ED 221 666

AUTHORTITLE

INSTITUTION

SPONS AGENCY

PUB DATEGRANTNOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

DbCUMENT'RESUME

CE 033. 370

Hunter, AndreaLinking Education and Employability Skills: Some.Initial Findings from Experiential Learning Programsfor Economically Disadvantaged Youth.,Northwest Regional Educational Lab., Portland,,Oreg.National Inst. of Education (DHEW), Washington,D.C.81NIE-G-78-020666p.

MF01/PC0I Plus Postage.*Career Education; Career Exploration; *DemonstratiomPrograms; *Disadvantaged Youth; Employment Potential;Employment Programs; *Experiential Learning; FederalPrograms; Institutional Cooperati,on;,Job Development;Job Placement; Job Skills; Postsecondary Education;Secondary Education; Sex Stereotypes; .Stafftevelopment; Student Recruitment*Comprehensive Employment and Training Act;'*Experience Basecrfareer Education

ABSTRACTThis guide, based on experiences in five Youth

Employment and Demonstration Projects Act (YEDPA) programs, isdesigned.to show teachers, school administrators, job training andplacement personnel and others how the experiential learningtechniques of Experience-Based Career Education (MICE) are being )

successfully adapted to meet the needs of programs for both in-schooland out-of-school disadvantaged yOuth. To help scflools design andoperate mOre,effective Youth employability programs through the useof EBCE strategies, the'guide has four main purposes: (1) to identifyand define some major issues that influence prOgiam success; (2) toshare some' ideas from around the coudtry; .(3) to alert readers tosome potential prokilems; and (4) to offer some suggestions andpotential solutiOns. The first section oethe guide- describes fiveprojects with EBCE add Comprehensive Employment and Training Act(CETA) connections. Based on these 5 projects, 13 issues areidentified and explored in the second section of the report. Theseissues are collaboiation, career awareness, job exploration, sex-rolestereotyping, career development plans, academiccicredit, communityinvolvement, surN?ival skills, employer recruitment and development,student recruitment, staffing, staff development, and increasing

, institutional commitment. Each issue is defined; what-is being donein the various projetts is,described; and whathas been learned,.

.including barriers and recommendations, are provided. The appendix'contains information and forms for use in EBCE programs. (KC)

***.****i************************************************* ********14**** -Reproductions supplied by EDRS are the best that can be made *

* ,

. from the.original document% ,...

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e,

inking Education andEmploybilitySome Initial Findings fromExperiential Learning Programs forEconomically Disadvantaged Youth

prepared by Andrea Hunter

Submitted to theNational Institute of-Education

of theU.S. Department of Educption

Grant No: NIE -G-78-0206

Education and Work Program .

Northwest Regional Educationar Laboratory300 Southwest Sixth AveriuePortland, Oregon 97204

(y)Reprinted 1981

U S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EOUCAnONAL RESCTURCES INFORMATION

CENTER (ERIC)i/ Ties document has been reproduced 45°nerved from th person or oroandationonoinating ItMinor changes have been mad* to improvroproductifr qUality

Points of view or opinions stated on tNs docu

ment de not net *slants, represent official NIE

position or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

rn ocpirs.

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

ear.

NO'RTHWEST REGIONAL EDpCATIONAL LABORATORY

,*

The mission of the Northwest Regional. Educational Laboratory (NWREL) is toassist education, government, community agencies, business and labor in -bringing about improvement in educational programs and processes. NWRELserves a region that includes Oregon, Washington, Alaska, )(Swell, Idaho andMontana, along with the territories Of,Aperican Samoa and Guam.

EDUCATXON AND WORK PROGRAM

NWREL's.Education and Work frogram helps agencies and institutions inproyetheir services to persons making school/work transitions. This help isprovtded through a variety of resea6h, development, evaluation,'training,technical assistance and dissemination activities.

Among the prograM's objectives are theme:

o' To identify, dev'elop and adapt proven educational strategies toincrease employahility--particularly for persons faced with unusualtransition and equity problems, such as disadvantaged youth, migrants,young women and micf-career adnits

To conduct research on the characteristics of successful experientialprograms

To provide training in (1) how to establish effective career educationand school to work programs, using community resources-and (2)' how toimprove collaboration among education agencies, CETA, busineas, laborand the community

To develp user-oriented manuals and handbooks that are based onpromising practices in the field

To provide evaluation/and technical assistanCL

For information about these activities and serVices, contact

I.irry McClure, DirectorEducation and Wort ProgramNorthwest Regional EducatiOnal300 S.W. Sixth Avenue '

Portland, Oregon.q7204

(603) 248-6800

Laboratory

Northwett Regional700 S. Q. Sixth. Ave

durations' Laboratoryue, POrtland. Oregon 97204

This report is produced by the Northwesta private nonprofit corporation. The wedeveloped pursuant to Grant NIE-G-78-02Education, Department of Health, Educatxpressed in this pablication do not necpolicy of the National Institute of Educby the Institute should be inferred.

Regional educational Laboratory.rk contained herein has been6 with the National Institute ofn, and Welfare. The opinionsssarily reflect the position ortion and no official endorsement

3

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c-

Table of ContentsAcknowledginents

Introduction 1

Some EBCE/CETA Connections -4

Warm Springs Careet Exploration Project 5

Harbor City Learning 5

Career Development and.Training Center 6

Portland Job Corps Center 7

Women in Nontraditional Careers 7..............The.Issues . . . 9.

Collaboration . . .. 10*Career Awareness 12

.. Job Exploration 14

Sex sole Stereotyping 1 16

Career 15evelopment Plans 18

Academic Credit . 20

Community,InVolvement , 22

SurviVal Skills , 24Employer Recruitment and Development

. 26Student Recruitment 4 28Staffing 30

Staff DeVelopment 32.Increasing Institutional Comm

.--

itment 34

Appendices ,.

37

A. Glossary of Acronyms 38B. EBCE Time Line 39C. EBCE Essential Characteristics 40D. Thirteen Survival Skills from the NWREL 42

EBCE Demonstration ModelE. Career Development Plan 43F. Examples of CETA/EBCE Connections 45G. EBCE Materials and Services; .

... . .... .. 47H. Learning Site Analyiie4orm 51

I. Site Information for' Student Community Exploration , . . .59

.

iii

.1

Acifnowledgments

The findings in.this booklet are e result of program operators',willingness to discuss without hes tation the successes and problems oftheir programs while continuing.to meet the daily challenges of'working,with their young participants. Sp cial appreciation is extended to

Dennis. Tallon, Ira WarniCk, Chail s Calica, Art Tassie, Carol Matarazzo,Paul Erickgon, Larry Denny and Ha ry Bosk.. The personal quality of

their contributions and their rea iness to reflect and critique makesthis a practical guide rather th theoretical paper. Essential

assistance in writing And produc lg. this booklet was giVen.by Rosalind

Hamar, Greg Druian, Larry McClur Charline Netheth and Nancy Carter.

Rex Hagans has l*en a consistent source of conceptual guidance andpersonal support.

c-c)

1

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Introduction

IlEconomicaLly disadvantaged young, ,people t9day are offered employment'

and employability programsiby theirlocal spool systems (LEA) as well asby theirk local Comprehensive Employ-ment a.1nd Training Act (CETA) PrimeSponsor. Both systems.recognize theneed On integrating career planningand w4. k experience with basic andacade0 c skill development, knowingthatseparation of education and workwilltnot result in the-skills neces-sarli.for lifelong career planning.Ou4hallenge as educators is cleer:-howtó most effectively help economi-

,

calily dis, advantaged youth PLAN for

car.eers, CHOOSE jobs, and COPE with a

flUCtuating labor market in rapidlychanging times.

,

O ur concern(are pressing and varied:

7' How do we help a young woman who

,i.$)a high school senior with only,-part-time sales experience, who:sA has a one-year-old son, ind who

. wonders how she will make ends(r meet after graduation?4

. How,do we help students under-stand that a large petcentage.of

,.jobs we train for today may notexist 20 years from now, and thus'career decision making is a.life-flong process?

I

How do we increase occupationalaWarelless for young women who

'want to be nurses but could bedoctors, who' want to be modelsbut could be designers, who. wantto be legel secretaries but couldbe lawyers?.

,.7 .

How do we Ice youth aware that

:)

,

nine out ten women will workfor 25-30 years of their livesand that the role of full-timehomemaker ii nearly obsolete?

How do we rebruit and help amechanic to host a young personon the work site, knowing thatithe mechanic's immediate produc-tion rate and income is a higheApriority than training Tyouthwho may or may not,be a futureemployee?

How do we'design learning activi-ties that are job-related, moti-vating and that merit academiccredit, for both in-school andout-of-school youth?

This guide will show how the expeti-ential learning techniques ofExperience-Based Career Education(EBCE) are being suqpessfully adaptedto meet these.challenges. Althoughmost of the programs described here

began under the Youth Employment andDemonstration Projects Act (YEDPA),the ideas and solutions are equally

applicable to any program thatstresses youth employment and employ--ability. The essential ingredients-are neither the funding .gourceS nor

the bureaucratic structures, but the .common goals and strategies used toincreaSe youth employability.

Genesis of Our Approach,

Why EBCE? After close to nine yearsof development, evaluation and dis-.semination, EBCE has become a nation- ,

ally recognized model of career'development for high school youth.This is evidenced by increasingfinancial support from nationalagencies: I° National Institute of

Education (NIE ), U.S. Office of i

Eaucation (US E),IDepartment of Labor(DOL). (See E E Timelin, Appendix.B.) The concepts were initiallydeveloped, tested-and documented oxera three-year period in collaboration,with the Tigard- (OR) Public Schools.Based on successful evaluations, EBCEwae retommended by USOE for

.

r.

Vocational Education Act Part D pro-

grams in 1976; through this effort,NWREL offered training and technicalassistance to 48 programs in 27states. Upon the 1)assage of YEDPA,it became apparent that YEDPA goalsand EBCE strategies could produce ahappy marriage with minimal match-

, 'making.

Detafxs on CETA youth legislation canbe foUnd in many sources, but a gen-eral stimmary of some of its aims.and

intents will help,clarify-ways the ,

CETA/LEA connection can be strengthenedby using EBCE techniques. CETA.youthprograms speak to the following goals:

Immediate impact on youth employ-ment in both.the public andprivate sector

Increased empioyability skills

'o Strengthened collaboratiVeeffOrts between LEAs, unions,youth employment and trainingprograms, the business communityand community-based organizations(CB0s)

Increased'access to occupationalinformation

Structured and meaniqgful wOrkexperience with related educa-tional curriculum and academiccredit

IndividUalized career'developmentplanning

The EBCE programs in this guideencompass all of the above airms as

.,, they:

Integrate learning and working byteaching job-related basic skilAs

Emphasize lifelong career plan-ning in addition to job acquisi-

' tion

Teach work values through snOrt.terM career explorations and wOrkexperience

Involve tne private sector,unions and the local community inprogram planning and operation

. ,Motivate youth by structu'ring

successful experiences on an:

individualized basis

Teach employaoilAy and specificjob skills, as well as skillsrequired tor independent livi'ng

Establi.sh.a syAtem of accounta-bility with specified performancestandards

What's in This 'Guide

Tohelp schools design and operatemore.effective youth emplOyability

programs through tne use-Of MICEstrategies, this guide has four mainpurposes:

1. To identify and define some majorissues that Influence programsuccess

2.' To share some i,deas from programsaround the country

3.. To alert readers to soMe poten-tial problems

To offer some suggestions and-

, potential solutions

The focus is on selected issues that

"are crucial to both.school-oased andCETA-based programs, some of whichinclude out-or-school youth in addi-tion to those still enrolled in.

school. Fach issue will be discussedfrom four angles:

' What it is... avorief definitionof the issue, and its implications

7

What.is being done... some

experience and activities tromoperating frouth employability

programp

What we're ltarning...

Barriers.., a few of theproblems encountered duringthe early months of programoperation

Insights/Recommendations...insights to overcoming bar-riers and recommendationsabout techniques that programplanners-and operators havefound helpful

Information within each issue is anoutcome of NWREL assistance to pro-grams that are adopting and adapting'EBCE processes and strategies foreconomically disadvantaged youth.This' assistance inclUdes programplanning, staff training, ongoingtechnical assistance, regular consul-tations-and materials development.,The prbgrams vary from a full-timeprogram through which studentsreceive'academic credit to sites that

are adapting only certain EBCE strat-egies to supplement other ongoingprogram activities. In each case,

there is.flexible adaptation withoutlosing sight of the essential char-acteristics of zacE,. (See Appendix C

for a list of the EBCE EssentialCharacteristics.)

The material presented in this guidereflects not a comprehensive survey

of youth employability program usingEBCE, but closely monitored profes-sional working relationships with aselected number of programs. The

"What We're Learning" sections arebased-on conversations and observartions about what's morking and what's

not wOrking,.and why. They are not

meant to)pe policy statements or'prescriptive. The degree of applica-bility will depend upon local program

variables; some are site-specific andsome are common across 411 youthemployability programs.

Who Can Use This Guide?

The practical focus of tHis guideshould help those who are: 1) plan-ners and designers of youth programs;2) school Staff offering directservices to youth (employability/employment/related curriculum);3) CETA youth staff; and 4) 'policy

Makers who are'concerned with havingpolicy be a direct responsg to theneeds of youth.

Adong the many titles you may hold

are:

Superintendent

Principal

School board member

.40 Work experience coordinator

Career cOunselor

Employment specialist

Youth coordinator/planner

Vocationl education teacher

Job service counselor

Learning manager/coordinator

Placement coordinator

Career education teachv

Career resource center aide

These titles accompany roles in avariety of institutions: public and

3.

' private, urban and rural, federal andlocal, empleiyment and education, tra-

ditional and'altern4Ave, residential' ,

and nonresidential. Many of theseinstitutions have widely differentsystems of planning schedules, fiscalyears, vocabularies, operating pro-'cedures and reporting requirements.

The youth we serve represea asociety still plagued by inequities:economically disadvantaged, academi-cally disadvantaged, mobile migrant,underemployed and unemplthed NativeAmerican and other minority yoUth,and young women bound by stereo-lupes. These roles, institutions,eystems and youth may appear worldsapart, but these differences need tobe recognized and accepted if we areto join forces to create a nation ofyouth who have the employability$kills to survive as independent'

J adults.

4

Some EBCE/CtTAConnectionsThe folloWing programs use experi-,ential learning strategies and are,cited as examples of "what's beihgdone" in each of the issues in thisguide:

1. Warm Springs Careei ExplorationProject (WSCEP)

Warm Springs Indian Reservation,OR,

2. Harbor City Learning--EBCE (HCL)Baltimore, MD

3. Career/bevelopment and TrainingCenter (COW).Upland, PA

4. Women In Nontraditional Careers(WINC)Pqrtland, DR

5. Portland Job Corps Center (PJCC)Portland, OR

These programs embody two distinctconnections that create a common bond:

1. Each program acceptg as its mainchallenge the task of helpingyoung people formulate healthycareer decisions ana acquireneeded employablity skills.

2. Each program uses Experience-Basea Career Education as a meansto achieve this challenge.

Each of the programs described hereuses EBCE in different ways, whichillustrates'the adaptability andflexibility of EBCE strategies ofmanagement, organizational structureand employer and community relations.BecauSe it isn't possible here togive extensive and colorful descrip-tions of all,of the creative and

9

successful features ofwthese programsthat could be helpful to others, wewill offer some vital data and letthe flavor emerge through the "what's'being done" section of each issue:(The contact person and Addkess foreach program is listed in Appendix F.)

' Warm Springs Career ExplorationProject (WSCEP)

WSCEP is operated by the ConfederatedTribes of the Warm Springs Reserva-tion of Oregon under a contract withthe Department of Labor. WSCEPaddresses a critical issue facingpolicymakers in Indian education andemployment today: hbw to prepareIndian youth for economic self-'sufficiency and upward mobility bothon and off the reservation. In addi-tion, WSCEPiencourages Indian youthto consider and prepare for the manyemployment opportunities on the WarmSprings Reservation, including man-agement positions, post of which arenow heir IT non-Indians.

In order to help their youth make the%ransitions between education andwork, and reservation and nonreser-vation cultures,. the ConfederatedTribes chose to Model WSCEP onNWREL's EBCE program. This decisionwas based oR an'extensive 1978 Educa-tional Needs Assessment that identi-fied the need for:a more releVantschool curriculum and closer tiesbetween'a student's experiences inschool and the reservation's growingeconomic development. Statistically,a disturbingly large number of Indianyouth who enter the ninth grade willnever complete high school. WSGEPhopes to motivate these youth toremain in school and acquire essen7tial career skills.

The students being served by-thisprogram have several different oppor-tanities open to them: full-time .

10

participation resulting in a MadrasHigh School (MHS) biploma, half-timeMHS and half-time WSCEP, part-timeWSCEP working toward a GED Certifi-cate, or limited transition servicessuch as career and academic counsel-ing, basic skills, adult survivalskills, occupational and labor marketinformation. All students engage incommunityw.based career explorationsand most engage in paid work experi-ence that is monitored as part of theWSCEP curriculum.

Harbor City Learning--EBCE

Harbor City Learning (HCL) is analternative education prograni operat-ed by the Mayor's Office of ManpowerResources (MOMR) in cooperation withthe Baltimore (MD) CAy PublicSchools. HCL has five clusters, allof which focus on work-relatededucation and the transition fromschool to work. (In addition to theExperience-Based Career Education'cluster, the HCL includes a OneVarent Infant Center, a ComprehensiveOffiqe Laboratory Program, a LearningLaboratory and a GED test preparati.onprogram..) Based on its successful

# experiences with inner-city Baltimoreyouth, HCL is Planning a second EBCEprogram.

Overall goals'of HGare:

1. To stimulate motivationcpntinued learning andition of job skills forand potential dropouts

2. To promote educationa&.-ment and posihive work

3. To encourage socializatoccupational norms andtions

acqu s-dropouts

achieve-experience

ion to .

expecta-

5

4. To insure knowledge of vocationalopportunities'and career explor-ation

This program implements all of theEBCE Essential Characteristics 1 sted

in Appendix C. Students receive aca-

;4

demic credit it/math, science,English (Writ n English ProficiencyTest) and'social studies, as well asmaster the skills required to passthe Proficiency Reading examinationand the Maryland State FunctionalReading Test. All of these gubjectsare taught with a career-relatedthrust by certified teachers, withacademia backgrounds and a commitmentto experiential career education.Along with the academic qourses andthe work experience, the studentsalso complete learning projects withactivities related to their jobsites, acquire 13 survival skills(see Appendix D) and keep weeklywritten journals. All of this isdone on an individualized and pre-scriptive basis with careful account-ability and monitoring by the.staff.The unique combination of teacherskills along with Cluster Coordinatorleadership and effective PublicSchools/MOMR collaboration results inhighly positive outcomes for yout4and well deseived national reqogni-tion.

Career Development arld Training

Center (CDTC)

um combines EBCE with a vocationalskill training 'compoNent for both

in-school and out-of-school youth.It operatea out of a large industrialsite in Upland, PA under a collabora-tive YETP agreement.petween the Dela-ware County Intermediate Unit (DCIU)and the Delaware County ManpowerOffice. .CDTC began in 1978 with astaff of eight and has since expanded

to a staff of 24. The EBCE componentand.the skill training component now

Seeveaddi-tional high schools while. doing its own recruiting, intaWe'anc,referral, in cooperation with county .

'and atate agencies.

Rather than offering EBCE and voca-tional skill training simultaneously,CDTC treats them as separate, yetcomplementarS., components. During the

first year of operation, CDTC foundthat some out-ot-school youth beingreferred to the skill training were"professional training programclients" and were not enrolledbecause of a desire to learn a parti-

cular skill.l To correct this sit7u-ation, CETC eegan aing its ownrecruiting and began to use EBCE as adecision-making and,exploration pre-lude to placement in skill training.The EBCE component offers careercounseling, vocational exploration,occupational information and careerseminars to participants who arewaiting for a skill training openingand to tnose who are in EBCE full-time. Because CDTC serves both in-school anC out-of-school youth, somereceive academic cre'dit toward gradu-ation while others move directly tounsubsidized emplbyment.

One of the unique features of thisproyiam has been the participation ofa s hook psychologist from the DCIUSpe al Education Department. This

has provided the entire staff withvaluable training and assistance indeveloping the skills to deliver

integrated career, academic andpersonal counseling. While mostprogramsdo not have the benefit ofsuch a staff member, CDTC is an exam-ple of how important and accessiblethis kind.of staff development can be.

CDTC includes the EBCE EssentialCharacteristics listed in Appendix C.

The program teaches career develop-ment and,increases motivation'by per-sonaliiing the processes of assess-ment, pgescription, negotiation and

I

evaluation. Each student has an ,

individualized plan that is-imple- .

mented through shOrt-term vocationalexploration, actual work experience,acquisition of adult survival skillsand seminars on 'nontraditional careeropportunities, job discrimination andother related topics. Career jour-

,nals, counseling sessionssand learn-ing projects that integrate academicsubject areas wi.th basic,skillsdevelopment and career planning arealso part of each student's plan.All of these activities reinforcedaily job site experiences so theyouth experience daily silccess andmaximize future employablity.

Much of CDTC's success can be attri-buted to a very positive attitudetoward the community, staff's open-ness.to learning from one another,performanpe standards that demandstrict but reachable challenges,

strong administrative leadership andcontinuous staff develOpment activi-ties.

Portland Job Corps Center (PJCC)

Portland (OR) -Job Corps Center, one.of many similar programs throughoutthe country, provides residential jobtraining and basic education to low-income.youth ages 16-22. About 290students are enrolled at one time andthe Center operates out of twO facil-

ities: one in the central downtownand one in a rural community locatedabout 20 miles east of the city. The

program was operated for 10 years bythe Portland Public School-Districtand is now operated by RCA ServiceCorporation.

The mission of the program is toassist low-income youth with careerdecision making and acquisition ofbasic skills and job skills. EBCE

program components offer severalclear advantages to the Job Corps

12

program in terms of increased motiva-tion, reality-based ca'reer decisiOnmaking and experiential acquisitionof work-readiness skills and life-suryival skills. In conside4ingintegration of-NWREL's,model of EBCEInto the existing Job,Corp program,twoOne

Sur

ield tests are being conducted.nvolves adaptation of EBCE

ival Skills, (see Appendix D)into the PJCC World of Work courserequired of all entering corpsmembers.

The other involves the Agri-BusinessVocational Skill Program. Staff are

utilizing the EBCE *Exploration Guide(available from NWREL as the StudentReCord of Community Exploration, seeAppendix G for ordering) for a mid-

, training "reality test" of students'.commitment ta working in the fieldfor which they are being trained.

Women In Nontradiional Careers (WINC)

WINC is a collaoorative effortbetween NWREL, the Portland PublicSchools (PPS) apd the City ofPortland Human Resou?ces Bureau (CETAPrime Sponsor); it operates within

the existing PPS career educationprogram and is sponsored by theWomen's Bureau of the Department ofLabor.

WINC's young women participants--CETA-

eligible high school juniors andseniors--expAore the benefits andchallenges of nontraditional careersso they can make inforMed and realis-tic decisions as ther plan Vleirlives in the work force. The programserves students who plan to take a,job after graduation as well as thosewho plan to go on for further educe-,

tion or training. WINC enables youngwomen to learn about.qhemSelves, planfor a career, explore nontraditionalcareers and share their experienceswith peers and role:models.

et

I" 7

16

A major component of WINC is staffdevelopment so that PPS can continue.to offer sex-fair career counselingservicee beyond the period of DOL'support. WINC has prepared anddeliAiered staff.ifiservice workshops

for work experience coordinators,career education staff, counselorsand teachers. Workshop iopicsinclude: sex-stereotyping and theimplications of Title IX, sex-faircounseling and use of curriculummaterials, community-based learningstrategies and integrating careersand other life roles. WINC has alsodes4.gned a class for the PPS curricu-lum and has trained staff to teachthe class.

EHOE.concepts are an intelyal part ofWINC. The young women receive indi-vidualized career development plan-ning with a focus on community-basedexploration.of nontraditional

careers. Heavy use of fommunityresources is intrinsic to WINC'ssuTess:

411 Women mentors.offer seminars,workshops and individual counsel-ing.

Community leaders serve as partof an active advisory councilfr

o Public and private industryprovide opportunities for theyoung women to explore,nontradi-tional jobs.

Employers and dommunity resourcepeople participate in staffdevelopment and teacher inservice

iessions.

The following WINC Instructional/Materials have been produced:

8

WINC CurriculumWINC Exploration GuideWINC JournalNSIONS: Portraits of Women InNontraditional Careers

I

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ow'

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ISSUES:CollaborationCareer AwarenessJob ExplorationSex Role StereotypingCareer Development PlansAcademic CreditCommunitY InvolvementSurviVal Skills

*- Employer Recruitment and DevelopmentStudent RecruitmentStaffingStaff DevelopmentIncreasing Institutiopal(commitment

4

1 4

10

air

ISSUE: qOLLABORATION,What it is...Collaboration is a fundamental prodess; it brings together institutionsin a coordinated effort to meet common goals and obiectives. It reqpiresthe education system and representatii7es of the local community tb sharea commitment and responsibility to increase employabylity fordisadvantaged youth. This kind of collaboration is particularly crucialas EBCE is adapted to meet the needs of disadvantaged youth.

Recent federal legislation requires collaboration between schooldistricts (LBAs) and CETA prime sponsors (sometimes including variouscommunity-based organizations (CB05)). One effect of this mandate isthat LEAs and CETA prime sponsors have an eqpally shared influence onemployment and training progtams for disadvantaged youth.

t.

Nonetheless, the form4lly required CETA/LEA Agreements have not emergedwith ease. Problems of communications, scheduling and "turf" must beovercome. Effective collaboration is taking place among prime sponsors,LEAs and CBOs who voluntarily articulate common goals, share decisionmaking, share funding and standardize procedures for interagencygommunication. The recipiocity that results- from collaborative effortsbenefits all involved agencies, institutions,and businesses; mostimportantly, it enables better delivery of services to young people.

What is being done...* WINC illustrates a successful

collaborative efiort by thePortland Public Schools, the Cityof Portland and NWREL to provide awide range of serIpes, inclu'dingdirect service to youth, stafftraining and curriculum

development.

The Confederated Tribes of WarmSprings and the nearby JeffersonCounty School District havenegotiated an agreement to award aMadras High School diploma toNative American youth who satisfyrequirements of the Warm SpringsCareer Exploration Project (WSCE2)whickis operated on thereservation.

k

* Harbor City Learning (HCLf EBCErelies heavily on consistentte'aming of a CETA-funded sitecoordinator and a LEA-fundedcurriculum coordiharor to designjob-related curriculum and toassure curriculum-related workexPerience.

What we're learning...Barriers* Federal mandate can be.perceived

negatively and may be less likelythan a grass roots effort toresult in successful and lasting

°collaboration .

r

* Educators and youth employmentorganizations have differentvocabularies, fiscal yearSchedules, and professionalpriorities which' can make'

collaboration difficult.

* Educators and youth service staffmay perceive themselves asproviding overlapping services toyouth, which can result inprofessional jealousy and lessintegrated services to youth.

COLLABORATION

Insights/Recommendations* Chances oesuccess are greatest

when each collaborating agencyappoints a coordinator who assumesformal responsibility for successof a pToject.

* Jointly planned staff developmentand '4raining will increase ehchinstitution's participation and

ownership.

* Recognizing and acknowledging the'procedures and strategies used by

other agencies creates a,foundation of mutual respect and awillingness to learn from eachother.

Keep a,2 staff informed about

cur t Programs, including -

information about legislation/national trends and successfUl '

changes that have resulted from

collaboration. ,

.

* Continuouslylet frustrations'Surfhce to facilitate smoothin4eragencyrelationsh?.ps.and-toxeremphaSite miltual goals.

11

ISSUE': CAREER A. ARENESSWhat it is...Most young peop:le begin the* job searches with television images of the glamorousand rich life, and with Inadequate self-knowledge or self-esteem. Careerawareness begins with youthrdiscovering their interests and talents, finding outwhat jobs are available tha relate to these'interests and talents, and learninghow tb seek and prepare for those jobs. They do not realize that many exiitingjobs may not be available five, ten.or 15 years from now. For these reasons,increased self-awareness and labor market information is crucial, especially foryputh who begin with on economic disadvantage.

Of the "transition services" offergd by most employability programs, at least fourgpeak directly to the need for greater career awareness:

1. Career counseling and occupational information

2. Provision of labor market information

3. Job sampling, Including vocational exploration in the private andpublic sector

4. Assistance in overcoming sex stereotyping in job development, placeNentand counseling

EBCE programs provide these transition services for young people experientiallyanb in supportive work placements. One of the_to8t effective EBCE strategieS for

simultaneously.increasing self-esteem andcareer awareness is to place a student ina structured and monitored one-to-onerelationship with an employer.', Young

people emerge from such experiences with asense of having accomplished something'important, a taste of reality, access toinformation and a sense of confidence andsuccess. In addition, EBCE staff designindividualized learning activities, calledprojects, that guide young people to foduson and draw meaning from their experiences

12

What is being done...* The computerized Oregon Career

Information System (CIS) is beingtailored to.include jobs on theWarm Springs Reservation so WSCEPstudents can maKe decisions based

..on local, current information.

7

* WINC provides an annual weekendand other ongoing pre-employmenttraining'seminars to helpparticipants clarify career goalsand gather information fromsuccessful women working innontraditional careers.

* The Portland Public Schools CareerDevelopment P.lan (CDP) (see

Appendix E) enables the counselorto assess a 'student's level of

caieer awarenets before arranginga woik experience. This increasesthe liklihood of a'job placementthat is meaningful for the youth.'

'What we're learning...barriers* The media oftenreflect social

vafiles that give youth messagesdetrimental to the development ofrealistic and nonstereotyped jobchoices.

,* Teacher and counselor knowledge of-the wide range of job opportun-ities iv often limited due toplassroom separationsfrom thebusiness community.

* Career awareness is mosteffectively increased innonclassroom settings that requireflexible time frames, often notcompatible with traditional schoolschedules:

* When career awarenesd is taughtonly In traditional academicsettings, kids who turn off toschool may be denied important andfulfilling work experiences.

CAREER AWARENESS

Insights/Recommendations* As schools assume increased

responsibility for teachintemployability, teacheri andcounselors should spend time inthe businesstcommunity to expandtheir own career awareness.

'* Begin career awareness planningwith youth "Where they are,"

-1 rather than.whefe you think they"ought io be."

* For maximum effect, integrate,career awareness with othieracademic activities and relatedsurvival skills.

* Provide good role models. Thiscan be one of the most meaninfactors leading bo growth inpersonal career awareness.

* Encourage and help employers andcommunity volunteers to beresources and instructors,in waysmore personalized than traditionalfield trips and/oriecturers.

70

8

13

ISSUE: JOB EXPLORATIONwhat it is...One of the current transition serTices callS for "job sampling, includingvocational exploration in tt*public and private sector," which advocates jobexplorations for young people whose first-hand experiences with the world of workmay be extremslY limited. A lasting benefit of job explorations is that studentsindependently learn to extract meaning from their experiences. This is a usefuland transferable skill that facilitates learning about one's self, the job marketand career planning ftlr jobs ranging from entry-leveLto professional management.Job exploration, a low risk prelude-to job'placement, is an immediate as well as alifelong learning tool.

Individually tgilored job explorations are the heart of EBCE programs for,economically disadvantaged youth. In these explorations of approximately three tfive days4ldtudents are guided to acquire knowledge and experience in a variety ofdommuniii work settings. They may then be able to seek jobs which are congruent .

with their inteiests and with goals that grow out of the exploration propess.

By using a structured .guide (see Appendix GY accompanied by a reflectivediscussion either individually or in groups, youth benefit from the meaning of theexperience. This "meaning-making" is a result of careful and ongoihg dialogue

,

betwean the student, the counselor and the emp1oyer/corm6unity resource person.

1.4

What is being clone:..* CDTC uses the job explotation

component of EBCE as an assessmentprocess for out-of-school youthwho want to choose'one of the CDTCskill training areas.

4

*' WSCEP cooperates with tribaleftterprises to arrange

reservation-based job explorations,so that graduates will know whatjobs are available on the

reservation, which ones they areinteteSted in and how to preparefor them.

* WINC finds that young high schoolwomen are excited about working innontraditional jobs after actually

spending time with a woman mentor,whereas interest was minimalbefore the exploeation.

* PJCC Agri-Business is using the-structured EBCE Exploration Guideto do a mid-training assessment ofa corpsmember's vocational choiceand,progress.

What.we're learning...Barriers* Within a traditional school

setting, it can be difficult toarrange job explorations withoutdisrupting regular class Schedules.

* Staff may fear that recruiting andmaintaining job sites is too timeconsuming.

* Youth in need of immediate incomemay be more willing to explore newjobs and skills if the learningsituation accompanies an actualjob.

20

JOB EXPLORATION

Insights/Recommendations* 'Successful abd.short explorations

will provide youth with personalconfidence they need to acceptchallenges and make commitments toemployment.

* Explorations provide occupationalinformation that is critical forrealistic job chores.

#

* Teachers operating on a :114ular

school schedule can provrite useful

ma hing t em to students' skillsinput for rruiting job sites and

nd interests.

a.

4'. Careful assignment of one staffperson to handle the jobdevelopment and maintenance areacan result in coordinated use ofthe community for job explorations.

* Exploring jobs in a one-to-onerelationship with an employermotivates youth to see a need forbasic qkill development.

* Community-based job explorations,increase active participation bythe private sector.

4e,f

1 j

IS SEX ROLESTEREOTYPINQ

WhatSex segregwome , si

lo aying',

is,highest:,economicall-

stereotypinTperpetuates

and forecastand yet so suemployability,legislation; 0744, transition services call for reduction Of sex role stereotyping .

in job placemei*nd the DOL Women's Bureau funds projects with nontraditional jobsearch and pre4ation as the primary program focus.

tt

on in the job market has'it most profotind ecionomic impact on young

omen traditionally have beei employed in a limited number oflds with little opportunity for upward mobility. Youth unemploymentg minority females, making this issue especially critical tosadvantaged'youth. From a broider perspective, sex roleits the occupational choices of men as well as women, andt.&iation where youth are not prepared realistically for the current

.x,hi'Aging demands of family and work. This issue is so pervasive; that kt must be addressed directly and repeatedly in allograms. Such eftorts are included in recent youth employment

The challenge, 1014 Ls to design effective ways to reduce stereotyped attitudesand to design e04ive ways to interest young men and womenA their parents andtheir comrnuniti4tn seeking, providIng and supporting new job roles.

16

21

What is being done...

* WINC panticipants, as well asteaching and counseling staff fromPortland Public Schools, partici-pate in activities such asfull-day workshops, weekend'pre-employment training sessionsand individualized explorationsthat teach skills to combatjob-related, sex rolestereotyping.

* Portland high schools that weienot able to participate in WINCare now using traditional ways toexpose youth to nontraditionalcareer choices: assemblies,

career fairs, explorations,teacher inservice.

* WSCEP encourages young women toexplore pianagement positions in

tribal epterprises.

What we're learning....Barriers* Youth have limited awareness of

the job market, which restricts .

their consideration of non-traditional job preparation/training.

* Social and cultural messagesreinforce-the old stereotypedattitudes.

* Many young women do not see thenecessity of aonsideringnontraditional fields until theyencounter a financial crisis whichcannot be handled by their tradi-tional job earning ability.

Insights/Recommendlons* Involve employersas well as staff

from all collaborating agencies increating strategies for overcomingsex rOle stereotypling,so they allwill asdlime 'ownership of the.effort.

* As youth explore and consider non-traditional jobs, provide consist-ent support and reinforcementthrough mentor ielationships, peerand parent.support groups, buddysystems, group sharing sessionsand opportunities to discussissues with sucessful role models.

* Role models are crucial; develop aresource bank of community people(including parents) in nontradi-tional jobs, who are willing to,work with yOuth.

* Provide.information and awarenesssessions for parents and adminis-trators to reinforce efforts tochange attitudes and provide sex-fair career choices.

* Nontraditional jobs should bepresented as an opportunityavailable to everyone, rather thana goal that everyone should seek.

2217

-ISSUE: CAREERDEVELOPMENT PLANS

What it is...Youth employment programs are increasing emphasis on the development of"employability skills" as well as immediate employment, and on the qualitycoordination of education and training services offered by schools ana CETA

programj. A Carper Development Plan (CDP) is an instrument used by adults withyouth in both education and employment settings for the purpose of integratingacademl:c counseling and job placement, even when the services are delivered bydifferent institutions. A COP can be very similar to the Indiviaualized EducationPlan (IEP) required by PL 94-142 for all handicapped youth. This trend is

evidence of the need for an individualized :approach to career planning thatfacilitates articulation between school curriculum and job sampling/workexperience. .

19

tIts.

23

CAREER DEVELOPMENT PLANS

What is being done...* The CDP, developed by a tri-agency, task force f NWREL, PeftlandPublt Schools and the City ofPort nd, is in.the long-range PPS'career education planning for allhigh school graduates, rather thanonly for youth in CETA programs.(See Appendix E.)

* Young women entering the WINCproject Use the Career Devel-opment Plan as part of theirintake so this initial assessmentof their interests and experiencesin both education and employmentwill lead to integrated servicesover the duration of the project.

What we're learning...Barriers"

* This instruMent may demand suchcooperation between counselors andwork experience coordinators whotraditionally have not coordinatedtheir efforts.

* In spite of its usefulness, theCDP may be regarded by busy staffas "just another form to fill out"and by not discussing the informa-tion withetke student, its valueas an assbsihent and prescriptiontool is lost.

* Work experience coordinators andschool counselors may feeluncpmfortable if the other must"sign off" on the CDP.

Insights/Recommendationss

* ,Keep career development plansrelatively simple and short.

* Encobrage staff to use the CareerDevelopment Plan as.a.counselingtooli, to be reviewed and revisedperiodically in joint,pession withthe student, so that it continuesio be curTent and useful.

* Insure that the purpose and theprocedures for using the CareerDevelopment Plan are very clear inthe,minds of responsible staff.

* Involve representatives from staffgroups who will use the CareerDevelopment Plan in planning.theactual design of the form.

2 419

z4

ISSUE: ACADEMIC CREDIT*What it is...An important element of EBCE for disadvantaged youth is offering "required"academic credit, rather than elective or vocational credit, for job explorationand work experience. This creates new educational opportunities for youth who

have not succeeded in traditional.public school settings. Experiences on-a jpbcan motivate youth to learn the basic skills of reading, writing, math andcommunication by putting them into situations where they feel the need for suchskills is clearly important. The youth service system traOitionally has not beenstructured bo integrattlearning and earning. Traditionally we have not thoughtabout what can be learribd on a job in addition to the actujiii job skills. EBCE

programs are analyzing jobs and translating the analysigAnto learning activitiesto meet the objectives of many high school acAdemic subjects. This process putsacademic credit for work experience on'a par with more traditional styles of

academic lgarning.

20

.What is being done...* , Harbor City Learning EBCE offers

credits in English, social studiesand science, emphasizing,

connections with the career siteexperiences.

* CDTC analyzes work sites foracademic and basic skill learningpotential, and from this analysisthe staff write academic andjobrelated activities for studentlearning projects.

* In the WINC project, experience oncommunity job sites has motivatedparticipants to go to school tolearn the basic skills needed topursue careers in which they havediscovered an interest.

. 25

What we're learning...Barriers* It can happen that credit is

offered for a work experiencewithout camful documentation andevaluation of the learning'thathas occurrd; 'careful monitoring

will prevent this:

* Many youth employment Programshave not had access to tools suches the Learning Site AnalysisForms (see Appendix H) to helpdetermine learning potential atjob sites and to aid in writingrelated curr4culum.activiXies.

* Non-educators may be apprehensiveabout the schools' willingness tocooperate in the granting ofacademic credit for employmentexperiences.

* Teachers may fear declining classloada if academic credit isoftered outside the traditionalclassroom.

26

ACADEMIC CREDIT

Insights/Recommendations

* Early in program:development, bothCEMA and the local schools should

. work togetbpr with the appropriatestate agencies in planning, for thegranting of =edit.

* 'Describe work-reliteS.learning ineducational as well as employmentterms/ possibly with a matrixshowing how school district goalsand employability program objectives can'be met simultaneouslY.

* Use the Learning Site AnalysisForm to assist program staff intranslating work site experiencesInto learning objectives.

* Since some local districts may beresistant to awarding academic -

credit for experiences oUtside ofa classrook, it may be necessaryto give elective credit initiallyanii then move.toward.a ,goal ofrequired academic credit.

X

21

ISSUE: COMMUNITYINVOLVEMENT

What it is...Recent community-based youth employment programs enjoy increasing success becauseof local community willingness to actively participate. Business and industry arenow more personally involved in the preparation ot youth.for employment; they arenot as willing to be passive recipients of ill-prepared young job seekers.Although some programs for' disadvantaged youth begin with skepticism aboutcommunity acceptance, we have seen that positive approaches, careful employerdevelopment (See Issue: Employer Repruitment and Development) and studentaccountability systems have resulejd in programs that involve and impress thecommunity in a number of ways. In addition to the traditional participation asguest speakers and field trip hosts, representatives of business and industry areessential voices in program policy through steering committees, advisory boardsand planning councils. This very direct line to policy makers helps employersfeel increased 'ownership" of a program, which results in a very strong foundation

of support. Students, too, benefit as their learning program is designed torespond to goals articulated by business/industry. This increases their chancesfor employment.

Another critical way that EBCE involves both the public and private sector is inproviding steuctured experiences for students which result in learning as well asincome; in doing so, these resource people function in the roles of instructors aswell as employers, mentors as well as bosses.

ot*

22

What is being done...* After crac staff recruit community

people as instructors/employers,they help train the employer to,contribute to the EBCE students'career development planning.

* Although not CETA-funded, when anEBCE program in Hawaii was inanger of closing with the end offederal funding,, the localbusiness community provided.testimony to the legislature whichresulted in passage of a special

bill for continuation of theprogram.

27

* Both Indian and nonIndian staff,of the Warm Springs Reservationhave eagerly offered, withoutbeing recruited, to provideexploration and work sites forWSCEP youth.

* Members of the WINC AdvisoryCouncil not only have participatedin recruitment of explorationsites, but have volunteered theirtime for support activities:seminars, workshops and paneldiscussions. -

What we're learning...Barriers* As a greater number of youth

programs use the businesscommunity, employers may not beclear &Scut how each program isunique.

* Some staff feel,that employers aretoo busy or that they want only towork witp "good" kids, and thatthey resist youth who arepotential or actual dropouts;evidence showa this to be untrue.

* TeaChers may be reluctant to sharewith employers the authority togrant credits.

* School staff may feel that toomuch time will be necessary tocultivate and monitoremployers/resource people.

f

COMMUNITY INVOLVEMENT

Insights/Recommendations* Approach community involvement

with a positive attitude.

* Establish resources in thecommunity by making personalcontacts on a regular basis.

* Because of the increasing numberof programs in the workplace, beclear about your own programexpectations and goals.

* Give genuine attention to and showappreciation for aIl effortslirovided by employers and othercommunity resource people.

Monitor sites carefully to assureemployers,/yOuth andadministrators of the quality ofthe program and your concern for It

its success.

28 N

2 3

ISSUE: SURVIVAL SKILLSWhat it is...Survival skills (see Appendix D for some examples) are adult competencies that arenecessary for successful and independent living, such as how to use publicagencies, how to prepare for and have a successful interview, how to balance acheckbook. They may not differ substantially from some of the knowledge andskills usually taught in high school; it is the performance-based demonstration ofthe skill that is unique. In ESCE programs, youth demonstrate survival skillproficiency not by writing about it or verbally describing it; rather they performand are judged "competent" or "not competent" by a community person who is arecognized expert in that skill. For example, an officer in a community bankcould certify student competence in balancing a checkbook. Some survival skillsare appropriate for all of us, such as making application for a job, seekingredress for discrimination, budgeting money, registering to vote; othercompetencies will vary according to geography and local conditions.

24

29 ,

What is being done...WSCEP staff have identifiedsurvival skills that are crucialto independent living on thereservation, such as Making use ofthe Bureau of Indian Affairs andother public agencies on thereservation.

* Many, exploration programs have alocalized survival skill; for,.example, a youth might demonstratethat he%she can successfully usethe public transportation system.

* WINC Students are asked tdemonstrate their proficiency infilling out job applications topersonnel and affirmative actionofficers from local business and

1 industry.

What we're learning...Barriers

Recruiting and orienting communitycertifiers requires that teachersbe able to leave the schoolbuilding and spend time in thecommynity.

* Some schools are not ready toaccept an employer or a communityresource person,in a role usuallyreserved for a certified teacher.

SURVIVAL SKILLS

Insights/Recommendations* Using community experta to certify

survival skills is 'very effectiveas a motivator for youth who havehad limited enthusiasm for

learning from textbooks.

* Using community certifiers mayrequire flexibility in the schoolschedule.

* To identify survival skills whichare important locally, use thelocal employers, parents, andyouth as an advisory council ortask force.

4

30

. 25

ISSUE: EMPLOYERRECRUITMENT ANDDEVEWPMENT

What it is...Employability programs need a large resource bank of community employers willingto offer their facilities as job exploration/work experience sites. Much of theappeal for employers is the opportunity to,share their own expertise with youthand to help them in a short-term, noncommiftal relationship. As new youthemployment programs ask business people to assume new roles as instructors/employers, we must help these employers develop ways to share their expertise w,ithyouth who may have very special needs. The care and nurturing of a strongemployer network through employer development efforts will serve several purposes:

1. Information sharing helps employers feel that they are part of agrowing group of Community people involved in youth progrys. .

2. Skill development helps employers acquire techniques to meet thespecial needs of youth in theprogram.

3. Problem-solving sessions allow employers to contribute to programdevelopment and policy direction.

Carefully planned activities for employer development are necessary for a program

to thrive on a strong and active base of community support. .NWREL.has developeda Community Resource Person's Guide to help programs plan and deliver theseservices. (The guide is available from NWTEL; see Appendix G for ordering.)

. `:.

"'"'".

.2: 1:*7

26

',Aka .4e

31

What is being done...* An employer hired a youth who was vo

having difficulty and then plannedappropriate job tasks so that theyouth would be challenged as wellas successful; the employer sharedthis experience with otheremplOiers so they, too, couldrealize the challenges andappreciate the rewards of offeringthese opportunities todisadvantaged youth.

* The WINC Advisory Council usestheir expertise to develop ideasand iheir talents to help WINCstaff deliver useful employerdevelopment activities.

What we're learning...Barriers'* Employer recruitment and employer

development require time andcareful planning. .

* New program operators may bereluctant to ask employers,toparticipate for fear of disturbingtheir production flow.

* Employer schedules are often quitedifferent from school schedulesand this requires carefulcoordination.

* Employers may need encouragement

to assube an instructor role; thisrequires sensitive technicalassistance.

* TeacherAunfamiliar with industrymay tend to hold the businesscommunity at "arm's length" ratherthan see it as a useful resource.

EMPLYNER RECRUITMENTAND DEVELOPMENT

Insights/Recommendations

* Help empaoyers understand thattheir own natural enthusiasm fortheir job is a highly effectiveteaching tool for unmotivatedyouth.

* Each program/school involved incommunity-based career developmentshould-assign a staff person tomaintain the school-community

* Give participating employersenCoUragement, support and

,recognition for their efforts.

* Involve-teachers and employersjoint/win determining the

' instructional strategies; thiscreates a shared enthusiasm for acollaborative program..

32 27

ISSUE: STUDENTRECRUITMENT

What itStudent recruitment for many youth employment programs is governed by specificeligibility criteria based on income. This varies somewhat for different programs,and in some instances "non-eligible" youth may receive limited services. The

eligibility criteria, their complexity and specificity, can cause frustration andresentment from school systems committed to equal education opportunities for all,from parents with children who don't quite qualify for the federal program but whostill need a job and employability skills, and from the youth themselves who maywant to be in a program, and could benefit, but whose parents earn just a littletco much money. All of these feelings must be kept in mind as youth are recruitedthrough the schools, through employment services, through youth-serving agencies-or off the streets.,. Whatever procedures are used, recruiters must give potentialclients a clear understanding of the program requirements and expectations so thatearly attrition and feelings of resentment can be avoided.

28

,o

What is being done...* WSCEP uses a highly personalized

recruitment approach, takingrecommendations from school staff

and by visiting homes and parentconferences.

* CDTC moved away from a centralizedrecruiting service to handle theprocess on its own, thus assuringthat students who choose toparticipate do so with a clearunderstanding of programrequirements, expectations andbenefits.

Because of a lack of generalcareer awareness, and a lack ofinterest in specific nontradi-tional jobs, WINC found it helpfulto add to the recruiting process abrief orientation to nontradi-tional career opportunities.

33

What we're learning...Barriers* Since a new program can be seen as

an added burden, same staff maynot be eager bo identify potentialparticipants.

* When a program is new, recruitmentis based on intangible potential

'rather than on a reality thatstudents and teachers can seeworking.

* Competition among existing

prograns can complicaterecruitment for a new program,with potential for rivalry.

* When initiating a new program that .

reqhires an evaluation design, theneed to create awareness of theprogram in potential recipientsmay complicate required pretestdata collection.

* Employability programs with incomeeligibility requirements can be

. subject to negative labeling.

STUDENT RECRUITMENT

Insights/Recommendations

* Recruiting by and in the school isextremely effective when itcoadoinestspident interest,

teacherJdObnaelor recommendations,peer outreadh and personal

contacts'with parents.

* Avoid implying that a new programLe being developed because of adeficiency-on the part of otherschool staff/programs.

* 'Publicize your Success'and use

Ire Peer recruitment wheneverpossible. Enthusiasticparticipants are a very effectiveway to attract others ba your

program.

* In developing organized recruit-,,

meat procedures, include,carefuleXplanations of program goals,expectations ana eligibilAity re-gpirements, so youth understandthe commitment they are making.

34

29

ISSUE: STAFFINGWhat it is...Without a capable and committed staff,,even the best program concepts will nothelp youth increase their self-esteem and employability skills. We are askingemployexs to make new commitments and to take new risks as we develop innovativeeducation and training programs. Since this can be more demanding than sometraditional school situations or than regtAar/worksite placement, not all adultswant this new kind of challenge. Program sh6cess will be minimal withodt staffwho are ready to learn new roles.

Two key EBCE staff roles are the Learning Manager, who individualizes careerdevelopment planning and integrates it with academic and basic skill developmentfor each student, and the Employer Relations'Specialist, who recruits employers,

analyzes job sites for learning potential and is a liaison between the employerand the Lea-rning Manager or teacher.

sss

30

What is being done...* CDTC Project Director encourages

the entire staff to play an activerole with CETA and the schools inrecruiting and interviewing newstaff.

* WSCEP acknowledges the need for acommittd staff who are also goodrole models by making every effortto recruit Native Americans.

* The Portland Public Schools

teachers-who are being trained toteach the'WINC course have volun-teered to do it, rather thanhaving been assigned the addi-tional responsibility.

What we're learning...Barriers* New projects often must start

without adequate time forcarefully selecting staff with themost experience and interest.

* Staffing of innovative programs ishandicapped when those doing thehiring are not familiar with theskills required to carry outhnigue program strategies.

* Some teacher's unions and con-.tracts have work hour restrictionsthat are not conducive to coordi-nafing with the work hours of thebusiness community.

* Staffing of special projects isincreasingly complicated bydeclining school enrollment.

* School and CETA, programs oftenhave different pay and_vacationschedules, which complicatescoordinating mechanisms.

-

ISSUE: STAFFING

Insights/Recommendations* The Project *hector and the

existing staff should be involvedin hiring of new staff in order toassure better teamwork.

* Strong communication skills andability to work in the educationand the business community areimportant considerations inscreening staff for a CETA/LRAyouth program.

* Make prospective staff aware ofany new or extra efforts requiredby the program so that they canknowingly accept or reject theposition.,

' Sew that staff asiignments canaccommodate time which does notfall within the normal school day,'but does fall within businesshours.

* Recruiting staff for a new projectfriom within a ;school that isexperiencing declining enroll-ment could he10 broaden the.support base for a new program.

4

- -

ts.

3631

ISSUE: STAFF DEVELOPMENT*That it is...

Btaff development and inservice training are essential components of any

innovative prçect. With the emergence of more and more adaptations of EBCE for4sadvantaged youth, it is essential thatibere be both preparatory (preservice)

as well as ongoing (inservice) staff development. Preservice is necessary frpeople to feel well prepared to meet the demands of implementing a new program;inservice is equally essential because it keeps lines of coanunication open,reinforces the sense of team effort and provides a continuous source of newinformation/skills and resource sharing. This kind of staff development involves

working with the staff, involving them in the process of defining project needs,helping to increase their awareness of project goals and objectives, building asense of ownership of project goals and objectives and, most importantlY, setting,a tone which will facilitate,cooperative effort and sharing of expertise.

9

411?

,

What is being done...* PPS has adapted, foi primary and

middle school staff, thesuccessful WINC 16-hour inserviceon sex role stereotyping andnontraditional career options.

* Based-on a five-day intensivetraining sesifdll-in-the ESCEmodel, and ongoing staff training

sessions of one or two days, CDTC_

has gathered a staff with diverseprofessional background-andexperience.

* As new staff are Mred at curc,experienced Staff act as resourcesin ongoing inservice and training.

What we're learning...Barriers* Staff inservice has an unfortunate

reputation of being boring or awaste of time.

* Project timelines sometimes do not

allow for preparatory staff devel-opment.

Negotiated teacher contracts mayallow very little time for ongoingstaff development, unless projectbudgets include extended duty pay.

* Often, staff who ate mOst willingto attend are not thOse,in thegreatest need ok training.

* Staff development is frequentlycrisis-oriented_rathar thanpreventive. %

38

.

STAFF DEVELOPMENT

Insights/Recommendations* ,Ennovative programs are

strengthened by a staff trainingdesign that is consistently! with daily program

ration, program needs andnational trendS.

* UsP of employers in degigng anddeliVering staff training facilirtates the kind of collaborabion

. that is important for the schoolsand business to understand eachother's needs.

* Encourage teachers to volunteer tooffer each othef staff developmentsessions in the areas where theyhave e*pertise,

* Staff trainin9 sh6u14 be participatory and experiential.

* Use student input to improve stafftraining.

33

ISSUE: INCREASINGINSTITUTIONALCOMMITMENT

What it is...Institutional commitment to new youth employment programs is crucial if they areto survive and become inte9rated into the ongoing educational system beyond theperiod of outside funding. Achieving local fiscal and administrative support, aswell as community support, takes time and careful planning. Working towardphilosophical and financial institutional commitment requires a consciods anddirected effort. Patience and determination are key factors.

As we adapt EBCE to meet the needs of disadvantaged youth, we ask two questionsthat reach the heart of the commitment issue: "How much time is needed to test aprogram with this target population in order to collect measurable results and inorder to gain the acceptance and infusion of the program into the local system?"And, "What does institutional commitment mean when two or more agencies areinvolved, in a collaborative effort?" NWe continue to seek models to guide us in

the identification of techniques that result in optimal institutionalization.More than ever, institutional commitment must be a major goal,from the onset of aproject so that strategies for its accomplishment are present in every stage ofimplementation.

4

34

39

INCREASING INSTITUTIONALCOMMITMENT

What is being done...* crac expansion to additional

schools is a reflection of growinglocal school commitment to

\\\ CETA/EBCE and an indication of

increased promise of sharedfunding.

* As a result of WINC training forlocal staff to offer sex-faircareer counseling and nontradi-tional career exploration, PPSwill be able to continue offeringssistance to young womenconsidering nontraditional careers.

* The local school district (LEA)looks to WSCEP (CETA) for guidanceas they develop a similar programmodel that the local high schoolcan add to its curriculum.

What we're learning...Barriers* Short funding cycles of many

federal programs may not allowsufficient time for a schooldistrict to evaluate the successof and infuse a program into asystem.

* Decreasing enrollment in schoolsand shifting national prioritiesmay result in reluctance to fundnew programs.

* Starting a new program can requireat least one fiscal year to allowtime for reallocation of moneyand/or re-structuring of'otherprograms to accommodate a new one.

tAecOnunendation* Befieve,in institutional commit-

ment from the beginning and setreachable goalsthat include timefor estataisbing a track record.

* Keep' deciiion makers and policy-makers, informed by encouragingthew to visit your program arid to

talk with other program leaders:, who' have achieved successes.

* Publicize, your successes through*cal media*, businesi organit-,

satione and- established schooldistrict channels.

*. Conduct arc evaluation, so you cansehow how: the, program' makes adifference for yciuth«

representatives fromparticipating institutions- as youestablish project goals willenlarge the cadre of those whofeel, "ownership's-and pride in theproject.

* Create a broad-based commtmitysupport group or advisory counciland actively involve them, inplanning.

* Work to get new strdategies, suchas ccamunity-baseelmplorations,assimilated into regular, ongoinscurriculum offerings, rather thanallowing them to remain' as an*extra* or nonessential activity.

4 0

35

*

e

.....---

!

...

41

k

.. 41

_

N

N

Appendices

-

e

37

Appendix A

Glossary of Acronyms

tBO Community Based OrganizationCETA Comprehensive Employment and Training Act

CDIC Career Development and Training Center, Upland, PA.

CDP Career Development Plan

DHEW Department of Health, Education and. Welfare

DOE Department of Education

DOL Department of LaborEBCE Experienced-Based Career EducationEDP Employability Development PlanH&J Harbor City Learning, Baltimoie, MD.HRB Human Resources Bureau .

HRDI Human Resource Development Ingtitute

IEP Individualized Education Plan

LEA Local Education AgencyLM Learning ManagerNEBCEA National Experience-Based Career Education Association

NIE National Institute of EducationNWREL Northwest Regional Educational Laboratory

OJT 0n-the-job trainingOYP Office of Youth Programs, DOLPDC Portland Development CommissionPJCC Portland Job Corps Center

PL94-142 Public Law94r142PPS Portland Public SchoolsSDE State Department of Educationu8ce United States Office of EducationYEDPA Youth Employment and Demonstration Projects ActYETP Youth Employment and Training Program

W/NC Women in Nontraditional CareersWSCEP Warm Springs Career Exploration Project

38 4 2

Year

EBCE Time Line

Funding Activity

1971-72 NIE -National Institute of Education ,

*contracted with NWREL for research

and feasibility studies todetermine alternative approachesto respond to U.S. Commissioner of

Education mandate for experientialand community-based careereducation

1972-75 NIE EBCE model developed by NWREL inTigard, Oregon. Demonstrationprocess included prototype design,daily operation with ongoing .

documentation, evaluation,development of handbooks andreplication planning.

1975-76ft

Local/NIE Based on success of demonstrationsite, six pilot sites in thePacific Northwest, Alaska andColorado offered local tunding totest tBCE in return for NWRELtraining'and technical assistance.

1976-77 USOE/local USOE offered competition through,the Vocational Education Act Part

D for schools to install EBCEprograms. NWREL offered trainingand technical assistance tonumerous sites across'the country.

1977-present Local/state/ The National Experience-Based

federal Career Education Association wasestablished with a Board ofDirectors and yearly conventions.Adaptations of.EBCE strategies arebeing used for gifted and talentedjunior nigh students, aigrantyouth, handicapped youth,economically disadvan'taged youth,mid-career adults, reservation andnonreservation Indian youth.

4.

4 3 39

40

Appendix C

EBCE Essential Characteristics

1. EBCE is an individualized program:

a. It includes ongoing staff assessment of student needs,interests and abilities in basic skills, life skills andcareer development.

b. Students actively participate in the assessment process.

c. All student work allows for individual negotiation betweenstudent and staff.

d. Ongoing assessment of performance and progress is integratedwith past experience as well as emerging career developmentplans.

e. Accountability is set with clear standards of performancebased on individual needs.

2. EBCE is a community-based program:

a. It includes a systematic and consistent mechanism for.employer/community input into program planning and operatign.

b. An Advisory Council takes an active role.

c. Employers and community members serve as resources forstudent learning as well as providers of job experience.

AN,

d. Employers are given assistance in their new role asinstructors

EBCE is an experience-based program and is built from exPeriences ofadult role models/mentors:

a. Active, realistic, lifelike learn ng activities are providedfor all students.

b. Students assume increasing responsibility for managing theirown time and daily activities.

c. Student learning is structured with priority given toprimary resources.(people, events) rather than secondaryresources (textbooks, traditional courses).

4 4

d. Work experience in the community is the primary context forstudent learning.

e. Work experience sites are systematically analyzed so staffand students can take full advantage of learning potential.

4. EBCE is comprehensive and integrated:

a. Program requirements and processes merge relevant highschool' requirements with individualized career developmentplans.

b. Completion requirements are clear and consistent with,program goals and local graduation requirements.

Curriculum integrates basic skills, academic skills andsurvival skills with career development and job experience.

d. Survival skills are performance-based coping skills that arelocally relevant for independent adulthood.

e. Student learning activities reflect curriculum areas thatare interrelated rather than taught separately.

5. E5E places a major emphasis on career development for all students:

a. Provision is made for different types and levels of learningsituations.

b. Students are with employers in the community to learn aboutcareers as much as to earn money.

c. Students are required to gather information about themselvesand the work world and apply this information to careerdecision-making.

d. Students are encouraged to reflect on experiences andevaluate their own strengths, weaknesses and career progress.

!At

4541

42

Appendix D

Thirteen Survival Skills from theNWREL EBCE Demonstration Model

1. Transacting business on a credit basis

2. Maintaining a checking account

3. Providing adequate insurance for oneself, family and possessions

4. Filing state and federal income tax forms

5. Budgeting time and money effectively

6. Maintaining good physical health and making effective use of leisure

time

7. Responding appropriately to fire, police and physical health

emergencies

8. Participating in the electoral process

9. Understanding the basic structure and function of local government,,

10. Explaining personal legal rights

11. Waking appropriate use of public agencies

12. Making application for employment and successfully holding a job

13. Operating and maintaining an automobile

4 6

1

Appendix E

CAREER DEVELOPMENT PLAN

I understand that this Career Development Plan will help me, my Work Experience Coordinatorand my Counselor identify a career that would interest me.

N4me Grade Age Date

School Counselor

a

a

of.

Things I have done to start thinking about a career:

thought about the difference between a job and a career_talked to a person in a career I'm interested in

._filled out a job application

--discussed jobs with: my parents/guardian/family friends teacher_ _taken career related field trips to_acquired.a Social Security card/work permit .

taken a career interest survey: Kuder Job 0 Needlesort Other:_ _ _ __taken a career aptitude survey: GATB ASVAB DAT Other:_

my high school courses that will help me in a job or career: Please circle the-letter A,year, and

any course.

A B C Personal

B or C (A = classes already taken, B = classes I am taking this schoolC = classes I plan to take). You may circle more than one letter for

4

A B C Typing A B C Metals. A B C Commercial FoodsA B C Bookkeeping A B C Building A B C Dental Assistant FinanceA B C Shorthand ABCMedical Assistant ABCHealthA B C Business Office

,ABCConstructionA B C Woodshop A B C Child Care A B C Drama

A B C Machines A B C Drafting A B C Psychology A B C MathA B C Electronics A B C Auto A B C Communications A B C EnglishA B C Other A B C Science

My favorite classes so far in high school are:

Jobs I've had: How long I've had them:

Ones I liked:

...because

Ones I didn't like:

...because

Some skills I have learned: (ex. typing, Where I learned them: (ex. school, faMily,selling, fixing cars, welding) friends, self)

43

v

4

LI

6

8

9

Some experiences I've had that were important to me but that don't fit under "SCHOOL" or"WORK" (ex. volunteer work, vacation trips, hobbies):

In my everyday activities, I naturally do some things well. They are:

fo.

Things I dislike are:

I think I would enjoy a job where I could:

work with my hands--

work alone give advice

build things work with others be outdoors

__fix things meet new people be physically active-- __

organize materials supervise others be of direct service_ ...._

__plan ideas --report to someone elseto others

fother: solve problems earn big money_

I have thought about a career goal: Yes, my career goal is

No, I am not sure about my career goal.

I know jobs are available in many areas. Some of these areas are food service, sales,office, child care, health care, auto, electronics and so on.... There are many more tochoose from. Based om my experience, my skills and my interests, I would now like to

apply for a job.

1st choice: 2nd choice:

(If you're not ready to choose a job, ask your Work Experience Coordinator for help.)

My 1st choice will let me do what I checked aboVe in item #7. Yes No

My 1st choice will help me:

.....1.earn more job skills

learn more about my hobbies and interestssee what it's like to work%earn money 50 I canwork toward my career goal

FOR OFFICE USE ONLY:Student signature Date

The student and I have discussed this CDP and haveagreed on a )ob placement beginning

)ob site .

Work Experience Coordinator signature date

Related school/training:

Copies to: Work Experience CoordinatorCounselorStudentYCTS area office

44

The student and I have cliscussed this CDP and itis relevant to his/her career and educationalgoals.

Counselor signature date

48

Appendix F

Examples of CETA/EBCE Connections

Program Title: Career Development and Training CenterAddress: 700 Upland Avenue, Upland, PA 19015

Contact Person: Mr. Ira Warnick, Project Director

Program Title: Harbor City Learning Center/EBCEAddress: 100 West 23rd Street, Baltimore, MD 21218Contact Person: Mr. Harry Bosk, Cluster Coordinator

Program Title:Address:

Contact Person:

Portland Job Corps Center1022 S. W. Splmon, Portland, OR 97201Mr. Larry Denny, aducation and Training Director

Program Title: Warm Springs Career Exploration ProjectAddress: Confederated Tribes of the Warm Springs

ReservationWarm Springs, OR 99761

Contact Person: Mr. Charles Calica, Tribal Education Director

Program Title:Address:

Contact Person:

Women in Nontraditional CareersNorthwest Regional Educational Laboratory300 S.W. Sixth AvenuePortland, OR 97204Ms. Andrea Hunter, Project Coordinator

4 945

Appendix G

EBCE Materials and Services

Many resources are available if you want to know =ire about EBCE or ifyou are planning and/or operating your own program.

A

Contact the Education and Work Program, Northwest Regional Educational

Laboratory, 300 S.W. Sixth Avenue, Portland, Oregon 97204 for informationon the following activities and materials.

For wareness and program analysis:

EWE Awareness Session--A two- to four-hour personalpresentation that explains the EBCE ccmcepts/strategies anddescribes adaptations for student populations with differingneeds. Audience: anyone who wants to find out what this'-educational alternative is all about.

EBCE Program Overview Brochure--Briefly describes variousaspects of the EBCE program. 12 pp. First ten copies free.Additional, 200 a copy.

Filmstrip Presentation #1: Introduction to EBCE-- A 17-minute oolor filmstrip that provides a general description ofthe concept of EBCE and introduces general strategies and

goals of the program (available on loan at no cost or forpurchase at $30.00). It does not illustrate the many newadaptation and application possibilities.

Filmstrip Presentation #2: EBCE Learning Strategies--A17-minute color filmstrip that provides a description of thecurriculum and learning strategies of the EBCE program asseen through the actual experiences of one student in theoriginal program (available on loan at no cost or forpurchase at $30.00). It does not illustrate the many newadaptation and application possibilities. '

Program Analysis Session--a one- to two-day session thatexplains the key issues in a program, many of which are inthis guide, in sufficient depth to facilitate an informeddecision about adapting all or parts of EBCE in a localeducation or employment program setting. Audience: decisionmakers such as school administrators, CBO directors, CETAPrime Sponsors, SDE officials, directors of career educationand special programs.

50 47

4

For planning anfl training:

Program Planning Session--A two to- three-day workshop tohelp program planners understand the issues, their barriersand recommendations,.and the tasks necessary to prepare theeducation and employment staff, the employers and thestudents. .Results in timelines, task assignments andbudgets. Audience: administrators and operating staff whoare responsible for planning and initiating the program.

Staff Training and Technical Assistance Sessions--Workshopsto prepare local staff to work with students and employers ona daily basis and to design and conduct any necessaryevaluation and support program operations once underway.Audience: staff who work directly with students andemployers.

L

EBCE Handbooks--A set of five handbooks describe from startto finish the processes for planning and operating an EBCEprogram. Because,they were compiled as reference resources,we recommend accompanying planning and training sessions.The five handbooks are: Management and Organization,294 pp.; Curriculum and Instruction, 636 pp.; Employer/Community Resources, 303 pp:; Student Services, 368 pp.;Program Evaluation, 165 pp. Five Vols. $150.00 set.

Project Ideabook: Sample Student Projects Using theCommunity as a Learning Resource7-A sourcebook for prtliectideas; introduces a project format for designing learningactivities that are problem-centered, interdisciplinary andbuilt around student experiencei at community sites.Contains Over 50 sample projects. 350 pp. $24.00.

Contact the Laboratory's Office of Marketing, 300 S. W. Sixth Avenue,Portland,, Oregon 97204 bo order the following reference and studentmaterials:

Experience-Based Learning: How to Make the Community YourClassroom--A professional guide book for use by teachers, jobcounselors, work experience coordinators, curriculum plannersand any staff serving youth in courses or programs thatintegrate education and work. Demonstrates experience-basedlearning techniques as a workable approach to individualizedvocational explorations. Emphasizes how career development,academic development and basic skills development areeffectively combined to supplement other positive goals ofhigh school education, how these strategies actually motivateyouth, how to recruit and use the public and private businesscommunity, as well as how staff/students/community can wor )1)

together to manage the process. Offers immediatel usablecurriculam ideas applicable to English, social studies,mathtmatics, science, art and other subject areas. Includtsmore than 25 student learning projects andan extensivebibliography. 260 pp. $11.50 Postage inch:ad.

5 4 8

The Community Resource Person's Guide for Experience-BasedLearning--Tells employers about how they can help youngpeople gain employability skills as well as actual

employment. Explains strategies of experience-based learningand the many ways employers can participate. Contains short,

straightforward suggestions to help employers offer andsupport creative learning opportunities for students. 24 pp.

$1.75 Postage included.

Student Competencies Guide: Survival Skills for a ChangingWorld--Helps youth acquire some of the basic coping skillsthey will need as adults, such as income tax filing, handlin§a bank account, using public agencies, etc. Explains how thebukiness community as well as program staff can participatein approving and certifying performance of each competency.Offers ways for a program to help the local community %,

identify those survival skills most appropriate for theiryouth. 44 pp. consumable. $2.75 Postage included.

Student Record of Community ExplotationA series ofactivities in a prepared folder to help youth match theirabilities and-interests wi.th .01evant occupationalihformation that they gather. Includes actkvities about sexrole stereotyping, career ladders and work values as well asspecific job requirements. 24 pp., consumable. $2.25 Postage

included.

Student Guide to Writing a JournalEncouragesself-reflectica about experiences and life goals. Builds

dialogue between the student and adults. 16 pp. consumable.

$2.24 Postage included.

*All prices quoted in this document include shipping and are subject toychange without notice.

49

52

r APPENDIX H.r

experience-basedcareer educatkon

U

,

LEARNING SITEANALYSIS FORM

a

i

.Portland Public Schools/HRB/PDC/ACD & JCATC

COMMUNITY SITE

Emergency Home Repair

DEPARTMENT/POSITION

..

r,

ADDRESS/PHONE

.

COMMUNITY 'INSTRUCTOR I

SCHOOL STAFFO. S.

N1. A

. N'f .,

,

DATE

53

eelt

,

-5 1

5

MAJOR TASK Basic FraMin - Diaqnosis

Subtasks

(Check box for

Student Participation)

. .

MATH.

'Cif

.

(How well)

.

READING

(How well)

Applied' Measurement ofsurface edge and width ofdteps to see if it meetscodes. Soule calculating in

-,

writing and/or-interpretingwritten job orders. . .

.

Fundamenital:

,

Applied:

Cade books '4

Fundamental:

1. 'Make an evalpa- IItion of the physicalcondition and needs,such as dry rot, overspan,floors, joist, caulkingor painting. _

.

2. Write ,up anX APPliPd: Do accorate measuring

and ordering for amount of - .

paint, nails, caulking, etc.for bill of materials

2 ga11ons of paint'- lbs. of nails- sq. ft . of plywood

continued below

Fundamental:11?

Appled:

Catalogues

Code books

Manufacturer' s recommendationfor Materiralt

Instruclional' materials, suchas texts

,

Fundamental:

accurate job orderand compare it to thePortland Development ,

Commission work order.

,

.

Applied:il

..- bd.ft. of lumber

- linear ft. of trim- sq.ft. of roofing and

siding- cubic yd. of concrete- sq. yd, of floorcovering

Applied: .,

i

.. ''Funciamental:

.. .

..

.

... .

- sq.ft. of insulationFundamental:

_,

Applied: Accurately draw %toscale , using (Architect' s

scale) ruler, etc.; includean explanation of the scale.

- basic functions- fractions

,

Fundamental,

Applied: .

Instruction texts .Read other people's sketches,. drawings

I,

Fundamental:

3. Draw up plansXfor proposed jobs.

1

. .

0 '

Applied Basic calculationsstarted above. Rely on someestimation of stacks of wood,gallons of paint, etc.

..

,

Applied:,

Read invoice

.

, .

4. Receive materials xand check to see if

e ll is there and assessskills and abilities ofwork force.

,

...-11 .

._ .. ..

2.

Life Skill Curric lum A

COMMUNICATiONS

(How well)

..

SPECIFIC JOB SKILLS LIFE SKILL APPLICATION

.Apphed How to say tact-

4fully, "Your whole house isfarling down, lady!, butwe'll fix it." Interpret-ing PDC work order andexplaining to others thespecific tasks required

Pundamenta I,

Work order vocabulary

Determining whether toreplace or repair

6,

r

....

How do state/feddral build-ing codes determine thecontent of a work order?(Social Studies)

How does home improvementimpact the neighborhooddwellersi

What is urban renewal andwhat are some results?

Applied Accurately write upthe specific )ob order.Verbally justify theorder by citing evidence.'Write up order and bill of'materials and indicate whoit should be sent to foedecipions and payment.

.

Make labor calculatiRns,i

i.d., how many laborests. forhow many days.

(Sociology)

When is a building permitneeded?

.

How is a building permitsecured? (Citizenship,Local Government]

.

Exercising judgment basedon experience. (CriticalThinking]

A

Appiled.

O.

Fundamental

.

,

'

. -

,,

,

Apphed' Free-hand sketchingcan be useful if draftingmaterials and/or skillsaren't available.

Funoamental

,

International language ofengineering and, architect-ural drawing

.

Basic drafting

V' . .

Layout and design of a plan(Creatiye Development, Art,Drafting]

\

,

.

Applied: Summarize receiptof materials and brieflystate that either it's allthere or what's missing ifit's not all there. Write'

a report of materialsmissing if appropriate.

,

Accurate estimation ofwhether job can proceedbased on materials, work -force, and written plan.

,,

Physical fitness amdnutrition will be importantas materials are received,carried; stacked and msed.Physical characterisicsof toleran& to weather,etc. (Health, P.E.,

Science)

A55 3

r-MAJOR TASK

Subtasks

Basic Framin47 (Ex: Porch Repair)

(Check box for

Student Participation)

MATH it

(How well)

READING

(How well)

1 Dismantle exist-dng structure. Apphed

Fundamental

ApphedRead job 'order and

plans.

Fundamernal:

2. Pour concretefootings.- Budld forms.- Shovel the mud.- Implant accessoryhardware.

ApphedMeasure surface to

cover & Chen calculate howmuch concrete to order or tomix. *cubic yards

Measure& cut lumber to con-tain concrete *board feet

Calculate layout for accessorybardware *geometry-"3-4-5t-undamental

rule"

Applied: Read 'cement sackinstructions. Reading anydirections on accessoryhardware packages

Fundamental:

3. Frame the postsand beams that supportthe flodr and steps.Put beams on posts andattach to wall withjoist hanger brackets.

- Attach stair jacks

between beam down tofootings.

Fl Applied:Measure for level line

on wall to assure that allbeams & joists are at samelevel. Basic measuring forcutting wood. Calculatenumber of stairs, what sizefor within a certain distance.*ratios& relationships*fractionsFundamentai

Apphed:Visual reading of

level

Fundamental:

4. Build floor and gsteps. Apphed Measuring and pre-

marking

Fundamental.

Applied: Manufacturer'sinstructions on how to applyplywood. Read Ade stamps,usually on best side up

'Fundamental: .

5. Estimate thecommercial vilue ofrepairs pade:

54

Apphed: Totalling cost ofmaterials, labor hours spent,hypothetical hourly wage, etc.

*basic functiOns*fractions

AppHed:All invoices, work

records, PDC forms

COMMUNICATIONS

(How well)SPECIFIC JOB SKILLS

Life Skill/Curriculum Applications

Applied: Listening to andfollowing instructions.Giving and relayinginstructions.

undamental

Safety

Discretion about what. tothrow out and what to save

LIFE'SKILL APPLICATION

' *

Ecological disposal and/orsaving of materials ,

(Science)

Establishing gogs and.following through on atask (Petcsonal Development,Psychology) ,

Applied: Telephone techni-ques iernore of anythingneeds to be ordered. Clearcommunication with personat other end of the tapemeasure.

Coordinating actions "andworking well as a team

Pounding, sawing, hammering,level, brace

Appropriate building term-inolog-k .

Hand-eye 'coordination

Chemical analysis ofcementing process [Science]

Applied:Cooperating C4 ith

and relating to others .

working on saMe task

%Fundamknta .

Drills, levels, plumb-bob;

, look, for "e5own" and 'place

crown side up.

,Speed of work is important.when working on a contract

.

Investigation of woodproducts i,ndustry, etc.

(Sciencel.

Looking into recent trendsof conservation, woodproducts, etc. (Ecology,History S tudies of the

Future]

A pl ied: Cooperating,reia-t'onships during

nstruction. Writtenco unication of task'co letion.

FundaMenta I :

:',-Detetmi+ size and grade ofplywood for froor. .

Knot./ what .ea;ch grade means.

Study 'of weatherization ofbuilding materials forprev'ention pf decay(Science)

Applied: ' Relate thiswritten4.i information \to the

appropriaie party.

Contracting

Financing

Billing

Handling confidentialinformation (Citizenship,Psychology]

55

5.7

MAJOR TASK

Subtasks

A (Check hox forY Student Participation)

MATH

(How well)

READING,

(How well;

--.:. 0Other possible major tasks:

1. Foundation work2. Doors and windows3. Drywalling

4. Coumtertops andcabinets

,s,

)

Applied:

-fundamental

.

,.

Applied.

Fundamental:

Appl ied:

Fundamenta I:

__

..

Applied.

Fundamenta I:

Applied:

'

Fundamental..01

Applied:

.

Fundamental.

.

Applied.

,

Fundamenta I

.

Applied

Fundamental:

.

s

,

,

,

,

56

Applied: Applied-

,

,

58

COMMUNICATIONS

(How well)SPECIFIC JOB SKILLS LIFE SKILL APPLICATION

Applied.

-...,

Fundamental*

% .

,

.

Applied:

..

Applied.

N

Fundamental: -.'"%41.11`°%.

\

Applred

Fundamental:

,

...

Applied\ .

. ...

_

,

-1,

.

.

._

5

59

\re

vow*"

APPENDIX 140

Site Informationfor Student

Community Exploration

To be completed by the community resource person inpreparation for a student's exploration of thath,

person's job and workplace.

Marvin's General Contracting

Community SiteCarpentry

Job/Department

Address/Phone

, Resource Person

School Staff Contact

bate

Supplementary Material forExperience-Based Learning:How to Make the Community Your Classroom

Northwest Regional Educational Laboratory130

59

SPECIAL CONDITIONS

Physical Requirements

Site Information

Please check or enter descriptions of ihose requirements that applyto your work:

x Heavy lifting bpamq, concrete

x Carrying beams, roofing bundles 80 lbs ea._ etc.

x Stooping And c.rmaling--nr, dfarmaath attir.q

X Standing long periods all day long

no Sitting long periods No! Zero!

no Special voice qualities

no Tolerance for noise State Dept. of Health req. ear protection--

no Special appearance

? Tolerance for odors

no Driving ability

pbulished by state - equivalent to federal OSHA

Please list any other special physical requirements tolerant to extreme

weather conditions with physical preparation

Clothing, Equipment Requirements

uo_Driver's licenseves Hard hatyps Coverallsves Rain, foul-weather gear

X uniform safety boots or shoes

x other carpenter's belt is recommended

Safety Conditions

Please describe special safety restraints or conditions at your job site:

OSHA state equivalent (state safety manual)

60

COMMUNITY EXPLORATION

TOOLS, MATERIALS AND LEARNING RESOURCESAVAILABLE FOR STUDENT USE AT THE SITE

Tools unique to this job:

12' tapecross cut sawrip saw28" levelscrew driversnail setsputty knifechisel

2' prY bar%nether

combination squarechalk boxcatspawutility knifepliers

Precision instruments:

builders transitplumb boblevelmiter

Work samples and materials:

all of Above

Heavy equipment:

4

Office machines (typewriters, calculators, adding machinO, etc.)

caluclator could be useful

Audiovisual materials (films, tapes, slides, video tapes) andequipment (projectors, recorders, cameras) the student might use:

perhaps photography for promotion

Special classes the student might be able to take:

blue print readingsurveyingapprenticeship programs are all possibilities for the student

6261

Site Information

READING MATERIALS CHECKLIST

Which of these are available to students at your site?

EaJob application forms

EDNotices and signs on job site

11.1 Forms (order forms, invoices)

O Catalogs

ElBrochures or printed advertising

IDManuals and written instructions

ElSchedules or lists

ElAccount statements

O Letters, memos, notes (a sampling)

EjReports, pamphlets or articles in publications

ElTelephone lists or lists of extensions

El Address lists

ElLabels or writing on packages

Union contracts

ElPersonnel tests regularly administered

Any other specific work-related materials

0 List others

"Uniform building code"

Stock catalogues

Plans and blue prints

Using the list above as a reference, select three pieces of writtenmaterial you feel must be read in order to db the job satisfactorily.

Uniform Building Code!

62

Cat4MUNITY EXPLORATION

BASIC aSKILLS ASSESSMENT

COMMUNICATIONS SKILLS

Describe three communications tasks essential to satisfactoryperformance of the job the student will be exploring. Describethe tasks below.

Your role will be to help the student understand these tasks andhow they are used in your work. As the student tries to performthese tasks, evaluate the student's efforts. Indicate whether ornot the student can perform the tasks and then sign the student'scopy of the Exploration Record.

Description of tasks:

1.

2. (See below)

If you cannot readily think of three job tasks using communicationsskills you may wish to use the following as examples:

4.

1. Student will copy vocabulary list from page 8 of thisSite Information form and, at completion of exploration,explain the meaning of each term to the iatisfaction ofthe resource person.

2. Student will demonstrate the ability to read and use atelephone mesage form by accurately recording inwriting a telephone message for someone.

1. The student will demonstrate that he/she can read the PDCwork order and summarize the proposed job to the entiregroup of workers to the satisfaction of the instructor.

2. The student will demonstrate the ability to read and accuratelyfollow the directions on a bag of cement or other similarbuilding materials.

3. The student will display the skills to work cooperatively withanother student and/or supervisor on a given task that demandsinterpersonal communication.

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Site Information

BASIC SKILLS ASSESSMENT

MATHEMATICS

Select five mathematics tasks essential to satisfactory performanceof the job the student will-be exploring or typical of work doneregularly in that job. Desdribe the tasks below.

Your role will be to help the,student understand these tasks andhow they are used in your work. As the student tries to performthese tasks, evaluate the _student's efforts. Indicate whether ornot the student can perform the tasks and then sign the student'scopy of the Exploration Record.

Description of tasks:

1.

2. (See below)

3.

If you cannot readily think of job tasks using math skills, youmay wish to use the following as examples:

1. The student will demonstrate the ability to identifyNNW, by sight a half-inch wrench.

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2. The student will figure out how.much.is 37 percent of$500 (with 100 percent accuracW.

1. The student will estimate to within 10 sq. ft. how manysquare feet of carpeting is needed to cover 3 specifiedrooms in a house.

2. The student will calculate how much siding is neeided tocover a roof that is 24 ft. at the base with a 4r-pitch.

3. In a repair job replacing 2 x 4's the student will

accurately measure how many board feet will be needed tocover a 10' x 8' wall area.

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COMMUNITY EXPLORATION

SPECIAL VOCABULARY

Aist any special vocabulary a person needs in order to,perform this

job. It will be the student's responsibility to find &He meanings

of these terms before leaving your site.

1. insulaXion

2. weatherization

3. sub-standrd

4. install

5. building permit

6. rehabilitation

7. restoration

8. joist

9. work order

10. bill of materials

11. invoice

12. purchase order

13. inspection

14. leverage

15. fulcrum

16. tongue and groove

17. drywall

18. apprenticeship

19. journeyman

20. commercial value

Is

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