion Date ________________________________________________________

10. Presentation of Activity



Script

Television — Write a script for up to a two-minute skit.Radio — Write a script for a 30-second commercial.

Script (use additional paper if needed):

Props (radio — include sound effects, voice inflection):

Sketch

Direct Mail, Billboards, Specialty Advertising, Newspaper

Materials Needed:



ActivityMarketing Survey

Related SubjectLanguage Arts

National Career DevelopmentGuidelines: IX

Understanding how to make decisions.


Academic ConceptInterpret a survey.

Activities• Class will determine which

products would sell bestindividually and which productswould sell best in packages.

• Teacher presents lesson on pricingand profit margins, adding in costof advertising and other costs suchas shoplifting, packages, setting upstore, etc.

• Conduct market survey of potentialsupply and demand.

• Tally items students will mostlikely buy.

Closure/EvaluationSurveys are complete and ready foruse. Venn Diagrams will also behelpful.

Materials/SuppliesOriental Trading Company CatalogMarket Surveys

ResourcesCareer Awareness for MarketingActivities and Entrepreneur UnitDE1300




Sample Marketing Survey for Students

Our class is conducting a project to learn more about marketing andentrepreneurship. We need your advice. Please answer the following questionshonestly. Thank you for your help.

1. Which of the following products would you purchase? Please select only one.

Product A ______ Product C ______

Product B ______ Product D ______

*Note to Teacher: Have potential products displayed for students to view.

2. How much would you be willing to pay for the product you selected above?

______ (0 - $.25) ______ ($.51 - $.75) ______ ($1.26 and up)

______ ($.26 - $.50) ______ ($.76 - $1.25)

3. Which of the following store names do you prefer?

______ XYX ______ ABC

4. What is your favorite color?

______ Red ______ Pink ______ Other

______ Blue ______ Green

5. Are you ______ male or ______ female?

*Teachers: This is a sample marketing survey to get you started. Have studentsbrainstorm and then add questions to the survey. Select questions that thestudents believe will provide useful answers. The students should then tallyresults, convert the answers to percentages, and make their presentation to theclass. The survey could be broken down so that each question is tabulated by two ormore students.



Career Exploration – Middle GradesBest Practices


T-Shirt Business


School Name/CityStillwater Middle SchoolStillwater, Okla.

Core Subject RelationAll Subjects

ContactBecky SzlichtaMath Instructor

DescriptionMiddle school students visited smallbusiness owners in the downtown areaand gave oral presentations at schoolon how the business got started andwhat skills learned in school werehelpful. Students learned about thepower of advertising and participatedin a “Design an Ad” contest(Newspaper in Education) in theirlanguage arts class. They studied goodand poor employment skills andemployee/employer characteristics inscience class. Spread sheets and P=I-Ewere covered in their math class. Thispreliminary information preparedstudents for the T-shirt business.Each class played an active role in thebusiness — science class wasresponsible for survey and design,language arts class handledadvertising, history class took presalesand orders, and math class didaccounts and delivery. Students took afield trip to watch silk screeners. Theprofits of the business were used toprovide Christmas gifts to PayneCounty Youth Shelter.

ResourcesGetting Down to Business, MathScape 6-8, Curriculum, Grade 7 Units312-540-4600www.creativepublications.com

Hot Dog Stand: The Works, Studentspractice math, problem-solving, andcommunication skills in a businesssimulation. Sunburst software.1-800-321-7511

MicrosoftWorks


School Store

Target GradeGrade 6

School Name/CityCuster ElementaryThomas-Fay-CusterUnified School DistrictCuster, Okla.


ContactTracy HajnyInstructor

DescriptionSixth-grade students visited banks tolearn how to obtain a loan to start aschool store business. Students decidewhat is needed in the store, wait oncustomers, make change, and areinvolved in a variety of positions. Thestore is open 20 minutes every dayduring the noon hour.




See Below

Target GradeMiddle School – High School

School Name/CityBarstable, UK


Contactwww.barstable.essex.sck.uk/DandT/courses/menu.html

DescriptionThis site provides suggestions ofcourse content by week for thefollowing projects:• Promotional Sunglasses• Toothbrush Holder• Disco Badge• Mirror Project• Mechanical Toy• Night Light• Opening Bridge

Best Practices: Middle Grades (continued)


Summit Mall (crafts, food, and raffle)

Target GradeGrade 6

School Name/CitySummit Middle SchoolEdmond, Okla.


ContactsMolly Goen and Vance CramptonSocial Studies Instructors(They provided in-service at theCreate Conference.)

DescriptionA two-week integrated lesson toexpose students to the real world ofbusiness. Each sixth-grade teacherplays an active role in the SummitMall. Math – percent, loans, profit, loss Science – natural resources Foreign Language – money, currency

exchange rates Social Studies – supply/demand,

economics, wants/needs English – writing commercialThe mall is open two hours one dayprior to Christmas vacation. Studentsare limited to five dollars to purchasesupplies for the company. Eachstudent pays a fee for booth space,business license, loan application, andadvertisements. On the day of themall, parents are invited and given$100 to spend at the mall. The amountof money students receive to spend atthe store is determined by what theyscore on their economics test.

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T-Shirt Printers, Recycling Center/School Supply Store, Bicycle RepairShop, Bistro

Target GradeMiddle School

School Name/CityMorris Schott Middle SchoolMattowa, Wash.


ContactAndre StritmatterSpecial Education Director

DescriptionStudents with disabilities created andran business ventures. They weredoing so well that general educationstudents wanted to be a part of thecompanies. Some of the profits gotoward college scholarships forgraduating high school seniors. Thegraduates have to apply to theparticular business sponsoring thescholarship.

Best Practices: Middle Grades (continued)


Donut Shop


School Name/CityGrove Middle SchoolGrove, Okla.

Core Subject RelationEnglish, Math, Science

ContactsJerry MathewsCareer Instructor

DescriptionDonuts are delivered to Grove MiddleSchool each morning, Tuesday throughFriday, for students to sell beforeschool starts. Mr. Mathews has fourcareer classes — each is in charge ofselling the donuts one morning perweek.



Greeting Card Manufacturing CompanyEntrepreneur Project

This project was developed to help integrate business and industry within theclassroom to give students hands-on awareness of the relationship between school andwork. Students apply their knowledge of math, language arts, reading, social studies,and writing while working cooperatively in the real world of work to produce greetingcards.

The outline is a snapshot view of how to start a company. It is important for theteacher to visit each site to become aware of all the facets in starting a company.Information from the visits help in preparing lesson plans and activities.

After speakers come to the school or students visit the site to learn the skills, studentsfinalize the articles of incorporation and sale of stock. Students can begin producingthe greeting cards by January and sell them for Valentine’s Day.

I. Career Awareness

A. Human Resource person visits.The class learns to applyappropriate dress, grooming, andsocial skills when they visit thesites or have a guest speaker.1. Teacher awareness – phone call2. Student awareness – classroom

speaker3. Discussion of appropriate skills4. Skills and training for Human

Resources Specialist

B. Students visit a bank.Students are divided into smallgroups to shadow workers in eachdepartment. Students watch formath, communication, andcooperative skills used on the job.1. Teacher awareness – on site2. Student awareness – on site3. Departmental functions within

bank4. Employee skills and training

C. Attorney visits class.An attorney works with the class inwriting articles of incorporation,establishing bylaws, and sellingstock certificates. Customers whopurchase stock will not receivedividends on their investment; anyprofit made by the company will beused to purchase additionalequipment for this project.1. Teacher awareness – on site2. Student awareness – classroom

speaker3. Skill and training requirements

for law career4. Types of law careers5. Discussion of legal aspects of

setting up a corporation

D. Students visit newspapermanufacturing plant.Students observe the printing andadvertising process. Students writeads for the newspaper as a writingassignment.1. Teacher awareness - on site2. Student awareness - on site

46



Greeting Card Manufacturing Company (continued)

3. Departmental functions withinnewspaper plant

4. Employee skills and training

E. Car salesperson visits.A salesperson speaks to class aboutcooperation in the workplace,salesmanship, and marketing. He/she relates these topics to sellingany product.1. Teacher awareness – on site2. Student awareness – classroom

speaker3. Departmental functions within

car lot4. Types of careers

F. Small business managementcoordinator from a technologycenter visits class.A small business managementcoordinator can assist in developinga business plan. Students conductmarket surveys and cost analysis.1. Teacher awareness – on site2. Student awareness – classroom

speaker3. Types of careers

G. Site and speaker visits arecompleted in September.

II. Corporation Development

A. Decide on corporate name andlogo (lesson plan included).

B. Elect officers of corporation:1. President2. Vice President of Personnel3. Vice President of Finance4. Vice President of Sales5. Vice President of Marketing6. Vice President of Inventory7. Vice President of Health Control8. Vice President of Production

C. Weekly board meetings begin onceproduction starts.

D. Attorney will help preparefacsimile of Articles ofIncorporation (lesson planincluded).

E. Prepare stock certificates.

F. Sell stocks (10 cents per share).

G. Attorney will act as an advisorand work with officers of thecorporation.

H. Job applications and selections:1. Administrative Assistant2. Personnel Department3. Accounting Department4. Sales Staff5. Marketing Department6. Warehouse/Inventory7. Safety and Health Department8. Production Department

I. Prepare business cards — can becomputer generated.

J. Proposal is submitted to principaland superintendent for businesslicense.

K. This process will begin first ofNovember.

III. Financing

A. Second visit to bank:1. Officers of corporation make

application.2. Officers apply to bank for

commercial loan — businesscapital.

B. Bank will act as financial advisorand work with vice president offinance during course of project.

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Greeting Card Manufacturing Company (continued)

IV. Manufacturing

A. Class purchases supplies:computer paper, color copy paper,paper for packaging, price tags, salesslips/receipts, poster board, magicmarkers, two videotapes, string orribbon for packaging, cost of makingcopies, cash drawer.

B. Class produces cards usingcomputer, printer, and copier.

C. Students package product.

D. Price of product is determined byfiguring cost and profit margin(lesson plan included).

E. Students maintain inventory.

F. Students advertise product (lessonplan included).

G. Class sells product (lesson planincluded).

H. Manufacturing representative willwork as advisor with the vicepresidents of Sales, Inventory,and Production during course ofproject.

I. Production will last from Januarythrough May.

V. Culmination of Project

A. Corporate officers return to bank topay off commercial loan.

B. Profits are used to purchase item forschool (to be decided on by officersand employees of the classcorporation).

C. Celebration is held.

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ActivityFiguring Cost of Greeting Cards(Bank)

Related SubjectMath

National Career DevelopmentGuidelines: VIII

Understanding how work relates tothe needs and functions of theeconomy and society.

Suggested Oklahoma P.A.S.S.Mathematics Process Standards6th GradeMeets All Process Standards

Mathematics Content Skills6th Grade — II, III, and VI

Information Skills – Proficient LevelII, III, IX

Academic ConceptNumber Sense and Number Theory.

Activities• The class will prepare a list of the

necessary supplies needed toproduce the greeting cards.

• The class will be divided intogroups of four to solicit bids forvarious supplies and to be assignedsuppliers to contact.

• The groups will determineappropriate means for solicitingbids, i.e., phone, mail, or personalvisit.

• The groups will secure bids.• Each group will present their bids

to the class.• The class will compute the total

cost of supplies based on most cost-effective bids.

• Based on the total cost of supplies,the class will estimate the amountof capital necessary to borrow fromthe bank.

• With the assistance of the bank,students will determine repaymentfigure of the loan based on theinterest rate set by the bank.

• The class will determine the cost ofproducing each card, based on costof supplies and repayment of loan.

• Based on the cost of production(above), the class will determinethe sales price of each card in orderto show a profit.

• The class will compute the percentof profit per card based on severalsales prices.

• Class will determine best salesprice based on data.

(Note: Class will work closely with arepresentative from the bank.)

Closure/EvaluationEach group will have a set of bids topresent to the class. The students willbe able to compute a total cost forsupplies and secure a loan for thepurchase of supplies at the agreedupon price. Cards will sell at theagreed upon sales price, and a profitwill be made.



ActivityPreparing Articles of Incorporation(Attorney)

Related SubjectsLanguage Arts, Information Skills



Suggested Oklahoma P.A.S.S.Middle School – Junior High

Language Arts – WritingA and B

Listening/SpeakingA and E

Information Skills – Proficient LevelII, III, IX

Activities• The attorney will speak to the class

regarding requirements for forminga corporation.

• The class will review variousforms, provided by the speaker,that are required when setting up acorporation.

• The class will discuss and list thenecessary components to beincluded in our class Articles ofIncorporation and Bylaws based onactual forms provided by thespeaker.

• The class will write a rough draft ofArticles of Incorporation andBylaws.

• The speaker will review the roughdraft and assist in making anyrevisions and/or suggestions.

• The class will write a final draft ofthe Articles of Incorporation andBylaws.

Closure/EvaluationThe attorney approves the final draftof the Articles of Incorporation andBylaws.



ActivityPromoting the Product(Newspaper Plant)

Related SubjectLanguage Arts

National Career DevelopmentGuidelines: V

Understanding the relationshipbetween work and learning.


Language Arts – ReadingResponding to Text II — H, I, K, O, P

Information and ResearchIII — D, E, I, K

WritingA and B

Listening and SpeakingA, E, J

Visual LiteracyA, B, E

Grammar/Usage and MechanicsA

Activities• The class will visit a newspaper.• The class will discuss the purpose

of advertising and various types ofmedia used in advertising.

• The teacher will model varioustypes of persuasive materialsincluding newspaper ads andletters to the editor.

• The class will discuss and list thecharacteristics of a good persuasivepiece.

• The class will be divided intogroups of four.

• Each group will prepare anadvertisement promoting ourgreeting cards. They may choosefrom one of the following forms:– Video (live action commercial -

skit)– Audio (audio tape or school

PA system)– Direct Mail (flyers for take home

folders)– Billboards (posters/bulletin

boards)– Newspaper (advertising or press

release for local newspaper andweekly parents’ bulletin)

Closure/EvaluationThe products will be presented beforethe class for peer evaluation. Finalproducts will then be distributed toappropriate areas for promotion ofgreeting cards.



ActivityLet’s Make Money

Related SubjectsSocial Studies, InstructionalTechnology




Academic ConceptInformation and ResearchWritingListening/Speaking

Activities• Lead a brainstorming session to

identify types of school-basedenterprises the class might pursue.

• Divide the class into teams of fourto six students and let each teamchoose an enterprise to research.Research should include gatheringinformation from the student bodyto determine if the team’senterprise would be a welcomeaddition to the school and students.

• Ask each team to research itsenterprise and develop an outlineof what would be involved instarting up the enterprise.

• Have the teams develop a businessplan for their enterprises. “TheBasic Business Plans” handout onpage 54 outlines what should beincluded in their plans.

• Once they have completed theirbusiness plans, have the teams usethe handout on page 55,“Marketing Plans,” to develop adetailed plan on how they willmarket their team’s product.

• Have each team make apresentation to the class on theirproposed business. Teams shouldinclude information gathered fromtheir research, business plan, andmarketing plan.

• After listening to the presentation,ask the class to determine which ofthe proposed businesses they feelcould be successful. If they believeany of them would not besuccessful, ask them to tell theclass why.

Option: Select the enterprise thatshows the most potential and setthe business up as a class project.Allow the students to determinehow the money they earn will bespent.

Closure/EvaluationStudents will be evaluated on theirresearch, business and marketingplans, class presentation, and teamparticipation.

Materials/SuppliesComputer with Internet access (ifpossible), library or other sources forresearch, “Basic Business Plans”handout, “Marketing Plans” handout,paper, pen/pencil



ResourcesCareer Development Activities,Middle School/Junior HighCS1101Order by calling ODCTE CustomerService at 800-654-4502

The National Center for Research inVocational Education site has an on-line publication entitled Who’sMinding The Store? A Guide forEducators Working With School-BasedEnterprises. It can be found at http://ncrve.berkeley.edu/abstracts/MDS-1254/

For more information related tostarting a new business, studentsmight visit the following Web sites:

The Small Business Knowledge Base,found at http://www.bizmove.com/

Business Owner’s Toolkit, found athttp://www.toolkit.cch.com/

Let’s Make Money Activity (continued)



Basic Business Plans

If you don’t know where you’re going, howwill you know when you get there?

Business plans form a framework or roadmap for businesses just starting out. Agood plan will help you analyze thebusiness climate, competition, financing,and strategies.

For this activity, you will be creating asimplified business plan. The basicelements in a simplified business planinclude:

A Business Summary – This is anoverview or description of yourbusiness, and it includes many detailsabout your business such as:• Name of business• Type of business and product/

service you plan to sell• Vision/Mission statements• Your goals/objectives for the

business• Location of business• What makes your business unique?

Why is this a good idea?

Organizational Management –How will your business be managed?• How many employees will you

have?• What will be their positions/roles?

Marketing Plan – This sectionincludes your marketing strategies.• Who do you see as your customers?• How are you going to “sell” your

business? (PR)• How are you going to “sell” your

product/service? (Advertising)

Financial Analysis – This sectionoutlines the projected costs, andhopefully, profits for your business.• Initial costs – equipment, supplies,

etc.• Operating expenses• Cost of your product/service• Selling price of your product/

service• Break-even point

For more comprehensive information onbusiness plans, you can visit the SmallBusiness Administration’s Web site at:

http://www.sba.gov/starting/indexbusplans.html.



Marketing Plans

You’ve started a business. You have plansfor producing a product. You’ve done theresearch that says this is a productpeople need. Now how do you decide whowill want your product? How will you letthem know it is available? How much willyou charge? You need a marketing plan!As with business plans, marketing planshelp you determine where you want to goand how to get there. Of course, youwant to make a profit, but how do youdecide what to charge? How will youadvertise to reach your potentialcustomers? How do you know who yourpotential customers are?

The first thing you need to do to developa marketing plan is to determine yourpotential customers or your “targetmarket.” Consider such factors as:• Age• Gender• Income level• Where they live• What they do

Once you have determined who yourcustomers are, you can plan how to reachthem and sell to them. You will need toconsider such things as:

Competition — Who is yourcompetition? Hopefully, when you decidedto start a business or sell a product, youconsidered who else was doing the samething. If not, do so now — thisinformation will help you in many ways.

Pricing — How do you determine theselling price for your product? Considersuch things as your cost, how much profityou want to make, how much thecompetition is selling your product for,etc. Remember, you want to chargeenough to make a profit but not so muchthe customers won’t buy it.

Promotion — How will you let peopleknow you have a product for sale?Consider different types of advertisingand good public relations. Some forms ofadvertising include print ads, televisioncommercials, signs and billboards, radiospots, and word-of-mouth. Rememberyour target audience when planning youradvertising, and use the type of ads thatwill best reach them!

Budget — How much can you afford tospend on marketing and advertising? Ifthe sky’s the limit, you can probably do itall. If your budget is limited ornonexistent, your imagination and somecreativity can go a long way — likemaking your own signs or posters, gettinga story in the local and/or schoolnewspaper, or making announcementsover the school intercom.



ActivityLogo Logic

Related SubjectsArt, Instructional Technology




Academic ConceptVisual LiteracyCreation of Art Media

Activities• Lead a class discussion about logos.

Discuss which logos the studentslike best, why they remember themeasily, and what they think makesa good logo, etc.

• Divide the class into teams of threeto four students and ask each teamto create or select a business orproduct. The team will then createan appropriate logo for theirbusiness or product.

• Have the teams research logos.They can use traditional graphicdesign literature, search theInternet, or interview a graphicdesigner. If they use the Internet,About.com’s graphic design sectionhas links to several articles onlogos. Its logo design links page canbe found at <http://graphicdesign.about.com/arts/graphicdesign/msublogo.htm>. Seethe Additional Resources sectionfor additional Web sites.

• Ask the teams to write down thebasic guidelines they find.

• Have the students use theguidelines to create a logo for theirbusiness. Each student on the teamshould create his/her own logo. Itcan be done on the computer or byhand.

• Ask the team to select one logothey feel best portrays theirbusiness or product. Have themwrite a justification for theirselection.

• Display all the logos in theclassroom.

Closure/EvaluationStudents will be evaluated on theirlogos, logo guidelines, justification,and team participation.

Materials/SuppliesComputer with Internet access, paper,pen/pencil, markers/art supplies

ResourcesCareer Development Activities,Middle School/Junior HighCS1101Order by calling ODCTE CustomerService at 800-654-4502

Additional ResourcesHere is a list of Web sites that mightbe helpful for this activity.

Dimension 47 Studio is a commercialsite for the design firm, but it offersinformation on basic logo design. It isfound at http://dimension47.com/design.htm

For some sample logos, visit the LogoWizard site at http://www.thelogowizard.com/content/samples.htm

56



Career Preparation – High SchoolBest Practices


The Cage


School Name/CityBroken Arrow High SchoolBroken Arrow, Okla.

Core Subject RelationMarketing and Business Management,Math, English, Social Studies,Computer Technology

ContactSusan KrebsbachBusiness Management InstructorDECA Sponsor and The Cage Advisor

Debbie M. DavisMarketing Education InstructorDECA Sponsor and The Cage Advisor

DescriptionThe students in the MarketingEducation program at Broken ArrowHigh School opened a school-basedenterprise named The Cage in May of1997. The Cage has been highlightedas a premier school-based enterprisethrough the Marketing Educationprogram in Oklahoma. The store isrun entirely by 180 MarketingEducation students and four studentmanagers. The students do everythingfrom designing and ordering theproducts to inventory control. TheCage serves as a hands-on learninglab for the students of the MarketingEducation program. The lab alsoprovides occupational students whoare not enrolled in work study theopportunity to experience a retailsetting.


Bulldog Designs


School Name/CityEmpire High SchoolEmpire, Okla.

Core Subject RelationBusiness and Computer Technology,Science, Math, English

ContactDee GriggsComputer Technology Coordinator andBusiness and Technology Instructor

DescriptionBulldog Designs was established sixyears ago and has been a majorcontributing factor in the growth ofthe Business and ComputerTechnology program at Empire HighSchool. This school-based enterpriseallows students in the areas ofAdvanced Computer Technology,Desktop Publishing, Multimedia, WebPage Design, and Information Servicesto work on individual projects as wellas working as a member of a team tocomplete major projects. The studentshave been able to build an impressiveportfolio of their work, and the bidsthe Bulldog Design teams have beenawarded have contributed to thepurchase of more hardware andsoftware for the computer labs.

(continued)



Examples of the projects include:• multimedia shows for area schools

and businesses• desktop publishing projects such as

the Career Activity File for theGuidance Division of the OklahomaDepartment of Career andTechnology Education that won theGovernor’s Award for effectivepartnerships

• T-shirt designs, logo designs, etc.

Best Practices: High School (continued)


Orange Thumb


School Name/CityNorman High SchoolNorman, Okla.

Core Subject RelationAgricultural Education, Science,Math, English, Marketing Education

ContactJona Kay SquiresAgricultural Education Instructor(Agriscience, AgriculturalCommunications, Horticulture I andHorticulture II). Implemented andmaintains school-based business andoversees numerous students in jobplacement opportunities.

Ida FryhoverMarketing Education Instructor(Marketing, Advertising, Selling, JobPlacement or Cooperative MarketingEducation). Instrumental inmaintaining school-based business.

DescriptionThe students in the AgriculturalEducation program at Norman HighSchool opened a school-basedenterprise named “The OrangeThumb.” The Orange Thumb providesfloral products, fresh plants, plant andartificial arrangement rentals, andlandscaping. Agricultural Educationand Marketing Education studentswho have won at both state andnational contests for their marketingplan and business applications operatethe store.


School Store


School Name/CityRound Rock High SchoolRound Rock, Texas

Core Subject RelationMath, English, Computer Technology

ContactCarol ClarkSpecial Education InstructorSchool Store Advisor

DescriptionStudents with disabilities run theschool’s store, which provides lifeskills that help them in the real world.The store is a stepping stone tocommunity-based learning. By givingthem experience on campus, teachersare able to prepare these students forpart-time jobs and expose them to avariety of careers. Students learnadvertising and handle all promotionsfor the store.

58




59


High-Tech Customer Service


School Name/CityPike County Central High SchoolPikeville, Kentucky

Core Subject RelationComputer Technology, Business Skills,Communication

ContactBill HeiseNetwork Manager

DescriptionPike County Central High School’shelp desk teaches students how toanalyze data, receive marketableskills, work with customers, andreceive a grade. Students work in 90-minute shifts fielding computerquestions from the district’s 7 highschools, 2 middle schools, 20elementary schools, and the districtoffice.


Personalized Poetry


School Name/CityRipley Future Business Leaders ofAmerica (FBLA)Ripley, Okla.

Core Subject RelationEnglish, Math, Art

ContactAthena FrankBusiness Education Instructor,FBLA Advisor

DescriptionFuture Business Leaders of Americaat Ripley High School took orders forpersonalized poems. Poems werewritten for Mother’s Day, graduation,and baby showers. Customers couldorder a poem, a poem with frame, anda poem with frame and mat. Moneyraised helped students attendnationals.


T-Shirt Business


School Name/CityOilton High SchoolOilton, Okla.

Core Subject RelationEnglish, Math, Art, ComputerTechnology

ContactDwayne NobleHistory Instructor

DescriptionStudents are walked through abusiness plan with the assistance of alocal business person and JuniorAchievement. They cover all aspects ofa business to produce a qualityproduct for the customer.

Contact this Internet site to locateyour closest Junior Achievementorganization: www.ja.org





Cookie Sales and Cards


School Name/CityMacArthur High SchoolLawton, Okla.

Core Subject RelationMath, Social Studies

ContactSusie HartAutistic Program

Mary MarthaMultihandicapped

DescriptionStudents in the autistic program makecookies from scratch on Tuesday andbake them on Wednesday. They aresold during the lunch hour.

Students in the multihandicappedprogram take recycled paper andmake cards. They use switches towork the shredder and blender.Students and faculty can purchasethese at the school store. Monies fromthese fund-raisers are used to help paythe Special Olympics fee and expensesfor eating lunch in a restaurant.


Student Bank


School Name/CityHerrin High SchoolHerrin, Ill.

Core Subject RelationEnglish, Math

ContactDr. Brenda Ferguson

DescriptionThe First Tiger Trust of Herrin is thefirst student-run bank in the state ofIllinois. All employees of the bank —from the president to the tellers — arestudents. Students train in bankingoperations for six to eight weeks.Limited to juniors and seniors, theBanking/Finance class acceptsstudents who have one year ofaccounting instruction and approvalfrom the bank advisor. Students areselected not only on their accountinggrade but also on attendance andqualities such as honesty andresponsibility. This class offers manyopportunities for the studentsenrolled. They learn the meaning ofteamwork, getting along with thepublic, and math skills. For instance,at the end of each month, interest ismanually calculated and verified bythe students before it is posted to theaccount cards. Ledgers are then postedto the journals. The depositing bankaudits the work at the end of eachmonth. The bank serves only students,faculty, and staff at Herrin HighSchool. It is open three days a weekduring the school’s two lunch hours.





B.O.S.S. Enterprises


School Name/CityRiver Valley High SchoolMohave Valley, Arizona

Core Subject RelationEnglish, Math

ContactBlake Leber

DescriptionIn the Colorado River Union HighSchool District, high school specialeducation students participate inB.O.S.S. Enterprises (Business OurStudents Study). Students create andrun entrepreneurial activities that fittheir abilities, such as a custom cardbusiness, a beef jerky business,specialty product advertisements,importation and sale of Mexican coffeeand products, and a retail storelocated in the Laughlin/BullheadInternational Airport. During thesummer months, students market anddistribute “Cool Snakes,” a personalnecktie evaporative cooler. Studentsrun every aspect of all B.O.S.S.Enterprises, including accounting,manufacturing, distribution, sales andmanagement. Students learn bothacademic and business skills whilerunning the school business. Studentswrite detailed business plans andbusiness letters, speak publicly, andcreate advertisements and memos.Students may receive credit in their

Language Arts classes for assignmentscompleted during the operation ofB.O.S.S. Enterprises. Businessactivities also teach mathematicsthrough accounting, record keeping,inventory, counting change, andcompleting time cards.


School Store


School Name/CityR2J School DistrictLoveland, Colo.

Core Subject RelationEnglish, Math, Social Studies,Computer Technology

ContactNan BarronSpeech/Language Pathologist

DescriptionBefore starting the school store,students surveyed the student bodyand staff. In operating the schoolstore, students work with vendors,keep the checkbook in Quicken, do theweekly inventory on the computer, anduse a digital camera to update theWeb site. The art class designed aT-shirt, which is one of the items soldthrough the store.



Business Plan Internet Sites

A business plan is a written summary ofwhat you hope to accomplish and how toorganize resources to meet your goals. Itis a road map for operating andmeasuring progress of your company. Logon to the following sites for businessplans and samples.

Business PlansSBA – Small Business AnswerA tutorial and self-paced activity.http://www.sbaonline.sba.gov/starting/indexstartup.html

Three Business Templates —Elegant, Contemporary Style,Professional Stylehttp://bus.colorado.edu/faculty/lawrence/documents/templates.htm

BizPlus – Info ResourceEach topic links to more information• Pick a Name• Trademark Your Name or Product• Incorporate• Develop a Business Planhttp://www.bizplus.com/

“Who’s Minding the Store? A Guidefor Educators Working With School-Based Enterprises”

This guide provides tools andstrategies to help teachers establishand operate an SBE.http://ncrve.berkeley.edu/allinone/MDS-1254.html

Sample Business PlansFitness Centerhttp://153.91.1.141/sbdc/centsbdc/BUSPLAN.htm

Rental Car Companyhttp://www.jian.com/html/r_splan.asp

Depending on the size of the group, itmay be advisable to assign teams ofstudents particular sections of thebusiness plan.

Entrepreneurship Lessons on theInternet

TrackStar is a free service provided bythe South Central RegionalTechnology in Education Consortium(SCR*TEC) that allows you to createon-line laps, or “tracks,” to guidestudents through existing Web pages.This site has hundreds of TrackStarlessons already created for your use.http://trackstar.scrtec.org/

Track ID: 2213Track Description: EntrepreneurshipProject. Entrepreneurship is theprocess of starting and operating yourown business. Before starting yourbusiness, you must decide on the legalform: sole proprietorship,partnership, or corporation. Thenselect a service business and develop abusiness plan. Your business planshould list each relevant part andbriefly describe what will be includedunder each section.

Track ID: 5542Track Description: Studentsinvestigate aspects of Business Plans.They view existing plans, researchbasic components of entrepreneurialsuccess, and learn about financingoptions.

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After the Business Plan

Once the business plan is completed, askstudents to start hiring personnel to runthe business. A sample list may include:

• Store/Personnel Manager• Assistant Manager• Merchandise Manager• Market Researcher• Advertising Manager• Accountant• Inventory Manager• Ordering Manager

Modify the “Sample Job Descriptions” tofit your business.

Interview• Use the attached “Resumé and

Position Application Form.”• Conduct interviews and fill all

positions.

Training• Schedule to train employees.• Serve as team leader — facilitate

weekly meetings.

Schedules• Develop work schedules.• Assign weekly chores.• Rotate students among different

functional areas.

Performance Rating• Assessment of on-the-job skills.• Assessment of content knowledge

demonstrated.

Employee Health and Safety• Report accidents.• Prevent accidents.



Merchandise Pricing Procedures

Sample

Consult your school store sales manager and establish procedures, or use the followingsample procedures for pricing merchandise and/or adjusting prices when necessary.

Sample Procedures for Pricing Merchandise

1. In most instances, use the retailprice suggested by the vendor as theselling price. Often the retail price isthe cost times two. For example, anitem costing 50 cents would have aretail price of $1 plus tax.

2. Final pricing decisions should not bemade until after comparisonshopping for competitive prices andcustomer service is analyzed. Theschool store enjoys the competitiveadvantage of location andconvenience. It is at a disadvantagein offering quantity discounts and avariety of type, color, and sizes inmany products.

3. Take into consideration the cost ofproduct, income level of your market,product waste, student error,supplies, and desired profit.

4. All items should be priced with theappropriate type of price ticket orsticker indicating stock number, size(if applicable) and price. Arequisition form should be completedto gain approval for purchasing alabel gun and pricing stickersnecessary for the type ofmerchandise carried by the schoolstore.

5. When an item price adjustmentmust be made for a sale, markdown,discount, etc., a price adjustmentform must be completed to maintainproper inventory control andaccounting levels.

School-Based Enterprises: “How to Manage and Operate Your School Store”Contact: ODCTE, Customer Service, 800-654-4502

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School Store Merchandise Ordering Procedure

Sample

Consult your school store accounting/purchasing manager and establish procedures, oruse the following sample procedures for ordering merchandise.

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Procedures for Ordering Merchandise

1. Complete school store merchandiseorder form supplied by vendor.

2. Attach vendor order form to acompleted school requisition form tobe given to the accountingdepartment and/or appropriatedesignee (advisor) for purchaseapproval.

3. Once purchase has been approved, aschool purchase order and apurchase order number will beissued.

School Store MerchandiseReceiving/Delivery Procedure

Sample

Consult your school store sales manager and establish procedures, or use the followingsample procedures for receiving merchandise.

Procedures for Receiving Merchandise

1. Obtain vendor packing slip fromcarton and check off merchandiseagainst packing slip.

2. Obtain a copy of invoice fromaccounting/purchasing departmentfor comparison to packing slip. Theinvoice is sent from the vendor to theschool store to request payment ofmerchandise.

3. Notify store manager of anymerchandise substitutes, shortages,or damage.

4. Record the delivery on the receivingform or log. Include appropriatestock number, item description, unitcost, quantities, retail price (assuggested by vendor), date, andvendor name on the receiving formfor input into inventory control.




Job DescriptionSample

1. Develop job descriptions for storepersonnel.

2. Develop or locate a job applicationform for store personnel.

3. Coordinate employee interviews forany remaining managementpositions in school store and all salespersonnel (all class members).

4. Devise an employee handbook.


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Student Name __________________________________________________________________

Department Personnel

Position Store Manager/Personnel Manager

Reports to ______________________________________________________________________

Function

List of Duties and Tasks:

5. Develop an employee training plan.6. Coordinate employee training

sessions.7. Develop an employee schedule.8. Manage employee grievances.9. Handle employee evaluations.

10. Conduct interviews.11. Manage employee benefits.

Job Description

Sample

1. Establish a procedure for orderingmerchandise.

2. Purchase stock equipment.3. Establish procedures for receiving

merchandise.

Student Name __________________________________________________________________

Department Marketing Research/Merchandising

Position Merchandise Manager

Reports to ______________________________________________________________________

Function Supervises all merchandising activities.


4. Establish procedures for pricingmerchandise.

5. Maintain inventory control.



Job DescriptionSample

1. Develop and distribute a surveyinstrument to determine customerwants and needs.

2. Tabulate survey results and developconclusions and recommendationsconcerning product selection.


Student Name __________________________________________________________________

Department Market Research/Merchandising

Position Market Researcher

Reports to ______________________________________________________________________

Function Performs research and analysis of customer wants and needs.


3. Develop a survey instrument todetermine consumer behavior.

4. Tabulate survey results and developconclusions and recommendationsconcerning store house, customerservice, and product lines.

Job Description

Sample

1. Establish a six-month advertisingcalendar.

2. Coordinate advertising campaigns(promotional mixes) and advertisingbudgets with the advertising team.

3. Manage special events, publicity, andpromotional aids for each advertisingcampaign.

Student Name __________________________________________________________________

Department Advertising

Position Advertising/Public Relations Manager

Reports to ______________________________________________________________________

Function


4. Budget advertising cost andauthorize payment on promotionalresources.

5. Assure appreciation is shown forsponsors who donate promotionalresources.



Resumé and Position

Application FormName __________________________________________________________________________________

Address ________________________________________________________________________________

________________________________________________________________________________

Phone_______________ Grade ______ Class Hour ______ Position Sought _________________

Relevant Subjects Studied at School:

School Activities_______________________________________________________________________________________

_______________________________________________________________________________________

Hobbies, Interests_______________________________________________________________________________________

_______________________________________________________________________________________

Special Honors and Awards_______________________________________________________________________________________

Work Experience

Employer’s Name _______________________________________________________________________

Address ________________________________________________________________________________

________________________________________________________________________________

Telephone ____________________ Dates of Employment — From ___________ To _____________

Duties _________________________________________________________________________________

Employer’s Name _______________________________________________________________________

Address ________________________________________________________________________________

________________________________________________________________________________

Telephone ____________________ Dates of Employment — From ___________ To _____________

Duties _________________________________________________________________________________

References

Name __________________________________________________________________________________

Address ________________________________________________________________________________

Telephone ______________________________________________________________________________

Name __________________________________________________________________________________

Address ________________________________________________________________________________

Telephone ______________________________________________________________________________




School Store Employee Appraisal Form

Employee Development

Sample

Performance Appraisals

School store employee performance will be evaluated every _________________________

The following evaluation sheet will be used:

Student Name _______________________________________ Date _____________________

School Store Position ____________________________________________________________

Rating Scale5 - Skilled4 - Moderately Skilled3 - Limited Skilled2 - Unsatisfactory1 - Not Applicable

Skill_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1_____________________________________________________________ 5 4 3 2 1

Recommended Action

_______________________________________________________________________________

_____________________________________ _________________________Signature Date




To sell a product or a service, you need tolet people know what you are selling. Oneof the best ways to do this is to advertise.This activity will allow the students todevelop ads for a product or service oftheir choosing.

ActivityAd Sense

Related SubjectsArt, Language Arts, InstructionalTechnology



Suggested Oklahoma P.A.S.S.Grades 9 - 12

Academic ConceptCommunication SkillsVisual Literacy

Activities• Lead a class discussion on the

importance of advertising.• Have the students research the

purpose of advertising and list anddescribe five types of advertising. Apossible source of information isMM Design’s on-line newslettersection found at <http://www.mmdesignstudio.com/tips/ad-basics.html>.

• Ask the students to select or createa product or service to advertiseand determine the best type ofadvertising for the product/service.

• Have the students createadvertising for their product/service. Encourage the students tobe creative and innovative with

their ads. Ads may be written adsfor radio, print ads with artworkfor newspaper, banner ads for Webpages, storyboards for televisionads, etc.

• Ask students to make an oralpresentation about their product/service and their choice ofadvertising. They should explainwhy they selected their form ofadvertising and how they createdtheir ad.

• Display the students’ ads in theclassroom.

Closure/EvaluationStudents will be evaluated on theirresearch, ad, and oral presentation.

Materials/SuppliesPaper, pen/pencil, poster board,markers/art supplies, computer withInternet access (if possible), access tothe library or other research materials

ResourcesWeb sites dealing with advertisinginclude the following:

The Ad Council, specializing in publicservice announcements and ads, foundat http://www.adcouncil.org/

Excite’s section for small business;promotion, advertising, and PRinformation, found at http://quicken.excite.com/small_business/cch/text/?article=P03_7000

Poznak Law Firm’s information onfalse advertising, found at http://www.poznaklaw.com/articles/falsead.htm

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We have all probably had a defectiveproduct or poor service at some time. Wemay or may not have handled it well. But,how often do we think about what it islike to be on the other side of thecomplaint? This activity will have thestudents role play both sides of acustomer complaint to give them a betterunderstanding of how complaints shouldbe presented and handled.

ActivityCustomer Complaints

Related SubjectsSocial Studies, Careers

National Career DevelopmentGuidelines: II

Skills to interact positively withothers.

Suggested Oklahoma P.A.S.S.Grades 9 - 12

Academic ConceptProblem SolvingCommunication

Activities• Begin a class discussion by asking

the students to tell about a timethey (or a family member) got adefective product or poor service.Ask them to describe the situationand how it was resolved. Ask themwhat good customer service meansto them.

• Divide the class into teams of two.• Assign each team a complaint and

ask them to develop a role playdealing with the problem.

• Select several teams and ask themto handle the complaintimproperly.

• Have each team present their roleplay for the class.

• After each role play, ask the classto critique the activity, noting whatwas handled properly and whatwas handled improperly.

Closure/EvaluationStudents will be evaluated on theirrole play activity and classparticipation.

Materials/SuppliesComputer with Internet access(optional)

ResourcesIdeas for complaints include adefective CD being returned to thestore, a shirt that shrunk afterwashing, a car repair that wasn’tdone, being charged too much for anitem at a store, etc.

Here are some Web sites withinformation on customer service.

The Right Answer.com offers tips onsoothing the savage customer athttp://www.therightanswer.com//angry.html

Biz Port’s Web site includes an articleon providing good customer service athttp://www.bizport.com/learn/custserv.html



Bulletin Board Ideas

72



Career Development Products

Occupational Outlook Handbook2000-2001Order Number: CS1108Cost: $1310th Grade - AdultThis handbook describes over 250 jobs —jobs held by over 85 percent of theAmerican workforce. It gives details onnature of work, related occupations,earnings, sources of additionalinformation, training advancement,future employment outlook, andemployment opportunities.

Creating Connections: IntegratedActivities for Middle GradesOrder Number: CS1303Cost: $5Grades 5-8This collection includes 25 integrated,project-based learning activities formiddle-grade students created byteachers from various disciplines. Thesepractical, real-world application activitiesare designed to integrate academic skillswith career exploration in a manner thatappeals to middle-grade students. Theseactivities provide a framework forteachers to generate new ideas and serveas a starting point for creating even moreproject-oriented, integrated activities forthe classroom.

Implementing an InclusiveDiversity ProgramOrder Number: CS1305Cost: $10This toolbox highlights some ofOklahoma’s own effective practices forrecognizing and celebrating diversity in

our schools. The guide provides examplesof lesson plans, activities, policies, andprocedures from local school districts aswell as a number of resources educatorscan use to help build effective andinclusive diversity programs. The guide isaccompanied by a video showcasing threemodel sites from Oklahoma.

Teachers as AdvisorsOrder Number: SW1020Cost: $16High SchoolThis toolbox gives implementationsuggestions for providing teachers-as-advisors at your school. It containscontent materials, monthly activities,check sheets, forms, and teacher trainingmaterials to help your school provideeducation and career planning for allstudents.

Career Classes and Resource CentersOrder Number: CS1021Cost: $22Grades 6-12This toolbox provides tools and resourcesto plan, prepare, and organize instructionfor a career class as well as organize andoperate a career resource center.Included in the Career Class section arecareer class contracts, lessons, andsuggested career class schedule. TheCareer Resource Center contains tools,day-to-day operations, and supportservices available. The Appendix consistsof Internet sites, references andresources, games, activities, and bulletinboard ideas.



Work-Based Learning — Internshipand Job ShadowingOrder Number: SW1016Cost: $266th Grade - AdultThis toolbox consists of student, teacher,business, and parent forms located on31/2-inch disks to establish and organizeStudent/Teacher Shadowing andInternships with local school officials andbusinesses.

Expand Your Child’s HorizonOrder Number: CS1304Cost: One set @ $2 or package of

20 sets @ $25Grades 5-8Target Level - 8th GradeExpand Your Child’s Horizon provideseducators and parents with informationto assist students in making good careerdecisions. The guide covers educationaloptions, career activities and experiences,identifying and investigating interests,constructing a tentative education/careerplan. Its companion piece, “Pathways toSuccess,” features 13 working adults froma variety of educational paths. Theyexplain how their education andleadership training helped them advanceto where they are today. These guides canbe used for parent meetings such asteachers as advisors.

Career GalleryOrder Number: CS9000Cost: $20 package of 30Grades 6-7This comic-style booklet is designed tohelp students realize they are in charge oftheir future. Students’ interests, abilities,

and strengths are good clues to possibleoccupations that they might want toexplore. Career Gallery helps themidentify what those attributes are andhow to relate them to certain occupationalgroups.

Elementary Career AwarenessSoftwareOrder Number: CS1012Cost: Request PriceGrades 1-7Interactive multimedia CD-ROM programfor career exploration.

Dreams Can Be RealityOrder Number: CS9040Cost: $8 a setMiddle School - High SchoolBright-colored posters list occupations byclassroom subject. The occupations oneach poster are classified by educationallevels of high school/high school withcareer and technology education, junior/community college, postsecondarytechnical, and four-year degree programsor more. Set of eight posters includesscience, language arts, social studies,instructional technology, arts, math,foreign language, and skills employerswant.To order more:“Skills Employers Want” PosterOrder Number: CS9041Cost: Minimum order of five, each $1

74

Career Development Products (cont.)



Prepared by Career InformationGuidance Division

Order by calling 1-800-654-4502Shipping: add 10 percent within the United States. Minimum shipping: $4.50.

www.okcareertech.org/cimcTo receive a CIMC Catalog, call 1-800-522-5810, extension 831.

As products are reprinted, prices will increase.

Career Stuff Catalog Update (cont.)

New ContactOklahoma Wage Survey ReportCost: No ChargePlease contact the new number for thisvaluable resource for employers, guidancecounselors, educators, and individualsseeking jobs. The Oklahoma EmploymentSecurity Commission develops thisreport. Over 7,000 employers participatedin a survey covering more than 580different occupations, representing192,000 wage earners in Oklahoma.Locate information at http://www.oesc.state.ok.us/lmi/default.htm orcall 405-557-5342. This is a change frompage 3 in the Career Stuff catalog.

New Product Coming Soon!Teachers as Advisors forMiddle Grades

New and RevisedCareer Development ActivitiesCareer infusion is even easier with thefollowing Career Development Activitiesbooks. Each activity has been written tomeet one of the 12 National CareerDevelopment Guidelines. Many activitiesintegrate the Internet.

Career Development Activities –Elementary LevelOrder Number: CS1100Grades K-5

Career Development Activities –Middle School/Junior HighOrder Number: CS1101Grades 6-8

Career Development Activities –Mid-High - High SchoolOrder Number: CS1102Grades 9-12

75

Call a friendto tell them about

Career Activity Fileon the Internet.

http://www.okcareertech.org/guidance/

Documents

11099 CarActFile - body › uploads... · magazine, mount them on index cards, and evaluate their nutritional content. Make a bulletin board display. Discuss the role of advertising