OKLAHOMA DEPARTMENT OF CAREER AND TECHNOLOGY … · Years 9 & 10: Enhancing — Redesigning Your Comprehensive Guidance Program • Commit to the redesign process. • Replan your

OKLAHOMA DEPARTMENT OF CAREERAND TECHNOLOGY EDUCATION

1500 West Seventh Avenue Stillwater, OK 74074-4364 www.okcareertech.org

(405) 377-2000 • Fax: (405) 743-6809

November 1, 2002

Dear Oklahoma Counselors and Teachers:

The Guidance Division of the Oklahoma Department of Career and TechnologyEducation is pleased to provide the 2002 Career Activity File. You are encouraged to usethe ideas and activities within the file to observe Career Development Month inNovember and to enhance your classroom or guidance curriculum throughout theschool year.

This year’s theme is “Counseling Tools for a Guidance Program K-12.” The CareerActivity File provides career information resources and tools to support a guidanceprogram.

I would like to recognize Janet Hawkins, career information specialist, for herleadership in locating the content of this publication and Jo Kahn, career resourcenetwork manager, for placing the Career Activity File on the Internet. Appreciation isalso expressed to Kathryn Anderson for editing and to Gloria Koch for typesetting andformatting this book.

We sincerely hope you find the materials in the Career Activity File helpful indelivering career awareness, career exploration, and career preparation activities toyour students. If you have suggestions concerning the use of the Career Activity File orsuggestions for improving it for next year, please call the Oklahoma Department ofCareer and Technology Education, Guidance Division (405) 743-5123. You may view ourWeb site at www.okcareertech.org/guidance for new and related informationthroughout the year.

Sincerely,

Kelly Arrington, Guidance CoordinatorGuidance Division

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Career Activity File — Counseling Tools for a Guidance Program

Introduction Letter ........................................................................................................... 1

Acknowledgments ............................................................................................................. 4

School Guidance Program Plan ....................................................................................... 5Sample Timetable........................................................................................................ 6Comprehensive Guidance Program Elements ........................................................... 9Program Components and Sample Processes .......................................................... 10Staff and Community Needs Assessment ................................................................ 13National Career Development Guidelines ............................................................... 15Staff Development Needs.......................................................................................... 24Process/Product Evaluation Procedures .................................................................. 25Counseling Action Plan ............................................................................................. 27Self-Evaluation of a Comprehensive Guidance Program ........................................ 28

Suggestions and Tips for New Counselors .................................................................... 32Group Rules .......................................................................................................... 32-33Forms/Letters ............................................................................................................ 34Internet Sites for Counselors and Teachers ............................................................. 41Navigating Streams of Paper ................................................................................... 43

Learning Styles ............................................................................................................... 45

OK EPAS — EXPLORE, PLAN, ACT ............................................................................ 47

Labor Market Information ............................................................................................. 48Lesson Plans .............................................................................................................. 51

Nontraditional Female/Male Occupations .................................................................... 53Lesson Plans .............................................................................................................. 55

Can You Support Your Lifestyle? ................................................................................... 59Lesson Plans .............................................................................................................. 61

Career Games ............................................................................................................ 68-71

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

Career Poster and Poetry Contest ............................................................................ 73-74

Career Development Products ....................................................................................... 75


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AcknowledgmentsSpecial thanks to:

• Dr. Norman C. Gysbers for providing handouts from his presentation “Developing andManaging Your School Guidance Program,” Gysbers, N.C. and Henderson, P. (2000),Developing and Managing Your School Guidance Program (3rd Edition). Alexandria, VA:American Counseling Association.

• Dr. Cynthia N. Brown, senior coordinator for student preparation, Oklahoma State Regentsfor Higher Education for OK EPAS – EXPLORE, PLAN, ACT.

• Paige Pulscher, counselor, Monroe Middle School, Tulsa, for the visuals, forms, and letters.• U.S. Army Recruiting Command and the American School Counselor Association for the

Planning for Life: Application Guidebook.• Center on Education and Work, School of Education, University of Wisconsin, Madison.

To purchase the entire copy of the Career Development Program Action Plan, please contactCenter on Education and Work, UW Madison, 1025 West Johnson Street, 964 EducationalSciences Bldg., Madison, WI 53706-1796, 800-446-0399, [email protected]

Oklahoma Department of Career and Technology Education, Curriculum and InstructionalMaterials Center (CIMC)• Career Development Activity Book

Elementary — CS1100Middle School — CS1101High School — CS1102

• Teaching and Learning Strategies for ALL Students – CS 1206

For more information about these resources, contact:

Customer Service DivisionOklahoma Department of CareerTech1500 West Seventh AvenueStillwater, OK 74074-43641-800-654-4502

Additional resources to support a developmental guidance program:

The School Counselor’s Guide: Developing a Comprehensive Guidance Program with OklahomaStandards. Contact Counseling Section of the State Department of Education, 1997,(405) 521-3549.

The School Counselor’s Guide for Developing a Comprehensive Guidance Program withOklahoma Standards and the National Career Development Guidelines.This free guidebook presents important reference information for guidance and counselingprofessionals in Oklahoma schools to strengthen the career guidance components in acomprehensive developmental guidance program. Contact Guidance Division, 1-405-743-6831or 1-800-522-5810, ext. 831.

Web site addresses were accurate, and all content on referenced Web sites wasappropriate during development and production of this product. However, because Websites sometimes change, the Guidance Division takes no responsibility for a site’scontent. The inclusion of a Web site does not constitute an endorsement of that site’sother pages, products, or owners. You are encouraged to verify all Web sites prior to use.



School Guidance Program Plan

This “School Guidance Program Plan” is designed to assist school counselors instrengthening their current program or in designing a new one. School counselors haveimportant roles and responsibilities in the school and community to assist studentswith their social, educational, and career development. The information in this bookletcan be used to assist schools in meeting the requirements of Standard VI, Guidanceand Counseling Services, in the Standards for Accreditation of Oklahoma Schools.

This section will provide a sample time line, list of program elements and components,and examples of tools to assist counselors in their written program.

ENHANCE• Redesign Your Program

EVALUATE ◆• Process Evaluation*• Product Evaluation*• Self-Evaluation of

Program*

IMPLEMENT ▲• Manage the “New”

Program• Ensure School Counselor

Competencies*

PLAN ★• Build a Foundation• Get Organized• Conceptualize the

Program• Conduct an

Assessment*

DESIGN ✚• Adapt the Program• Plan the Transition• Identify Student

Competencies(National CareerDevelopmentGuidelines)*

*Included in booklet.

Source: Dr. Norman C. Gysbers, “Developing and Managing Your School Guidance Program”



Sample Timetable: School Guidance ProgramInstallation Plan

Year 1: Planning — Building a Foundation for Change

• Study the history of guidance and counseling in the schools.• Understand the implications of the shift from position to program in the

conceptualization and organization of guidance.

Year 1: Planning — Getting Organized to Get There From Where You Are

• Decide that you want to change.• Understand the necessary conditions for effective change.• Expect resistance to change.• Appreciate the challenges involved.• Develop trust among counselors and administrators.• Establish the leadership for change.• Make a commitment to action.• Form and convene school-community advisory committee.• Form and convene steering committee.• Establish work groups.• Meet with the administration/Board of Education to gain support and secure

authorization to install a comprehensive guidance program.

Year 1: Planning — Conceptualizing the Comprehensive GuidanceProgram Model

• Establish a theoretical perspective for the program.• Describe the comprehensive guidance program elements.

Years 1 & 2: Planning — Conducting a Thorough Assessment of theCurrent Program

• Identify current resource availability and use, including use of counselor timeand talent.

• Identify current guidance and counseling activities and outcomes.• Gather student and community status information.• Identify who is served by the current program.• Gather perceptions about the program.• Present a report describing the current program.




Years 2 & 3: Designing — Adapting the Guidance Program Model

• Define the basic structure of your program.• Identify and list student competencies by content areas and school levels or grade

groupings.• Reaffirm policy support.• Establish priorities for program delivery.• Establish parameters for resource allocation.• Write down and distribute the description of the desired program.

Years 2 & 3: Designing — Planning the Transition

• Specify changes needed to implement a comprehensive guidance program.• Develop a plan for accomplishing program improvement.• Begin building-level program improvement efforts.• Expand the leadership base.

Years 3, 4, and Thereafter: Implementing – Managing the NewProgram

• Improve program activities• Enhance the role of the professional school counselor.• Develop the building program plan.• Monitor program implementation.

Years 3, 4, and Thereafter: Implementing – Ensuring SchoolCounselor Competency

• Identify staff development resources.• Bring new counselors into the program and to the proper roles.• Implement a performance improvement system.• Encourage professional development.• Address incompetence.• Clarify role of building guidance program/staff leaders.




Years 4, 5, 6, 7, 8: Evaluating — Evaluating the Program,Its Personnel, and Its Results

• Evaluate school counselor performance.• Conduct program evaluation.• Conduct results evaluation.• Carry out the logistics of results evaluation.

Years 9 & 10: Enhancing — Redesigning Your Comprehensive GuidanceProgram

• Commit to the redesign process.• Replan your program.• Make new design decisions based on evaluation data and new information.• Implement the new design.




Comprehensive GuidanceProgram Elements

Content Organizational Framework Resources

• Competencies

StudentCompetencies

Groupedby

Domainsand

Specified byGrade Levels

• Structural Components

Definition

Rationale

Assumptions

• Program Components and Sample Processes

Guidance CurriculumClassroom ActivitiesSchool-Wide Activities

Individual PlanningAppraisalAdvisementPlacementFollow-Up

Responsive ServicesConsultationPersonal CounselingCrisis CounselingReferral

System SupportProfessional DevelopmentStaff/Community Public

RelationsConsultation with TeachersCommittee/Advisory

CouncilCommunity OutreachProgram Management and

OperationsResearch and Development

• Resources

Human

Financial

Political

Suggested Distribution of Total Counselor Time

Guidance Curriculum 35–45 25–35 15–25Individual Planning 5–10 15–25 25–35Responsive Services 30–40 30–40 25–35System Support 10–15 10–15 15–20

100 100 100

Percentage RateElementary Middle/Junior High

School High School School

Gain approval of the District’s K-12 Comprehensive Guidance Program from administration and local school board.




Program Components and Sample Processes

Guidance CurriculumThe guidance curriculum consists of structured developmental experiences presentedsystematically through classroom and group activities in Grades K-12. The purpose ofthe guidance curriculum is to provide all students at all levels with knowledge of nor-mal growth and development, to promote their positive mental health, and to assistthem in acquiring and using life skills. While the counselor’s responsibilities includethe organization and implementation of the guidance curriculum, the cooperation andsupport of the entire faculty and staff are necessary for its successful implementation.The guidance curriculum is delivered through classroom and group activities.

Individual PlanningIndividual planning consists of activities that help all students plan, monitor, andmanage their own learning as well as their personal and career development. Indi-vidual planning is implemented through such strategies as:

Individual Appraisal: Counselors work with students analyzing and evaluating thestudents’ abilities, interests, skills, and achievement. Test information and other dataare the bases for assisting students in developing immediate and long-range plans.

Individual Advisement: Counselors work with students using personal-social, edu-cational, career and labor market information in planning personal, educational, andoccupational goals. Counselors work with students on developing a four-to six-yearplan of study. The combined involvement of students, parents, and school personnel isessential in planning programs that meet student needs.

Responsive ServicesResponsive services are activities to meet the immediate needs and concerns of stu-dents whether these needs or concerns require counseling, consultation, referral, orinformation. Responsive services are delivered through such strategies as:

Consultation: Counselors consult with parents, teachers, other educators, and com-munity agencies regarding strategies to help students.

Personal Counseling: Counseling is provided on a small-group or individual basisfor students expressing difficulties in dealing with relationships, personal concerns, ornormal developmental tasks. Personal counseling assists students in identifying prob-lems, causes, and possible consequences so that appropriate action is taken.




Crisis Counseling: Counseling and support are provided to students, and their fami-lies, who are facing emergency situations. Such counseling is normally short-term andtemporary in nature. When necessary, appropriate referral sources are used.

Referral: Counselors use referral sources to deal with crises such as suicide, violence,abuse, and terminal illness.

System SupportSystem support includes management activities that establish, maintain, and enhancethe total guidance program. This component is implemented and carried out throughactivities in the following areas:

Professional Development: Counselors need to be involved regularly in updatingtheir professional knowledge and skills.

Staff and Community Relations: This involves orienting staff and the communityto the comprehensive guidance program through such means as newsletters, localmedia, and school-community presentations.

Consultation with Teachers: Counselors need to consult with teachers and otherstaff members regularly in order to provide information, to support staff, and to receivefeedback on emerging needs of students.

Advisory Councils: Serving on departmental curriculum committees, communitycommittees, or advisory boards are examples of ways to gain support for the guidanceprogram and, at the same time, support other programs in the school and community.

Community Outreach: Included are activities designed to help counselors becomeknowledgeable about community resources and referral agencies, field trip sites, em-ployment opportunities, and local labor market information. This may involve counse-lors visiting local businesses, industries, and social service agencies on a periodic basis.

Program Management and Operations: This includes the planning and manage-ment tasks needed to support activities conducted in a comprehensive guidance pro-gram. It also includes responsibilities that need to be handled by members of the schoolstaff.

Research and Development: Guidance program evaluation, data analysis, follow-upstudies, and the continued development and updating of guidance learning activitiesand resources are some examples of the research and development work performed bycounselors.





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PLAN ★ Example of an Assessment

Staff and Community Needs AssessmentLocal School District Career Development

We are asking your help to improve the career development program in your schooldistrict. Please show how important each need is for the following three groups of stu-dents. Read each need carefully and circle the number of your response.

1 = Strongly Disagree 3 = Agree2 = Disagree 4 = Strongly Agree

Elementary Students Need:

a. To understand the importance of a good self-concept ............................. 1 2 3 4b. To have skills to get along with others ..................................................... 1 2 3 4c. To have an awareness of their own growth and change.......................... 1 2 3 4d. To understand why educational achievement is important .................... 1 2 3 4e. To understand the relationship between school and a job ...................... 1 2 3 4f. To understand the use of job information ................................................ 1 2 3 4g. To know the importance of being responsible and having good

work habits ................................................................................................ 1 2 3 4h. To understand how work contributes to society ...................................... 1 2 3 4i. To understand how to make decisions...................................................... 1 2 3 4j. To recognize how work, family, and community are related ................... 1 2 3 4k To be aware of the changing male and female roles in occupations ....... 1 2 3 4l. To understand the importance of career planning .................................. 1 2 3 4

Middle School/Junior High Students Need:

a. To recognize how one’s self concept influences decisions ........................ 1 2 3 4b. To understand the importance of working well with others ................... 1 2 3 4c. To have knowledge of personal changes and growth ............................... 1 2 3 4d. To have knowledge of the benefits of educational achievement to

career opportunities .................................................................................. 1 2 3 4e. To understand the relationship between a career and educational

achievement ............................................................................................... 1 2 3 4f. To have skills to locate, understand, and use career information .......... 1 2 3 4g. To have knowledge of the necessary skills to find and obtain a job ....... 1 2 3 4h. To understand how work relates to the economy and needs of the

society ......................................................................................................... 1 2 3 4i. To have skills to make decisions ............................................................... 1 2 3 4j. To understand how work, family, and community are related ............... 1 2 3 4

k. To have knowledge of different occupations and changingmale/female roles ....................................................................................... 1 2 3 4

l. To understand the process of career planning ......................................... 1 2 3 4(continued on next page)



High School Students Need:

a. To understand the influence of a positive self-concept ............................ 1 2 3 4b. To have skills to interact positively with others ...................................... 1 2 3 4c. To understand the impact of personal growth and development ........... 1 2 3 4d. To understand the relationship between educational achievement

and career planning .................................................................................. 1 2 3 4e. To understand the need for positive attitudes toward work and

learning ...................................................................................................... 1 2 3 4f. To have skills in locating, evaluating, and interpreting career

information ................................................................................................ 1 2 3 4g. To have the necessary skills to select, enter, and progress through

the world of work ....................................................................................... 1 2 3 4h. To understand how the needs of society influence the nature and

structure of the job market ....................................................................... 1 2 3 4i. To have skills in making informed decisions ........................................... 1 2 3 4j. To understand the interrelationships of life roles ................................... 1 2 3 4

k. To understand the continuous changes in male and female roleswithin the workplace ................................................................................. 1 2 3 4

l. To make sound decisions when planning a career................................... 1 2 3 4

Background Information

a. If you were a student today, could a career development program make a difference inyour career choice? (Circle number of your response.)

1. Yes 2. No

b. I would rate my knowledge of the Career Development process as: (Circle number.)

1. Very Knowledgeable2. Somewhat Knowledgeable3. Not Knowledgeable At All

c. Which of the following describes you? (Circle the numbers of all that apply.)

1. Elementary Teacher2. Middle School/Junior High Teacher3. High School Teacher4. School Administrator5. Counselor6. Parent7. Other (Please Specify) ____________________________________

d. What is your gender: (Circle number.)

1. Female 2. Male

Thank you for your help with this important project.(Refers to the National Career Development Guidelines.)



DESIGN ✚ Example of Student Competencies

Elementary Level

SELF-KNOWLEDGE

Competency I: Knowledge of the Importance of a Positive Self-ConceptIndicators: Describe positive characteristics about self as seen by self and others.

Identify how behaviors affect school and family situations.Describe how behavior influences the feelings and actions of others.Demonstrate a positive attitude about self.Identify personal interests, abilities, strengths, and weaknesses.Describe ways to meet personal needs through work.

Competency II: Skills to Interact Positively With OthersIndicators: Identify how people are unique.

Demonstrate effective skills for interacting with others.Demonstrate effective skills in resolving conflicts with peers and adults.Demonstrate positive group membership skills.Identify sources and effects of peer pressure.Demonstrate appropriate behaviors when peer pressures are contrary

to one’s beliefs.Demonstrate awareness of different cultures, lifestyles, attitudes, and

abilities.

National Career Development Guidelines

The National Career Development Guidelines (NCDG) represent a major nationwideeffort to foster career development at all levels. They are a competency-based approachto career development designed to help plan quality career guidance and counseling.

The Guidelines address four developmental levels — Elementary School, MiddleSchool/Junior High School, Senior High School, and Adult. They focus on three careerdevelopment areas — self-knowledge, educational and occupational exploration, andcareer planning. The NCDG contain competency areas that represent knowledge,skills, and abilities individuals should master in order to deal effectively with their owncareer development. The NCDG also identify specific indicators that describe behaviorsneeded to demonstrate mastery of career development competencies.

The National Career Development Guidelines were developed to assist the process ofcreating a national awareness that certain competencies are required of students to beprepared for the world of work in the 21st century. The National Guidelines are in-tended to strengthen existing guidance programs, not to replace them. The source ofthese NCDG is the National Occupational Informational Coordinating Committee(NOICC).



Competency III: Awareness of the Importance of Growth and ChangeIndicators: Identify personal feelings.

Identify ways to express feelings.Describe causes of stress.Identify and select appropriate behaviors to deal with specific

emotional situations.Demonstrate healthy ways of dealing with conflicts, stress, and

emotions in self and others.Demonstrate knowledge of good health habits.

EDUCATIONAL AND OCCUPATIONAL EXPLORATION

Competency IV: Awareness of the Benefits of Educational AchievementIndicators: Describe how academic skills can be used in the home, workplace, and

community.Identify personal strengths and weaknesses in subject areas.Identify academic skills needed in several occupational groups.Describe relationships among ability, effort, and achievement.Implement a plan of action for improving academic skills.Describe school tasks that are similar to skills essential for job success.Describe how the amount of education needed for different occupational

levels varies.

Competency V: Awareness of the Relationship Between Work and LearningIndicators: Identify different types of work, both paid and unpaid.

Describe the importance of preparing for one’s career.Demonstrate effective study and information-seeking habits.Demonstrate an understanding of the importance of practice, effort,

and learning.Describe how current learning relates to work.Describe how one’s role as a student is like that of an adult worker.

Competency VI: Skills to Understand and Use Career InformationIndicators: Describe work of family members, school personnel, and community

workers.Identify occupations according to data, people, and things.Identify work activities of interest to the student.Describe the relationship of beliefs, attitudes, interests, and abilities to

occupations.Describe jobs that are present in the local community.Identify the working conditions of occupations (e.g., inside/outside,

hazardous).Describe ways in which self-employment differs from working for

others.Describe how parents, relatives, adult friends, and neighbors can

provide career information.



Competency VII: Awareness of the Importance of Personal Responsibility andGood Work Habits

Indicators: Describe the importance of personal qualities (e.g., dependability,promptness, getting along with others) to getting and keeping jobs.

Demonstrate positive ways of performing work activities.Describe the importance of cooperation among workers to accomplish

a task.Demonstrate the ability to work with people who are different from

oneself (e.g., race, age, gender, people with disabilities).

Competency VIII: Awareness of How Work Relates to the Needs and Functions ofSociety

Indicators: Describe how work can satisfy personal needs.Describe the products and services of local employers.Describe ways in which work can help overcome social and economic

problems.

CAREER PLANNING

Competency IX: Understanding How to Make DecisionsIndicators: Describe how choices are made.

Describe what can be learned from making mistakes.Identify and assess problems that interfere with attaining goals.Identify strategies used in solving problems.Identify alternatives in decision-making situations.Describe how personal beliefs and attitudes affect decision-making.Describe how decisions affect self and others.

Competency X: Awareness of the Interrelationship of Life RolesIndicators: Describe the various roles an individual may have (e.g., friend, student,

worker, family member).Describe work-related activities in the home, community, and school.Describe how family members depend on one another, work together,

and share responsibilities.Describe how work roles complement family roles.

Competency XI: Awareness of Different Occupations and Changing Male/FemaleRoles

Indicators: Describe how work is important to all people.Describe the changing life roles of men and women in work and family.Describe how contributions of individuals both inside and outside the

home are important.

Competency XII: Awareness of the Career Planning ProcessIndicators: Describe the importance of planning.

Describe skills needed in a variety of occupational groups.Develop an individual career plan for the elementary school level.



MIDDLE/JUNIOR HIGH SCHOOL LEVEL

SELF-KNOWLEDGE

Competency I: Knowledge of the Influence of a Positive Self-ConceptIndicators: Describe personal likes and dislikes.

Describe individual skills required to fulfill different life roles.Describe how one’s behavior influences the feelings and actions of others.Identify environmental influences on attitudes, behaviors, and aptitudes.

Competency II: Skills to Interact Positively With OthersIndicators: Demonstrate respect for the feelings and beliefs of others.

Demonstrate an appreciation for the similarities and differences amongpeople.

Demonstrate tolerance and flexibility in interpersonal and groupsituations.

Demonstrate effective skills in responding to criticism.Demonstrate effective group membership skills.Demonstrate effective social skills.Demonstrate understanding of different cultures, lifestyles, attitudes, and

abilities.

Competency III: Knowledge of the Importance of Growth and ChangeIndicators: Identify feelings associated with significant experiences.

Identify internal and external sources of stress.Demonstrate ways of responding to others when under stress.Describe changes that occur in the physical, psychological, social, and

emotional development of an individual.Describe physiological and psychological factors as they relate to career

development.Describe the importance of career, family, and leisure activities to mental,

emotional, physical, and economic well-being.


Competency IV: Knowledge of the Benefits of Educational Achievement toCareer Opportunities

Indicators: Describe the importance of academic and occupational skills in the workworld.

Identify how the skills taught in school subjects, academic and contextual,are used in various occupations.

Describe individual strengths and weaknesses in school subjects.Describe a plan of action for increasing basic educational skills.Describe the skills needed to adjust to changing occupational

requirements.Describe how continued learning enhances the ability to achieve goals.Describe how skills relate to the selection of high school courses of study.Describe how aptitudes and abilities relate to broad occupational groups.



Competency V: Understanding the Relationship Between Work and LearningIndicators: Demonstrate effective learning habits and skills.

Demonstrate an understanding of the importance of personal skills andattitudes to job success.

Describe the relationship of personal attitudes, beliefs, abilities, and skillsto occupations.

Competency VI: Skills to Locate, Understand, and Use Career InformationIndicators: Identify various ways that occupations can be classified.

Identify a number of occupational groups for exploration.Demonstrate skills in using school, community, and technological

resources to learn about occupational groups.Identify sources to obtain information about occupational groups, including

self-employment.Identify skills that are transferable from one occupation to another.Identify sources of employment in the community.

Competency VII: Knowledge of Skills Necessary to Seek and Obtain JobsIndicators: Demonstrate personal qualities (e.g., dependability, punctuality, getting

along with others) that are needed to get and keep jobs.Describe terms and concepts used in describing employment opportunities

and conditions.Demonstrate skills to complete a job application.Demonstrate skills and attitudes essential for a job interview.

Competency VIII: Understanding How Work Relates to the Needs and Functions ofthe Economy and Society

Indicators: Describe the importance of work to society.Describe the relationship between work and economic and societal needs.Describe the economic contributions workers make to society.Describe the effects that societal, economic, and technological change have

on occupations.

CAREER PLANNING

Competency IX: Skills to Make DecisionsIndicators: Describe personal beliefs and attitudes.

Describe how career development is a continuous process with a series ofchoices.

Identify possible outcomes of decisions.Describe school courses related to personal, educational, and occupational

interests.Describe how the expectations of others affect career planning.Identify ways in which decisions about education and work relate to other

major life decisions.Identify advantages and disadvantages of various secondary and

postsecondary programs for the attainment of career goals.Identify the requirements for secondary and postsecondary programs.



Competency X: Knowledge of the Interrelationship of Life RolesIndicators: Identify how different work and family patterns require varying kinds and

amounts of energy, participation, motivation, and talent.Identify how work roles at home satisfy needs of the family.Identify personal goals that may be satisfied through a combination of

work, community, social, and family roles.Identify personal leisure choices in relation to lifestyle and the attainment

of future goals.Describe advantages and disadvantages of various life role options.Describe the interrelationship among family, work, and leisure decisions.

Competency XI: Knowledge of Different Occupations and Changing Male/FemaleRoles

Indicators: Describe advantages and problems of entering nontraditional occupations.Describe the advantages of taking courses related to personal interest,

even if they are most often taken by members of the opposite gender.Describe stereotypes, biases, and discriminatory behaviors that may

limit opportunities for women and men in certain occupations.

Competency XII: Understanding the Process of Career PlanningIndicators: Demonstrate knowledge of exploratory processes and programs.

Identify school courses that meet tentative career goals.Demonstrate knowledge of academic and school-to-work transition

opportunities offered at the high school level.Describe skills needed in a variety of occupations, including

self-employment.Identify strategies for managing personal resources (e.g., talents, time,

money) to achieve tentative career goals.Develop an individual career plan, updating information from the

elementary-level plan and including tentative decisions to beimplemented in high school.

HIGH SCHOOL LEVEL

SELF-KNOWLEDGE

Competency I: Understanding the Influence of a Positive Self-ConceptIndicators: Identify and appreciate personal interests, abilities, and skills.

Demonstrate the ability to use peer feedback.Demonstrate an understanding of how individual characteristics relate to

achieving personal, social, educational, and career goals.Demonstrate an understanding of environmental influences on one’s

behaviors.Demonstrate an understanding of the relationship between personal

behavior and self-concept.



Competency II: Skills to Interact Positively With OthersIndicators: Demonstrate effective interpersonal skills.

Demonstrate interpersonal skills required for working with and for others.Describe appropriate employer and employee interactions in various

situations.Demonstrate how to express feelings, reactions, and ideas in an

appropriate manner.

Competency III: Understanding the Impact of Growth and DevelopmentIndicators: Describe how developmental changes affect physical and mental health.

Describe the effect of emotional and physical health on career decisions.Describe healthy ways of dealing with stress.Demonstrate behaviors that maintain physical and mental health.


Competency IV: Understanding the Relationship Between EducationalAchievement and Career Planning

Indicators: Demonstrate how to apply academic and occupational skills to achievepersonal goals.

Describe the relationship of academic and occupational skills to personalinterests.

Describe how skills developed in academic and occupational programsrelate to career goals.

Describe how education relates to the selection of college majors, furthertraining, and/or entry into the job market.

Demonstrate transferable skills that can apply to a variety of occupationsand changing occupational requirements.

Describe how learning skills are required in the workplace.

Competency V: Understanding the Need for Positive Attitudes Toward Work andLearning

Indicators: Identify the positive contributions workers make to society.Demonstrate knowledge of the social significance of various occupations.Demonstrate a positive attitude toward work.Demonstrate learning habits and skills that can be used in various

educational situations.Demonstrate positive work attitudes and behaviors.

Competency VI: Skills to Locate, Evaluate, and Interpret Career InformationIndicators: Describe the educational requirements of various occupations.

Demonstrate use of a range of career information resources (e.g.,handbooks, career materials, labor market information, andcomputerized career information delivery systems).

Demonstrate knowledge of various classification systems that categorizeoccupations and industries.

Describe the concept of career ladders.



Describe the advantages and disadvantages of self-employment as acareer option.

Identify individuals in selected occupations as possible informationresources, role models, or mentors.

Describe the influence of change in supply and demand for workers indifferent occupations.

Identify how employment trends relate to education and training.Describe the impact of factors such as population, climate, and geographic

location on occupational opportunities.

Competency VII: Skills to Prepare to Seek, Obtain, Maintain, and Change JobsIndicators: Demonstrate skills to locate, interpret, and use information about job

openings and opportunities.Demonstrate academic or occupational skills required for a full- or part-

time job.Demonstrate skills and behaviors necessary for a successful job interview.Demonstrate skills in preparing a resumé and completing job applications.Identify specific job openings.Demonstrate employability skills necessary to obtain and maintain jobs.Demonstrate skills to assess occupational opportunities (e.g., working

conditions, benefits, and change).Describe placement services available to make the transition from high

school to civilian employment, the armed services, or postsecondaryeducation/training.

Demonstrate an understanding that job opportunities often requirerelocation.

Demonstrate skills necessary to function as a consumer and managefinancial resources.

Competency VIII: Understanding How Societal Needs and Functions Influencethe Nature and Structure of Work

Indicators: Describe the effect of work on lifestyles.Describe how society’s needs and functions affect the supply of goods and

services.Describe how occupational and industrial trends relate to training and

employment.Demonstrate an understanding of the global economy and how it affects

each individual.

CAREER PLANNING

Competency IX: Skills to Make DecisionsIndicators: Demonstrate responsibility for making tentative educational and

occupational choices.Identify alternatives in given decision-making situations.Describe skills/aptitudes needed to qualify for desired postsecondary

education/training.



Identify appropriate choices during high school that will lead tomarketable skills for entry-level employment or advanced training.

Identify and complete required steps toward transition from high schoolto entry into postsecondary education/training programs or work.

Identify steps to apply for and secure financial assistance forpostsecondary education and training.

Competency X: Understanding the Interrelationship of Life RolesIndicators: Demonstrate knowledge of life stages.

Describe factors that determine lifestyles (e.g., socioeconomic status,culture, values, occupational choices, work habits)

Describe ways in which occupational choices may affect lifestyle.Describe the contribution of work to a balanced and productive life.Describe ways in which work, family, and leisure roles are interrelated.Describe different career patterns and their potential effect on family

patterns and lifestyle.Describe the importance of leisure activities.Demonstrate ways that occupational skills and knowledge can be

acquired through leisure.

Competency XI: Understanding the Continuous Changes in Male/Female RolesIndicators: Identify factors that have influenced the changing career patterns of

women and men.Identify evidence of gender stereotyping and bias in educational programs

and occupational settings.Demonstrate attitudes, behaviors, and skills that contribute to eliminating

gender bias and stereotyping.Identify courses appropriate to tentative occupational choices.Describe the advantages and problems of nontraditional occupations.

Competency XII: Skills in Career PlanningIndicators: Describe career plans that reflect the importance of lifelong learning.

Demonstrate knowledge of postsecondary occupational and academicprograms.

Demonstrate knowledge that changes may require retraining andupgrading of employees’ skills.

Describe school and community resources to explore educational andoccupational choices.

Describe the costs and benefits of self-employment.Demonstrate occupational skills developed through volunteer experiences,

part-time employment, or school-to-work transition programs.Demonstrate skills necessary to compare education and job opportunities.Develop an individual career plan, updating information from earlier plans

and including tentative decisions to be implemented after high school.



IMPLEMENT ▲ Example of Educator Staff Development Competencies

Staff Development NeedsDirections: Circle the number to show very important to not important as it relatesto the statement.

Staff Development Activities Very Slightly NotImportant Important Important Important

Formal, graduate-level coursework in careerdevelopment, counseling, testing and assessment,and career information. ............................................................. 4 .............. 3 .............. 2 .............. 1

Workshops and conferences, including activitiessponsored by professional associations or qualifiedproviders. .................................................................................. 4 .............. 3 .............. 2 .............. 1

Site visits to other programs to allow careerdevelopment staff to observe successful programs andcareer development activities, and question othersabout how to use the activities most effectively. ...................... 4 .............. 3 .............. 2 .............. 1

Independent study — Recommendations forindependent learning materials and experiences can beobtained from the state agency or counselor educators. .......... 4 .............. 3 .............. 2 .............. 1

Inservice Education:Introduction to Career Development .................................. 4 .............. 3 .............. 2 .............. 1

Career Development Infusion ............................................. 4 .............. 3 .............. 2 .............. 1

Learning Styles .................................................................... 4 .............. 3 .............. 2 .............. 1

Cooperative Learning .......................................................... 4 .............. 3 .............. 2 .............. 1

Career Resource Centers ..................................................... 4 .............. 3 .............. 2 .............. 1

Parental Involvement .......................................................... 4 .............. 3 .............. 2 .............. 1

Implementation of Plans of Study ...................................... 4 .............. 3 .............. 2 .............. 1

Business/Industry Connection ............................................ 4 .............. 3 .............. 2 .............. 1

Career Mentoring Training ................................................. 4 .............. 3 .............. 2 .............. 1

Dropout Prevention ............................................................. 4 .............. 3 .............. 2 .............. 1

Teachers as Advisors ............................................................ 4 .............. 3 .............. 2 .............. 1

Peer Relationships ............................................................... 4 .............. 3 .............. 2 .............. 1

Study Skills .......................................................................... 4 .............. 3 .............. 2 .............. 1

_____________________________________________ 4 .............. 3 .............. 2 .............. 1

_____________________________________________ 4 .............. 3 .............. 2 .............. 1

_____________________________________________ 4 .............. 3 .............. 2 .............. 1

_____________________________________________ 4 .............. 3 .............. 2 .............. 1

_____________________________________________ 4 .............. 3 .............. 2 .............. 1



EVALUATION ◆ Example of Process and Product Evaluation

Identifying the Process Evaluation Procedures

The program process will be evaluated for its successful impact by teachers, adminis-trators, staff, and advisory team members. Begin by determining what aspects of yourcareer development program you want to evaluate and decide how you will obtain thedata required. The following list of specific process evaluation questions can serve as aguide.

Process Evaluation Questions

1. Missiona. Is the mission still appropriate or will it be revised?

2. Career Development Standardsa. Does the program address all of the competencies and indicators?b. Does the program deliver these as specified in the sequence of delivery?

3. Program Processesa. Were the activities for each indicator conducted?b. Were they provided to all intended participants?c. Were they delivered as scheduled?d. Were there problems in delivery of specific activities?e. Are there suggested improvements for specific activities?

4. Program Structure

Leadershipa. Did the program leaders carry out their responsibilities?b. Did they have adequate time to coordinate the program?c. What problems did they have in coordinating the program?

Staffinga. Did program staff members carry out their responsibilities?b. Did they have adequate time to complete these responsibilities?c. What problems did staff encounter in delivering the program?

Facilitiesa. Is adequate and appropriate physical space provided for the program? If not,

what improvement is needed?b. Is adequate equipment provided for the program? If not, what additional

materials are needed?c. Are necessary materials provided for the program? If not, what additional

materials are needed?d. Are necessary supplies provided for the program? If not, what additional

supplies are needed?



Budgeta. Were adequate financial resources provided for the program? What additional

financial resources are needed?

Managementa. Were the tasks specified on the management plan completed as scheduled?b. Is the program coordinated with other programs? Are there any coordination

problems? How might coordination be improved?c. Were measures developed for each of the standards? Were they administered

on schedule?d. Was a summary report of individual and group attainment of competencies

and indicators developed?e. What public relations activities were conducted? What additional activities

might be conducted?f. Were staff development needs assessed? Were individual and group staff

development plans developed? Did staff receive adequate orientation on therevised program? Did they receive other staff development experiences?What additional staff development needs have been identified?

g. Has a plan been developed to support coordination with other entities thatprovide career development?

Identifying Product Evaluation Procedures

Career development competencies cover a variety of knowledge, skills, and abilitiesacross cognitive and affective areas. The emphasis is not only on knowledge but also onthe application of knowledge in career planning. Described below are several methodsfor measuring career development standards.

• Locally developed career assessment• Follow-up studies• Interviews• Diaries and journals• Checklists• Observations• Role playing situations• Career portfolio

Source: National Development Guidelines, Trainer’s Manual, Career Development TrainingInstitute



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EVALUATION ◆ Example of Self-Evaluation

Self-Evaluation of a Comprehensive Guidance Program

The self-evaluation of a comprehensive guidance program enables a school to deter-mine the direction for the development of new programs. Schools may also use the self-evaluation to assess their current programs and make improvements or refinements.

The purpose of the guidebook is to provide information and assistance in initiating acomprehensive guidance program. The guidebook describes the key elements of a guid-ance program and explains how to document the process for the application.

These award programs seek to promote, identify, and recognize schools that have devel-oped effective career guidance programs for students. The benefits of participatinginclude evaluating your guidance program, achieving recognition at the state level withcertificates and plaques, publicizing your program in the state newsletter and localpaper, state counseling meeting, and gaining school/community support for your ef-forts. The state honoree’s application is sent to compete for a national award.

When the self-evaluation indicates the guidance program has satisfactorily met theguidelines, it is time to submit an application for recognition as an exemplary guidanceprogram with one or more of the following organizations:

Contact Organization forAward/Eligible Application and Guidebook

Planning for Life – Sixth Grade through Adult ASCA and OSCAThe purpose of Planning for Life is to promote an American and Oklahoma Schooleffective career planning process for youth and Counselor Associationadults in various settings. It is designed to www.schoolcounselor.orgrecognize exemplary Grade 6–Adult programs.

ABC’s Awards — Grades K-8 Guidance Division of theThe ABC’s Award recognition program is Oklahoma Department ofintended to promote effective career awareness Career and Technologyand exploration programs leading to a career Education and the Nationalplanning process for youth and adults. It is Consortium for State Guidancedesigned to recognize exemplary K-8 programs. LeadershipThe new award is a companion to the “Planning Contact: Janet Hawkins,for Life” national recognition program. Career Information Specialist

[email protected]



Career Planning Self-Evaluation Processand Application Review Criteria

The program’s six criteria and associated indicators are explained below. The pointscale is the same as the one used by your state and national reviewers to rate yourapplication. Based on their review of your documentation and other information pro-vided, they will assign the appropriate number of points for each indicator. A rating of(0) is the lowest point value, meaning there is no evidence provided or the criteria wasnot addressed. This is also intended for use in reviewing and rating individual/localapplications and/or as a self-review instrument.

Vision — An understanding of how the philosophy of a career planning program connects to the school’s mission.

Points forCriteria Each Indicator

• The audience is defined to determine the key groups to be involved and to whom the 0 1 2 3purpose should be communicated.

• It is determined how information will be disseminated and in what form it will be. 0 1 2 3

• It is decided who will be responsible for organizing and following through on 0 1 2 3communicating the purpose of career planning for the various groups.

• The clarity of purpose is documented through policy statements, printed materials, 0 1 2 3announcement, or minutes.

Total Points: ___________________

Reprinted with permission by the U.S. Army Recruiting Command and the American SchoolCounselor Association.

Program Management — The degree to which the program ensures coordination,articulation, and transition from grade to grade and from level to level.

• Planning sessions are held in which the vision of the program is developed and the 0 1 2 3commitment is established.

• Staff development opportunities are planned, and efforts are organized that will lead to 0 1 2 3career planning for all students.

• Public relations initiatives are coordinated to ensure that accurate information is 0 1 2 3communicated to the public.

• Individuals and groups are identified and brought together for periodic discussions about 0 1 2 3the career planning and implementation process.

Total Points: __________________




Comprehensiveness — The degree to which the program addresses all participantsand ensures that all career and education opportunities are available to all students.

• All students participate in a structured career planning process based on a 0 1 2 3comprehensive set of outcomes or competencies.

• Career planning activities are conducted at all levels. 0 1 2 3

• Education and training are explored without limitations imposed because of gender, 0 1 2 3race, or physical condition.

• A variety of assessment tools are used, and new assessments are conducted as needed. 0 1 2 3

• Individual abilities, aptitudes, achievements, and interests form the base of goal setting 0 1 2 3and career planning.

• Extracurricular activities support and assist the career planning process. 0 1 2 3

• Career planning is ongoing, and students are encouraged to use their plans frequently 0 1 2 3and systematically.

• In school-based career planning, parents, teachers, community members, and employers 0 1 2 3are provided adequate support information to carry out their respective roles.

• A written, documented plan is developed by and for each participant. 0 1 2 3

Total Points: __________________


Collaboration — The degree to which schools, families, business, labor, industry, andcommunity share program ownership.

• Partnerships exist between school, home, business, and community, and evidence 0 1 2 3supports team collaboration.

• Parental involvement with their children’s career planning is evident. 0 1 2 3

• Employers, administrators, counselors, teachers, and students work as a team to 0 1 2 3define the goals of the program.

Total Points: __________________






Program Evaluation — The degree to which the program provides evidence ofstudent and/or program success.

• An assessment of individual needs is conducted to assist in identifying student 0 1 2 3competencies.

• Students are systematically assisted in their development of knowledge, understanding, 0 1 2 3and skills.

• Developmentally appropriate student competencies are specified for each grade level. 0 1 2 3

• The career planning activities are based on priority need areas. 0 1 2 3

• The career planning program is delivered through individual, small group, and large group 0 1 2 3activities.

• Teachers incorporate appropriate competency-based learning activities into their 0 1 2 3classroom curriculum and instruction.

• Student growth in career planning is systemically assessed by annually evaluating the 0 1 2 3student competencies.

Total Points: __________________


Commitment — Ongoing investment of resources in the program by school, family,business, labor, industry, and community.

• Indications of school board and administrative commitment through actions and positions 0 1 2 3they have taken such as requiring a written career plan, authorizing financial resources,or providing endorsements.

• School counselors and career guidance personnel demonstrate their leadership by 0 1 2 3establishing career planning as a priority for their time and commit to leading staffdevelopment activities related to career planning or other similar actions.

• Teachers and school staff commit by supporting the career planning process and 0 1 2 3encouraging students to participate.

• Business, labor, and industry leaders commit by working with school boards and 0 1 2 3administrators to ensure that all students have a career plan and are willing to serve asconsultants to the students or provide other work-based activities for the students.

• Parent/caregivers commit by expressing support for career planning to school boards 0 1 2 3and administrators and encourage local businesses to become involved.

• Students show commitment by becoming personally involved in creating their own 0 1 2 3career plans and encouraging other students to do the same.

Total Points: __________________




Suggestions and Tips for New Counselors

Use the visuals, forms, letters, and Internet sites to organize your program. Thesesimple tools will help beginning and seasoned counselors navigate through the year.

Group Rules(Visual Clues)

APPRECIATIONS

Paige Pulscher, Counselor, Monroe Middle School, Tulsa

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ther

sT

hings




Counseling Referral Form

Student Name __________________________ Teacher ______________________________

Address _____________________________________________ Phone __________________

Name of Parent or Guardian _____________________________________________________

Entered this School _____________________ from _________________________________(Date) (Former School)

Check behaviors observed:_____ physical limitation _____ overactive ______ daydreams_____ eating problems _____ aggressive ______ fights_____ sarcastic _____ withdrawn ______ tantrums_____ moody _____ alcohol use ______ sleep problems_____ steals _____ lies ______ drug use_____ abuse symptoms _____ bizarre behavior______________________ ______________________ _____________________

Friends ______ has few ______ has many ______ has none

Give a summary of grades: _______________________________________________________

_______________________________________________________________________________

Behavior problems: _____________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Relationship to other students: ___________________________________________________

_______________________________________________________________________________

Has child ever been placed in a special class? ___ LD ___ EMH ___ ED ___ none

_____ Repeated a grade? Which grade? _______________

Comments: _____________________________________________________________________

_______________________________________________________________________________

Date referred ___________________________________________________________________

Date received ___________________________________________________________________

Date of counseling ______________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________




Discipline With Dignity Intervention Form

Student ________________________________________________________________________

Date ___________________________________________________________________________

Grade __________________________________________________________________________

Teacher ________________________________________________________________________

Student Behavior:1. Tardy #2. Materials not on hand3. Uncooperative4. Negative response to verbal warnings5. Conflict with another student6. Inappropriate language used7. Inappropriate gestures made in class8. Other (please explain) ________________________________________________________

Action Steps That Have Been Taken:

Conference with the student: Date___________ Outcome of conference___________

_______________________________________________________________________________

_______________________________________________________________________________

Note sent home with the student: Date __________ Outcome of note _____________

_______________________________________________________________________________

_______________________________________________________________________________

Telephoned the parent: Date ___________ Outcome of phone call _______________

_______________________________________________________________________________

_______________________________________________________________________________

Student referred to the counselor: Date __________ Outcome of meeting ________

_______________________________________________________________________________

_______________________________________________________________________________

Conference with student, parent, teacher, and maybe counselor: Date: _________

Outcome _______________________________________________________________________

_______________________________________________________________________________

Discipline Referral: Date __________ Outcome ________________________________

_______________________________________________________________________________

_______________________________________________________________________________




Special Recognition for the Month

Teachers:

Please recognize a student from your team for the areas listed below. The students willbe recognized for their outstanding behavior in the areas listed during the forums thatwill be held for your team. I will get the certificate ready and hand them out if you willjust turn the name in to me a week before the forum.

Please turn this form in by_________________________ so that I will have time neededto get certificates printed and ready to go.

1. Math student of the team for the month2. Science student of the team for the month3. Geography student of the team for the month4. Language Arts student of the team for the month

Students who exhibited appropriate and helpful life skills will be recognized. Please listthe students who exhibited a life skill in a positive way, what life skill they exhibited,and what they did. You may have more than one of these, but do try to limit it toaround five.

1. _________________________________________________________________________

2. _________________________________________________________________________

3. _________________________________________________________________________

4. _________________________________________________________________________

5. _________________________________________________________________________

Students of the month will also be recognized for outstanding behavior, academic work,good citizenship, excellent exhibition of life skills, and whatever other expectationsyour team would like to add. Please list your students of the month also.

(Class Teacher) _________________________________________________________________

(Class Teacher) _________________________________________________________________

(Class Teacher) _________________________________________________________________

(Class Teacher) _________________________________________________________________




Dat

e __

____

____

____

____

__

Dea

r P

aren

t/G

uar

dian

of

____

____

____

____

____

____

____

Th

e te

ach

ers

at _

____

____

____

____

___

are

com

mit

ted

topr

ovid

ing

the

best

edu

cati

onal

lear

nin

g en

viro

nm

ent

poss

ible

for

eve

ry s

tude

nt.

Un

ders

tan

din

g th

at o

ur

stu

den

ts’ p

aren

ts o

r gu

ardi

ans

play

a k

ey r

ole

inpr

omot

ing

this

en

viro

nm

ent,

we

stro

ngl

y en

cou

rage

an

dsu

ppor

t pa

ren

tal i

nvo

lvem

ent

at o

ur

sch

ool.

Th

is le

tter

is w

ritt

en in

hop

es t

hat

you

can

hel

p u

sim

pres

s on

you

r ch

ild

the

impo

rtan

ce o

f h

is o

r h

erac

adem

ic a

chie

vem

ent.

You

r ch

ild

has

ear

ned

___

_ F

’ son

his

or

her

pro

gres

s re

port

for

th

e pa

st n

ine

wee

ks. I

am c

once

rned

th

at y

our

chil

d do

es n

ot u

nde

rsta

nd

that

he

or s

he

is in

dan

ger

of m

akin

g a

fail

ing

grad

e fo

r th

eco

urs

e.

Ple

ase

call

___

____

____

____

___t

o se

t u

p an

app

oin

tmen

tto

mee

t w

ith

you

r ch

ild’

s te

ach

ers.

I w

ould

be

glad

to

hel

p yo

u m

eet

wit

h h

is o

r h

er t

each

ers

in a

n e

ffor

t to

incr

ease

___

____

____

____

____

____

_ ac

adem

ic p

oten

tial

.

Res

pect

full

y,

Cou

nse

lor

Dat

e __

____

____

____

____

__

Dea

r P

aren

t/G

uar

dian

:

Du

rin

g th

e fi

rst

two

grad

ing

quar

ters

, a m

inim

um

of

fou

r re

port

s w

ere

sen

t h

ome

rega

rdin

g yo

ur

chil

d’s

acad

emic

pro

gres

s: p

rogr

ess

repo

rts,

par

ent

con

fere

nce

not

ices

, gra

de c

hec

ks, a

nd

repo

rt c

ards

. A r

evie

w o

f ou

rre

cord

s in

dica

te t

hat

___

____

____

____

____

____

____

____

_h

as f

aile

d th

e fo

llow

ing

subj

ects

:

––––

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––––

––––

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––––

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––––

––––

––––

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––––

––––

––––

––––

––––

––––

––––

––––

––––

––––

––––

––––

––––

––––

––––

––––

––––

––––

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––

A m

inim

um

of

five

cre

dits

mu

st b

e ea

rned

for

pla

ce-

men

t in

th

e ei

ghth

gra

de, a

nd

you

r ch

ild

has

ear

ned

____

____

.F

or t

he

seco

nd

sem

este

r, it

is p

ossi

ble

to e

arn

on

ly t

wo

and

one-

hal

f cr

edit

s.

A m

eeti

ng

has

bee

n s

ched

ule

d to

dis

cuss

th

e ac

adem

icpr

ogre

ss o

f yo

ur

chil

d. P

leas

e pl

an t

o at

ten

d th

is m

eet-

ing

sch

edu

led

for

____

____

____

____

____

____

____

____

_.(d

ay o

f w

eek,

dat

e, t

ime)

Sin

cere

ly,

____

____

____

____

____

____

____

____

____

____

____

__C

oun

selo

rP

rin

cipa

l





Dat

e __

____

____

____

____

__

Teac

her

s:

Th

e pa

ren

t/gu

ardi

an o

f __

____

____

____

____

____

__h

as c

alle

d an

d w

ould

like

to

mee

t w

ith

you

r te

am.

Th

e ap

poin

tmen

t is

set

for

___

____

____

____

____

__on

___

____

____

____

____

_ th

e __

____

____

____

____

_.T

he

team

sh

ould

foc

us

on d

iscu

ssin

g th

e fo

llow

ing

mat

ters

, wh

ich

are

of

con

cern

to

the

pare

nts

/gu

ardi

ans:

___

____

____

____

____

____

____

____

____

If y

ou h

ave

any

ques

tion

s, p

leas

e co

nta

ct m

e.I

appr

ecia

te y

our

hel

p w

ith

th

e pa

ren

tal m

eeti

ngs

and

the

posi

tive

su

ppor

t th

at y

ou b

rin

g.

Th

anks

,

Cou

nse

lor

Dat

e __

____

____

____

____

_

Dea

r __

____

____

____

____

____

____

___:

Th

e pa

ren

t of

___

____

____

____

____

____

____

____

_w

ould

like

for

you

to

con

tact

him

/her

at

the

foll

owin

g n

um

ber

____

____

____

____

____

____

____

_.

Th

e pa

ren

t/gu

ardi

an c

alle

d w

anti

ng

to k

now

how

____

____

____

____

____

____

____

was

doi

ng

in c

lass

.

Th

ank

you

for

you

r h

elp

in c

omm

un

icat

ing

wit

h t

he

pare

nts

of

our

stu

den

ts.

If y

ou h

ave

any

ques

tion

s, p

leas

e se

e m

e, a

nd

I w

ill

be g

lad

to a

nsw

er t

hem

.

Th

anks

,

Cou

nse

lor




Par

enta

l R

equ

est

for

Gra

des

To:

Teac

her

s of

___

____

____

____

____

____

____

____

____

_

To:

Par

ents

/Gu

ardi

ans

of _

____

____

____

____

____

____

__

Dat

e: _

____

____

____

____

____

____

_

Fro

m: _

____

____

____

____

____

____

___,

Cou

nse

lor

Th

e pa

ren

ts/g

uar

dian

s of

th

e st

ude

nt

list

ed a

bove

hav

ere

ques

ted

a gr

ade

chec

k on

th

eir

chil

d. P

leas

e co

mpl

ete

this

an

d tu

rn it

in t

o m

e by

___

____

____

____

____

____

_.

Soc

ial S

tudi

es: _

____

____

____

_

Sci

ence

: ___

____

____

____

____

_

Mat

h: _

____

____

____

____

____

_

Lan

guag

e A

rts:

___

____

____

__

Beh

avio

r in

cla

ss: _

____

____

____

____

____

____

____

____

Nu

mbe

r of

mis

sed

assi

gnm

ents

: ___

____

____

____

____

_

Mak

e-u

p w

ork

that

can

be

don

e: _

____

____

____

____

___

____

____

____

____

____

____

____

____

____

____

____

____

__

Ple

ase

incl

ude

an

y w

orks

hee

ts t

hat

are

nee

ded.

Sch

ool

Ser

vice

Ap

pli

cati

on20

01-2

002

Nam

e __

____

____

____

____

____

____

____

____

____

____

__

Gra

de _

____

____

____

____

____

____

____

____

____

____

___

ID N

um

ber

____

____

____

____

____

____

____

____

____

___

Wh

y w

ould

you

like

to

be a

sch

ool s

ervi

ce a

ssis

tan

t?

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

__

Att

itu

de:

Com

e to

sch

ool w

ith

a g

ood

atti

tude

.

Con

fid

enti

ali

ty:

As

a sc

hoo

l ser

vice

wor

ker,

it is

impo

rtan

t to

rem

embe

r th

at a

ny

info

rmat

ion

per

tain

ing

to a

not

her

stu

den

t or

tea

cher

mu

st b

e le

ft in

th

e of

fice

.

Gra

des

: Yo

u m

ust

mak

e al

l A’s

, B’s

, an

d C

’s. I

f yo

u f

all

belo

w t

his

leve

l, yo

u w

ill b

e pl

aced

bac

k in

you

r ex

plor

-at

ory

clas

s.

Dis

cip

lin

e: Y

ou m

ust

con

duct

you

rsel

f in

a p

rofe

s-si

onal

man

ner

an

d as

sist

wh

ere

you

are

nee

ded.

If

you

are

susp

ende

d fr

om s

choo

l, yo

u w

ill n

o lo

nge

r be

insc

hoo

l ser

vice

.

____

____

____

____

____

____

____

stu

den

t si

gnat

ure

____

____

____

____

____

____

____

pare

nt

sign

atu

re

____

____

____

____

____

____

____

teac

her

rec

omm

enda

tion

____

____

____

____

____

____

____

teac

her

rec

omm

enda

tion

____

____

____

____

____

____

____

cou

nse

lor

sign

atu

re



Stu

den

t C

onta

ct t

o C

oun

selo

r

Nam

e: _

____

____

____

____

____

____

____

____

____

__

Dat

e: _

____

____

____

____

____

____

____

____

____

___

Cou

nse

lor

I w

ould

like

to

see:

I n

eed

to s

ee t

he

cou

nse

lor

beca

use

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

Th

e co

un

selo

r w

ill s

end

you

an

app

oin

tmen

t ti

me

duri

ng

one

of y

our

clas

ses.

You

r te

ach

er w

ill g

ive

you

th

is t

ime.

It

wil

l be

you

r re

spon

sibi

lity

to

keep

that

app

oin

tmen

t.

Cou

nse

lor

Con

tact

to

Stu

den

t

Cou

nse

lor

Mee

tin

g

To:

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

____

____

___

Ple

ase

allo

w _

____

____

____

____

____

____

____

to

com

e to

th

e co

un

selo

r’s

offi

ce a

t __

____

____

____

___

on t

he

____

____

____

____

____

____

.

He/

Sh

e h

as r

equ

este

d to

see

th

e co

un

selo

r. I

appr

ecia

te y

ou f

or g

ivin

g th

is y

our

atte

nti

on. I

f th

eti

me

is n

ot c

onve

nie

nt,

ple

ase

not

ify

me

so t

hat

Ica

n c

han

ge t

he

tim

e.

I do

not

wan

t ou

r st

ude

nts

to

mis

s so

met

hin

g in

clas

s. T

hey

nee

d to

be

ther

e fo

r in

stru

ctio

nal

tim

e.T

her

e w

ill b

e n

o pr

oble

m in

res

ched

uli

ng

this

appo

intm

ent.

Th

anks

,

Cou

nse

lor



Internet Sites for Counselors and Teachers

NewsletterThe American Counseling Association (ACA) publishes a free electronic newsletterthat can be delivered to the counselor ’s mailbox every other Thursday. Sign up toreceive this newsletter by going to http://www.counseling.org/enews/subscribe

Projects and IdeasThe Champions of Active Learning program is an initiative designed toencourage and support innovative instructional programs that result in improvedachievement for students in the middle grades. Specifically, the goal of the programis to help schools find creative ways to actively engage students in their own learn-ing through hands-on activities and instruction. This program is funded by theJPMorgan Chase Foundation. To learn more about the specific programs developedby middle grade teachers throughout the country, contact this site:http://www.publiceducation.org/resources/chase3.htm

Library Power is a national program designed to improve teaching and learning byrevitalizing library and media programs in public elementary and middle schoolsacross the country. Using the school library media program as a catalyst for schoolimprovement, the Library Power program is demonstrating new ways of educatingyoung people and making an impact in schools nationwide. Contact this site:http://www.librarypower.org/

Career Related Siteshttp://www.quintcareers.com/career_resources.htmlAccess this extensive teacher career resources tool kit, which organizes the bestcareer resources available on the Web in categories for easy searching.

The Web site addresses were accurate, and all content was appropriate on the follow-ing Web sites during the development and production of this product. However, be-cause Web sites sometimes change, the Guidance Division assumes no responsibilityfor a site’s content. The inclusion of a Web site does not constitute an endorsement ofthat site’s other pages, products, or owners. You are encouraged to verify all Web sitesbefore using them.



Content Specific Web Siteshttp://www.nytimes.com/learning/The New York Times’ Learning Network provides short news articles and dailyquizzes as well as an extensive collection of lesson plans relating to news articlesand features. Some articles relate to careers.

http://www.eduplace.comEducation Place provides free K-8 resources for teachers, students, and parents.Its resources can be used to enhance student learning in reading, language arts,science, social studies, and math.

Online Lesson Planshttp://school.discovery.com/schrockguide/Kathy Schrock’s Guide for Educators is an online source of useful Web resourcesfor teachers, including lesson plans, links to other sites, and tips for evaluatingmaterials.

http://school.discovery.comDiscover School provides a broad array of online materials, including lesson plansand classroom activities, for both teachers and students.

http://www.kn.pacbell.com/edfirst/Pacific Bell’s Education First Web site offers links to sites containing lesson plansand Internet learning activities.

A Comprehensive Guidance Planwill allow a school district to:

Make all subject matter moremeaningful and relevant through theinfusion/integration of career concepts.



Navigating Streams of Paper

“I have so much paperwork that I’ve littletime to actually counsel,” is the lament ofmany school counselors. I’ve discoveredthree tools that provide organization andsanity in my busy, demanding guidanceposition. These three lifesavers are:

• A three-ring binder• Daily log• Work files

Three-Ring BinderThis is very helpful for organizing thesundry notes and sample forms that beginaccumulating from the first day on thejob. Initially, I started with a 11/2-inchbinder, but before the end of the year, Ihad expanded to a 3-inch binder.

The following arrangement has served mewell, but each situation will be different,so use what seems applicable to our givencircumstances. I’ve listed just a few ex-amples of documents you might placebehind designated dividers.

Inside front cover sleeve:Place blank, three-hole-punched logsheets.

Within binder, front to back:1. Log sheets in date order, with the

most current logs forward2. Clear sleeves containing

• school map• bell schedule• lunch schedule• faculty and staff roster• magazine clippings on stress

management (Hey, it’s your book —put anything legal you want in it!)

3. Labeled dividers• beginning of the year – orientation

dates, notes on class lists andteachers desiring to do homeboundduty or tutor

• computer data – notes to help younavigate your computer system

• end of the year – copies of end-of-year forms given to teachers tocomplete, your own to-do lists, andfailure notice information

• Exceptional Student Education(ESE) – ESE class hours calculatedlist, grade class lists of ESE studentsand ESE forms with other noteswritten directly on them

• ESE referrals – procedural outline,referral forms with notes recordedon them and notes pertinent toreferral process

• General – This section is for every-thing that doesn’t fit elsewhere.These may be separate divisions ifyou have enough information onany one area – homebound and homeschooling information; sample formsof child study team report andreferral for county mental health;attendance policy; dress code policy;phone, fax machine, and copieroperation.

• Individual Education Plan (IEP)and staffing meetings – examplesof parent letters, notes on requiredforms, who attends, what to do if aparent requests a student be removedfrom the program, what to do afterIEP/staffing, and notes on giftedprogram

• Limited English Proficient (LEP) –notes on meanings of terms like LY(student is being served in theprogram), LZ (student can cope in



regular classroom), trackingprocedures, and structure of LEPcommittee

• Registering – example of forms andlist of items needed to register(birth certificate, health record,proof of residence)

• Scheduling – copy of master courseschedule (I keep a separateworking schedule in my desk tray.),notes on changing and withdraw-ing students from classes, andretained student list

• Testing – guidelines for participa-tion in state and district assess-ments and alternative assessments

• 504/Academic Instruction Plan(AIP) – notes on who qualifies forplans and procedures for schedul-ing meetings to serve or dismiss astudent

Daily LogDuring your internship to become a guid-ance counselor, it is usually required thatyou complete a log of your time and ac-tivities for the necessary hours. AlthoughI had not observed any of my mentorskeeping track of their daily activities, itwas a useful device that this avid journal-ist has found beneficial on more than oneoccasion. The most important data torecord are names and dates.

Though I have never verbally referred tomy log as evidence, I have on many occa-sions been able to say, “On ‘such and such’a date, I saw ‘so and so’ or I mailed ‘suchand such.’”

Consider this tool a private journal ratherthan a public record. It is not meant aslegal evidence but as a personal crutch tomaneuver around the variety of tasks and

interruptions a counselor must handle. Adaily log gives me peace of mind, if noth-ing else. I refer to it time and again to seeif I have completed an activity; whichstudents were referred, when; what date Icounseled a particular child; and if, orwhen, a teacher memo was sent.

Here is a short version of my log sheet:

Counselor’s Log for: ___________________

Time Activity

Work FilesI have six hanging file folders at the frontof my desk file drawer, where they areeasily accessible. They are labeled for thefive workdays – Monday through Friday –and “Next Week.” Their purpose is toprovide an easy method of follow-up and aquick start for the day, as well as prevent-ing misplacement of important papers.Simply go to the appropriate day of theweek and complete the work within thatfolder. Mondays are the day to also lookat the “Next Week” folder then distributeits contents among the daily folders.

These three simple tools, followed faith-fully, can help beginning counselors navi-gate the new job territory. They will helpthe experienced counselor tame the grow-ing encroachment of the paper jungle andlessen the strain of accountability tostudents, parents, teachers, and adminis-trators.

Permission granted from the Association for Career and Technical Education, Techniques, October 2001.Cheryl Bennett-Abney is a middle school counselor in Clewiston, Florida.

January



Learning Styles

Every person has a learning style — it’sas individual as a signature. Knowingtheir students’ learning styles enablesteachers to recognize the patterns inwhich students concentrate best. Learn-ing styles are the result of many influ-ences — and we all have some prefer-ences. Certain learning stylecharacteristics are biological, whileothers are developed through experience.

A number of studies have found thatstudents’ achievements increase whenteaching methods match their learningstyles. Some of the findings of thesestudies are summarized below:

• The need for sound remains fairlyconsistent during the elementaryschool years, but increases as adoles-cence begins. As adolescence passes,the need for sound appears to returnto its previous normal level.

• The younger the children, the lesslight they need. About every fiveyears, most children require signifi-cantly more light than they previ-ously required.

• Boys tend to require more mobilitythan girls and find sitting for anylength of time difficult.

• Students in Grades 9-12 experience agreater need to learn and study alonethan at any other interval.

• The higher the grade level, the lessteacher-motivated students become.However, all students attained signifi-cantly higher achievement and atti-tude scores when learning with anauthority figure.

• Studies of dropouts, underachievers,at-risk, and career and technical edu-cation students indicate that, as agroup, they are not morning people. Infact, about 60 percent of students arenot morning-alert. Of these, the major-ity are most alert in the late morningand early afternoon. About 13 percentare “night owls” who are able to con-centrate on difficult material in theevening.

• Most teachers are early morning, high-energy people who often experiencelows after 1 p.m.

• Most students can master the samecontent; how they master it is deter-mined by their individual styles. Thecloser the match between the teacher ’steaching style and each student’slearning style, the higher the gradepoint average.

• When preference and environment arematched, student performance yieldssignificantly higher test scores.



Individual learning styles are typicallycategorized as:

• Visual/spatial — learn best throughseeing

• Auditory/verbal/linguistic — learnbest through hearing, talking, andpaying careful attention to words

• Tactile/kinesthetic — learn bestthrough doing

• Analytic — learn best by first orga-nizing discrete bits of information andthen moving from these specific ideasto more general ideas

• Global — learn best by starting withbroad topics that they relate to person-ally and then moving on to the details

Most students will have a preferredlearning style, but many will exhibitpreferences across several learning styles.

Those who suggest that students shouldlearn to adapt to their teacher ’s teachingstyle disregard the biological nature ofstyle. Identifying learning styles as abasis for providing responsive instructionhas never been more important than now,as educators meet the needs of a diversestudent population. No learning style isbetter or worse than another. Since eachstyle has similar intelligence ranges, astudent cannot be labeled or stigmatizedby having any type of style.

Some examples of student and teacherlearning style inventories are providedwithin the appendix. A detailed learning

style (Grades 5-12) that investigates fivespecific subtopics, work on learning in agroup or alone, and written or oral ex-pression is located in Building Blocks forCareer Awareness, CS1204.

Additional Information onLearning StylesThese Internet sites include a survey andlearning strategies.http://www.metamath.com/lsweb/

dvclearn.htm– Diablo Valley College, CA

http://www.mxctc.commnet.edu/clc/survey.htm

– Middlex Community College, CT

Source: Teaching and Learning Strate-gies for ALL Students, CS1206This guide is designed to provide educa-tors with research-based teaching meth-ods that can be individualized to creategreater learning opportunities for stu-dents with disabilities or who are at riskof dropping out of school.Contact: Consumer Service Division,Oklahoma Department of CareerTech,1-800-654-4502.



OK EPAS — EXPLORE, PLAN, ACT

ACT’s Educational Planning andAssessment System (EPAS)® wasdeveloped in response to the need for allstudents to be prepared for high schooland the transitions they make aftergraduation.

EXPLORE is designed to help eighthgraders explore a broad range of optionsfor their future. The EXPLORE programprepares students not only for their highschool coursework but also for their post-high school choices. It marks an impor-tant beginning for a student’s futureacademic and career success.

PLAN helps tenth graders build a solidfoundation for future academic and careersuccess. It is a comprehensive guidanceresource that helps students measuretheir current academic development,explore career/training options, and makeplans for the remaining years of highschool and post-graduation years.

Interpreting and UsingEXPLORE, PLAN, and ACTStudent Planninghttp://www.act.org/explore/ppt.htmlhttp://www.act.org/plan/ppt.htmlSchool counselors and educators may usethese presentation visuals to help stu-dents and their parents understand theirresults.✦ Career exploration and education

planning – 8th grade – EXPLORETailoring four-year plan for high

schoolWorld of Work Map for career

possibilities

✦ Career and educational planning –10th grade – PLAN

Review four-year plan based onPLAN results

World of Work Map for furthercareer exploration or planning

✦ Preparing for life – 11th and 12thgrades – ACT

Assessment – EXPLORE, PLAN, andACT✦ Includes English, Mathematics,

Reading, and Science Reasoning✦ Based on ACT’s Standards for

Transition

Instructional Support✦ Professional Development provided by

State Regents Student PreparationStaff

✦ “Connecting Test Results to ClassroomPractice” for each test curriculum area

✦ Curriculum Review Worksheets✦ Score Reports

Evaluation✦ Monitor student performance over

time✦ Assess the strengths and potential

weaknesses of school programs

Any school, public or private, may chooseto participate in EPAS at no charge if itagrees to administer both EXPLORE andPLAN and make them available to allstudents.

For more information, contact:Dr. Cynthia BrownOklahoma State Regents for Higher

[email protected]



Oklahoma Labor Market Information

How is labor market information(LMI) obtained?

Labor market information is compiledfrom reports and from sample-basedsurveys using media, paper forms, andtelephone interviews, both personaland automated.

The Economic Research and Analysis(ER&A) Division of the OklahomaEmployment Security Commission(OESC) and like units in state employ-ment security agencies nationwidegather data on employment and wagesin their state from employers coveredby unemployment compensation. Stateemployment security agencies and theU.S. Census Bureau also use surveys ofemployers and households to gathersample data about LMI componentssuch as employment, earnings andhours, occupations by industry andlabor force status.

Why is LMI needed?LMI provides a foundation for analyz-ing the economic health of Oklahomadown to the local level. Oklahoma dataare combined with data from the rest ofthe United States to build estimates ofnational employment and unemploy-ment and the gross domestic product.

LMI tracks ever-changing state andnational occupational employmentpatterns, identifying occupationalopportunities that are many and thatare few. It projects growth occupationsand occupations bound to decline.

When is LMI used?Employers turn to LMI when consider-ing expansion or relocation or whenrevising wage scales. Retailers use LMIwhen developing marketing plans.Educational planners use LMI whendeveloping curricula. Regional plan-ners use LMI when enticing new busi-nesses. Administrators of nonprofitorganizations use LMI when applyingfor grants. Real estate appraisers useLMI when determining property val-ues. Investors use LMI when evaluat-ing potential risks. Politicians use LMIwhen formulating campaign strategies.Private citizens use LMI when conduct-ing job searches. Career counselorsguiding students incorporate LMIwhen assessing their career choices.

What lesson plans are available for:• Oklahoma Labor Market Informa-

tion?Education and Salary —Is There a Connection? Part I andEducation and Salary Part II

• Nontraditional Female/Male Occupa-tions?

Our Pizza ShackTraditional and Nontraditional

RolesGender Bias

Note: Lesson plans are included in thissection.

Source: http://www.oesc.state.ok.us/lmi



Oklahoma Labor Market InformationFastest-Growing Occupations and Largest Increase in Employment

The table below lists the occupations growing the fastest and having the largest nu-merical increase in employment by education and training category based on the 1998-2008 estimates.

Occupations Having theEducation/Training Fastest-Growing Largest Numerical Category

Category Occupations Increase in Employment

Health Practitioners, NEC Physicians and SurgeonsChiropractors LawyersVeterinarians Health Practitioners, NECPhysicians and Surgeons VeterinariansClergy Chiropractors

First-Professional DegreeAt least three years of full-timeacademic study beyond abachelor’s degree.

Life Scientists, NEC Postsecondary Teachers, NECComputer Science Teachers, Post Business Teachers, PostsecondaryHealth Specialties Teachers, Post Education Teachers, PostsecondaryCommunications Teachers, Postsec. Life Sciences Teachers, Postsec.Life Sciences Teachers, Postsec. Life Sciences Teachers, Postsec.

Doctoral DegreeAt least three years of full-timeacademic study beyond abachelor’s degree.

Social Workers, Med/Psychiatric Social Workers, Med/PsychiatricPhysical Therapists Counselors, Vocational/EducationSpeech Pathologists/Audiologists Physical TherapistsOperations Research Analysts Speech Pathologists/AudiologistsUrban and Regional Planners Psychologists

Master’s DegreeOne or two years of full-timeacademic study beyond abachelor’s degree.

Engineer/Nat Sci/Comp/Info Sys Mgrs General Managers & Top ExecsMedical/Health Service Managers Managers & Administrators, NECManagement Analysts Medical/Health Service ManagersHuman Resources Managers Financial ManagersArtists and Commercial Artists Administrative Services Managers

Work Experience plusBachelor’s or Higher DegreeMost occupations in this categoryare managerial. All usuallyrequire experience in a relatednonmanagement position forwhich a bachelor’s or higherdegree is usually required.

Computer Engineers Teachers, Secondary SchoolSystems Analysts Systems AnalystsDatabase Administrators Computer ProgrammersPhysician Assistants Computer Scientists, NECComputer Programmers Teachers, Elementary School

Bachelor’s DegreeAt least four years of full-timeacademic study beyond highschool.

Computer Support Specialists Registered NursesDietetic Technicians Computer Support SpecialistsParalegals and Legal Assistants Health Professionals/Parapro., NECPhysical Therapy Assistants/Aides Paralegals and Legal AssistantsCardiology Technologists/Technicians Med. Records/Health Info. Techns.

Associate DegreeAt least two years of full-timeacademic study beyond highschool.



Occupations Having theEducation/Training Fastest-Growing Largest Numerical Category

Category Occupations Increase in Employment

Data Processing Equip. Repairs Licensed Practical/Voc. NursesCentral Office/PBX Installers/Rprs. Automotive Mechns./Service Techns.Surgical Technologists Hairdressers/Hairstylists/Cosmtgts.Emergency Med. Techns./Paramds. Emergency Med. Techns./Paramds.Travel Agents Data Processing Equipment Rprs.

Postsecondary Vocational-Technical TrainingPostsecondary occupationalprograms lead to a certificate orother award but not a degree.

Private Detectives/Investigators Marketing/Sales SupervisorsLawn Service Managers Office/Admin. Support Supvrs./Mgrs.Locomotive Engineers Service Supvrs.,/Mgrs. Super, NECInstructors, Adult (Non-VocEd) Food Service and Lodging ManagersNew Accounts Clerk, Banking First Line Supervs: Prod./Operating

Work Experience in aRelated OccupationThese occupations usually requireskills and training acquired in arelated occupation. They do notrequire a degree. Many aresupervisory.

Desktop Publishing Specialists Maintenance Repairers, Gen. Util.Telephone/Cable TV Instlrs./Rprs. Welders and CuttersMobile Home Repairers Cooks, RestaurantActors/Directors/Producers Telephone/Cable TV Instlrs./Rprs.Athletes/Coaches/Umpires/Rel. Machinists

Long-Term, On-the-JobTrainingRequires more than 12 months ofon-the-job training or combinedwork experience and formalclassroom instruction, such asapprenticeships and employer-sponsored training. Individualsundergoing training typically areconsidered employed in theoccupation.

Medical Assistants Machine Operators/Tenders, NECSocial/Human Service Assistants Telmktrs/Door Sales/Related Wrkrs.Telmktrs./Door Sales/Related Wkrs. Sales and Related Workers, NECCamera Oprs., TV/Motion Pic./Video Medical AssistantsSales Agents, Business Services Sales Rprs., Mfg., and Wholesale

Moderate-Term, On-the-JobTrainingOne to 12 months of combined on-the-job experience and informaltraining.

Home Health Aides Retail SalespersonsInvestigators, Clerical CashiersMeat/Poultry/Fish Cutters, Hand Office Clerks, GeneralHand Packers and Packagers Nursing Aides/Orderlies/Attends.Personal/Home Care Aides Home Health Aides

Short-Term, On-the-JobTrainingA short demonstration of jobduties or one month or less of on-the-job experience or instruction.

Oklahoma Labor Market InformationFastest-Growing Occupations and Largest Increase in Employment

Source: http://www.oesc.state.ok.us/lmi/proj/et2.htm



Education and Salary —Is There a Connection? Part I

ActivityThis activity will help the studentsdescribe the importance of academicand occupational skills in the world ofwork.

Related SubjectsMathInstructional TechnologyInformation LiteracyLanguage Arts

National Career DevelopmentGuidelines

Competency IVKnowledge of the benefits ofeducational achievement.

Suggested Oklahoma P.A.S.S. ConceptGrades 7-12Research and Comparison

Activities• Divide class into teams of four to

six students.• Ask each team to use the Okla-

homa Career Search software tofind the salary and employmentoutlook and the Oklahoma LaborMarket Information OccupationalList for the following areas:

– At least three jobs that requireno more schooling.

– At least three jobs for which youmust graduate from high school.

– At least five jobs for whichvocational-technical or two-yeartraining is required.

– At least two jobs for which acollege education is required.

– At least five jobs for which morethan a college degree is re-quired.

• Ask the teams to determine whatcomparisons can be made fromtheir findings. Is there a relation-ship between earnings and educa-tion or between the employmentoutlook and salary?

• Have the teams make a chart orgraph of their findings, includingwhat (or “how much”) each addi-tional year of schooling is worth insalary. (Students can use otherresources such as the OccupationalOutlook Handbook.)

EvaluationStudents will be evaluated on thecompleteness of their research, accu-racy, and clarity of the comparisonchart, accuracy and clarity of whateach year of education is worth, andteam participation.

Materials/SuppliesComputer, Oklahoma Career Searchsoftware, Occupational Outlook Hand-book, Oklahoma Labor Market Infor-mation, graph/chart paper or posterboard, calculators, pen/pencil, markers

Additional ResourcesOklahoma Career Search software isavailable from the OklahomaDepartment of Career and TechnologyEducation, 800-654-4502, or can beordered on-line atwww.okcareertech.org/cimc.

Resource: Career Development Activities,Middle/Junior High CS1101. Order bycalling 1-800-654-4502.



Education and Salary — Part IIActivity

The purpose of this activity is forstudents to research the cost involvedto further one’s education within afaster-growing occupation.

Related SubjectMath


Competency IXSkills to make decisions.

Suggested Oklahoma P.A.S.S. ConceptGrades 7-12Self-Evaluation, Research

Activities• Students will chose bachelor’s

degree, associate degree, and tech-nology center for further education.

• Students will find the cost of at-tending the college, university, ortechnology center of their choice forone year. This is assuming thestudent takes 15 hours each semes-ter to make a total of 30 hours.

• Research housing cost at the schooland make estimates where data isnot available.

• Discussion points:– Compare/contrast the costs of

various educational options.– Is the cost of education higher

or lower than expected?Degree/ Cost of Tuition Fees Housing DiningCertificate for One Year (Room) Hall

(30 hours)

Bachelor’sAssociateTechnology Center

EvaluationStudents will be evaluated on identify-ing and calculating educational costs,and discussing their results.

Materials/SuppliesComputer, Oklahoma Career Searchsoftware and/or Internet sites:Oklahoma Higher Educationhttp://okhighered.org Locate collegecosts under the heading: Colleges andUniversities. To reach the Internetsites, use the map of Oklahoma col-leges and universities. College cost canbe listed under Student Housing• Expected Cost • Bursar.Eastern Oklahoma State Collegeprovides an excellent breakout fortuition and fees.www.eosc.cc.ok.us/cost/cost.html

Resource: Adapted from Career DevelopmentActivities, Mid-High/High School CS1102.Order by calling 1-800-654-4502.


Help each student come to a betterunderstanding of their own needs,interests, and abilities.



Nontraditional Female OccupationsBelow is a list of the 25 nontraditional female occupations with the most annual aver-age job openings based on the 1998-2008 estimates. Nontraditional female occupationsare those for which 25 percent or less of the total employed population is female.

Percent ofOccupation Title Average Annual Women in

Openings Occupation(1998-2008) (1990)

Chief executives and general administrators,public administration 1,540 23.59

Truck drivers 1,210 6.17Auctioneers 560 9.84Freight, stock, and material handlers, n.e.c. 520 10.95Guards and police, except public service 500 13.66Sales representatives, mining, manufacturing, and

wholesale 480 17.66Groundskeepers and gardeners, except farm 460 7.06Welders and cutters 390 2.87Sales workers, hardware and building supplies 367 24.60Automobile mechanics, except apprentices 340 1.51Supervisors, production occupations 330 18.71Mail carriers, postal service 300 23.58Carpenters, except apprentices 300 1.55Physicians 270 17.71Machinists, except apprentices 260 5.30Supervisors, mechanics and repairers 240 6.55Miscellaneous plant and system operators 230 8.33Engineers, n.e.c. 200 8.13Vehicle washers and equipment cleaners 180 12.48Supervisors, construction n.e.c. 180 2.45Telephone installers and repairers 179 12.64Athletes 170 18.68Sales workers, parts 150 12.20Helpers, mechanics, and repairers 150 12.78Miscellaneous material moving equipment operators 140 6.16

Source: http://www.oesc.state.ok.us/lmi/proj/nonwom.htm



Nontraditional Male OccupationsBelow is a list of the 25 nontraditional male occupations with the most annual averagejob openings based on the 1998-2008 estimates. Nontraditional male occupations arethose for which 25 percent or less of the total employed population is male.

Percent ofOccupation Title Average Annual Male in

Openings Occupation(1998-2008) (1990)

Cashiers 2,590 19.95

General office clerks 1,970 14.52

Waiters and waitresses 1,760 16.61

Sales workers, apparel 1,213 19.30

Registered nurses 1,070 6.92

Nursing aides, orderlies, and attendants 900 11.92

Kitchen workers, food preparation 750 21.96

Teachers, elementary school 670 20.88

Secretaries 670 0.79

Health aides, except nursing 650 18.82

Receptionists 610 3.22

Management related occupations, n.e.c. 590 22.30

Licensed practical nurses 590 6.56

Bookkeepers, accounting, and auditing clerks 430 9.53

Maids and housemen 390 14.39

Bank tellers 330 8.73

Food counter, fountain and related occupations 300 23.44

Early childhood teacher ’s assistants 280 2.16

Teacher’s aides 230 9.56

Teachers, prekindergarten and kindergarten 270 1.85

Dental assistants 200 2.35

Family child care providers 200 2.66

Hairdressers and cosmetologists 160 7.88

File clerks 160 11.55

Teachers, special education 150 19.17

Source: http://www.oesc.state.ok.us/lmi/proj/nonmal.htm



Our Pizza ShackActivity

This activity will help students todevelop an awareness of differentoccupations and describe how peopleare capable of performing many differ-ent types of work.

Related SubjectsSocial StudiesLanguage Arts


Competency XIAwareness of the differentoccupations and changing male/female roles

Suggested Oklahoma P.A.S.S. ConceptElementarySimulation, Discussion

Activities• Construct several toppings from

the colored paper (onions, pep-peroni, cheeses, sausage, etc.).

• Construct some large “empty”pizzas.

• Have some students order pizzas.• Have the other students construct

the pizzas in an assembly line.• If there is “mass confusion,” sug-

gest that they select a manager.• Rotate managers, customers, and

pizza maker duties.• Lead a discussion about the activ-

ity. Ask these and other questions:– Were there any jobs that

only the girls could do? Werethere any jobs that only theboys could do?

– Was it fun to work in the res-taurant?

– Which job did you like best?– What was hard about the job

you did?– What would happen if a person

didn’t do his or her job?– Why did we need a manager?

EvaluationEvaluation will be based on a briefsummary of the discussion explainingwhat was learned from the activity.

Materials/SuppliesColored construction paper, coloredpens/markers, scissors, several tablesarranged to make an “assembly line”

Resource: Career Development Activities,Elementary CS1100. Order by calling 1-800-654-4502.


Focus on the importance of educationand career training as preparation for asatisfying life.



Traditional and Nontraditional RolesActivity

Students will examine educationalrequirements of careers for male andfemale roles as part of this activity.

Related SubjectsInformation LiteracyArt


Competency XIKnowledge of different occupationsand changing male/female roles.

Suggested Oklahoma P.A.S.S. ConceptGrades 7-8Research

Activities• Discuss traditional and nontradi-

tional roles.• Have the students divide a piece of

paper in half. Title one side “MaleRoles” and the other side “FemaleRoles.” (Note: Refer to “Nontradi-tional Female/Male Occupations”handout in this section.)

• Ask the students to write down asmany jobs or roles as they canthink of in each category.

• Post the lists on the chalkboard.• Have each of the male students in

class select one of the female jobs/roles to research. Have each of thefemale students research one of themale positions. They should list atleast three facts about each job/role, including educational require-ments.

• Ask the students to cut out pic-tures from magazines that relate tothe job/role they researched and


place on a poster board. Have thestudents write their research factsunder the pictures.

• Lead a class discussion on howmost occupations can be done byboth men and women.

• Next, divide the class into teams.Mix the teams so that they includeboth males and females.

• Have the students brainstorm andrecord as many difficulties as theycan think of for a woman workingin a traditionally male position andfor a man working in a tradition-ally female position.

• Ask the teams to compare anddiscuss findings with the otherteams.

EvaluationStudents will be evaluated on theirresearch, posters, team participation,and participation in class discussion.

Materials/SuppliesResearch materials, magazines, posterboard, paper, pen/pencil, scissors, glue,art supplies


Prepare all persons completingsecondary school with the knowledgeand skills necessary to pursue furthereducation and to also be employable.



Gender BiasActivity

The student will identify rights foundin the Constitution, including itsamendments.

Related SubjectSocial Studies


Competency XIUnderstanding the continuouschanges in male/female roles.

Suggested Oklahoma P.A.S.S. ConceptGrades 9-12Research

Activities• Students will explore differences in

work between women and men.• Distribute the “Female/Male Job

Checklist” in this section to thestudents.

• Using the “Female/Male JobChecklist,” have students identifythe jobs that are defined as“women’s work” and “men’s work.”

• Ask students to make additions tothe checklist if they wish. Theseadditions may be careers that thestudents have identified as beinginterested in and/or careers pre-dominant in their hometown, etc.

• Have students place a checkmarkby occupations on the “Female/Male Checklist” that are listed onthe “Nontraditional Female/MaleOccupations” handout.

• Have students discuss the resultsand implications. Use the followingquestions as a guide: Resource: Career Development Activities,

Mid-High/High School CS1102. Order bycalling 1-800-654-4502.

– How did the number of jobslabeled “men’s work” compare tothose labeled “women’s work?”

– Do the men’s jobs generallyhave more or less status orpower than the women’s jobs?

– Do the women’s jobs tend torequire more or less educationthan the men’s jobs?

– Can distinctions be made ac-cording to the kind of workbeing done by men and women(working with people, data, ormechanical things)?

– Do employers value physicalappearances as more importantin men’s jobs or women’s jobs?Why or why not?

EvaluationStudents will have identified whichjobs on the list are traditionally maleor female and have discussed somereasons why this may be true.

Materials/Supplies“Female/Male Job Checklist,” pen/pencil



Female/Male Job Checklist

Name ____________________________________________________

For the following occupations, check whether you believe it is a man’s occupation,woman’s occupation, or both.

JOB M F B JOB M F BConstruction WorkerFlight AttendantSocial WorkerSecretaryElementary TeacherHair StylistModelElderly Person’s CompanionStore ClerkVeterinarianPhysical Education TeacherShort Order CookPhotographerNurseDental AssistantArtistNews ReporterTelephone OperatorPhysical TherapistScientistBabysitterNewspaper EditorHotel/Motel HousekeeperCashierAuto TechnicianFactory WorkerPilotProfessional AthleteMeat/Grain InspectorComputer Programmer

PlumberLibrarianRecreation DirectorBank TellerDieticianNurse AideSecurity GuardCab DriverDay Care Center WorkerPolice OfficerBookkeeperCustodianLawyerGardenerRadio AnnouncerForest RangerHomemakerPostal WorkerAccountantMusicianEnglish TeacherOccupational TherapistFarmerTruck DriverLandscaperTailorCarpenterDairy ProducerMedical DoctorArchitect



Otherexpenditures 33%

Housing

18.6%

Transpor

tatio

n

13.5%Food

Apparel and services

4.7%5.4%

4.9%

9.5%

10.4%

Health care

Entertainment

Personal insurance and pensions

On Your Own . . .Can You Support Your Lifestyle?

It is never too soon to learn about bud-gets and how to make one work for you.This is an opportunity for you to practicestretching your paycheck. Are you ready?

First, do you know the answers to thesequestions?

$ How much does it cost to operate acar including gas, oil, and insurance?

$ How much should you allow eachmonth for housing and utility costs?

$ What amount should you estimate forclothing, entertainment and health?

This pie chart will give you an idea of howyou may spend your paycheck. For ex-ample, 33 percent of your check may go tohousing.

Let’s take a look at an actual salary.

In Oklahoma, the yearly salary of a computer support specialist is $27,934.40 or$537.20 a week or $13.43 an hour. WOW! How difficult could it be to spend that muchmoney? Not very difficult at all.

Before you even receive your paycheck, approximately 30 percent will automatically betaken out as state and federal taxes and FICA (social security) deductions. This leavesyou with 70 percent of your paycheck to cover the following expenses.

Yearly Monthly Weekly

Housing $5,955.84 $494.32 $124.08Car $3,357.12 $279.76 $69.94Food $2,436.48 $203.04 $50.76Clothes $848.16 $70.68 $17.67Health $974.40 $81.12 $20.30Entertainment $884.16 $73.68 $18.42Personal Insurance $1,714.56 $142.88 $35.72 and RetirementOther Expenditures $1,876.90 $156.40 $39.10



On Your Own . . . Can You Support Your Lifestyle?

Now that you know where your money will go, you may want to give your budgetitems some additional thought:Housing — Whether you rent an apartment orbuy a home, approximately 28 percent of yourpaycheck will be spent on rent or a house payment.Another five percent will go for utility bills.

Car — If you own a vehicle, you should plan tospend money on gas and car repairs as well as thecar payment.

Food — Food costs usually include eating at homeand eating out.

Clothes — If you want to wear the latest trends,check your available cash first.

Health — You must have money to cover accidentsor illness. You never know when they will happen.

Entertainment — How many times can you go tothe movie, go to a concert, or go on a vacation?

Personal Insurance and Retirement — Is thissomething you will start working on now, or willyou wait until later on?

Other Expenditures — Personal care items,house maintenance items, and other miscellaneousexpenses show up here.

How do you know the amount of money you will need each month?The answer is easy. Math. Yes, math! A little bit of simple math will help you budget for an apartment,a car, a pizza or two, and even a little fun.

Figure your monthly expenses:To calculate how much of your monthly paycheck goes into each category, multiply your take-home payby the percentage of the category. Use this formula to get your take-home pay.

_______________________________ X ___________________ = _____________Monthly income (hourly wage x weekly hours) x 4 Taxes (–30% of paycheck) Take-home pay

.70

(Take-home pay)

X .33 = Housing

X .186 = Car

X .135 = Food

X .047 = Clothes

X .054 = Health

X .049 = Entertainment

X .095 = Personal Insurance and Retirement

X .104 = Other Expenditures

As you can tell, you will need quite a bit of money to live just a basic lifestyle. This is where additionaleducation beyond high school can really pay off. The more education you have, particularly in math andscience, the better job you will be able to find and enjoy. Attraction to a career is often due to thelifestyle of the worker. Good luck in making your career choices.

Tax authorities have tables for verifying precise tax figures withheld. Distribution of total annual expen-ditures by major category provided by Consumer Expenditure Survey, 1998, BLS.

Lesson plans on “Lifestyles” and “Budgets” for elementary through high school level follow this activity.



Big SpenderActivity

Students will use mathematical strat-egies to solve problems that relate toother curriculum areas and the realworld.

Related SubjectMath


Competency IXUnderstanding how to makedecisions.

Suggested Oklahoma P.A.S.S. ConceptElementarySelf-Evaluation and Problem Solving

Activities• Have the class decide on a total

budget figure for the week, basedon weekly allowances, earnings,etc.

• Ask each student to write threeplans of how he/she could spendthat amount of money.

Examples might include:

– A budget written during thefirst week of school.

– A budget written three weeksbefore Christmas.

– A budget written during sum-mer vacation.

• Students may volunteer to presenttheir budget to the rest of the class.

• Discuss students’ feelings regard-ing budgets. Why are they impor-tant?

EvaluationEvaluate students on their accuratecompletion of three budgets.

Resource: Career Development Activities,Elementary CS1100. Order by calling 1-800-654-4502.

Materials/SuppliesPens/pencil, paper, catalogs or news-paper flyers for prices


Increase the student’s abilities toexplore and gather occupationalinformation and make intelligentdecisions concerning a life career.



The Cost of WorkActivity

This activity will compare differentlifestyles/roles with the costs involvedto achieve them. Students will deter-mine the lifestyles they wish to ex-plore, develop budgets, and explorecareer possibilities to attain theirlifestyles.

Related SubjectsMathSocial StudiesInstructional TechnologyInformation Literacy


Competency XKnowledge of the interrelationshipof life roles.

Suggested Oklahoma P.A.S.S. ConceptGrades 6-8Self-Evaluation

Activities• Distribute the “Lifestyles”

worksheet to the students. Askthem to answer the questions ascompletely as possible as this is thebasis of the activity.

• Have students create a budgetbased upon the lifestyles theyoutlined on the worksheet. Theycan use the budget handout orcreate their own. They should berealistic in their figures.

• After they have completed theirbudgets, ask the students to thinkabout careers they are interested inthat would afford them thelifestyles they desire. For example,if they want to live in a home with

a payment of $2,500 a month, drivea BMW, and vacation twice a year,they will need a high-paying ca-reer. They should consider careersthat fit their interests and abilitiesas well as their budget. Have themcreate a list of three to four careersto research.

• Ask the students to figure the costinvolved in the careers they select.Have them use Oklahoma CareerSearch software to help determinerequirements, such as training andeducation, for the chosen careers.Their cost estimates should includesuch things as cost of training/education as well as the timeneeded to complete the training/education.

• Have students compare their ca-reer choices and list the pros andcons of each choice. For example, ahigh-paying career as a doctorrequires many years of education,and the early years often requiremany more than 40 work hours aweek, leaving little time for outsideactivities. On the other hand, acomputer technician position mightnot pay as much but requires feweryears of training and has betterwork hours. Ask the students todetermine which career pathswould best fit the lifestyles/rolesthey wish to have in the future.Then ask them to write brief sum-maries, giving the reasons for theircareer choices.




EvaluationStudents will be evaluated on thecompleteness of their “Lifestyles”worksheet, budgets, identification ofpros and cons, and their summaries.

Materials/SuppliesComputer, Oklahoma Career Searchsoftware, “Lifestyles” worksheet,“Budget” handout, list of Web siteswith salary information, pen/pencil,paper

Additional ResourcesOklahoma Career Search software isavailable from the Oklahoma Depart-ment of Career and Technology Educa-tion, 800-654-4502, or can be orderedon-line at www.okcareertech.org/cimc

The “Budget” worksheet is just asample budget. Explain to the stu-dents they need to add or delete itemsthat do not fit into the lifestyles theyselected earlier in the activity.


Make career education such a vital partof the on-going school activities thatthe student can relate classroomactivity to later participation in theworld of work and the obligations ofcitizenship.



Lifestyles

Think about the type of lifestyle you would like to have in 10years. Answer the following questions to help you determinewhat you will need to do to achieve that lifestyle.

Where would you like to live (if in the United States, whichstate; if abroad, which country)?

What type of housing would you like (apartment, condo,single-family home, large estate, acreage, houseboat, etc.)?

Do you want to live alone, with roommates, with a spouse,etc.?

Would you prefer to work at home or outside your home?

How many hours a week do you plan to work outside thehome?

What activities (sports, leisure activities, hobbies, communityservice, physical activity, travel, etc.) would you like to do inyour spare time? Please list.

How often would you like to participate in these activities?

What type of vehicle would you like to drive?



Budget Worksheet

Income

Salary:

Other income (list):

Expenses

Savings:

Rent or mortgage:

Utilities:

Groceries:

Insurance (medical, life, etc.):

Health/medical expenses:

Clothing:

Transportation (include car payments, gas, insurance, upkeep):

Entertainment:

Outstanding debts (student loans, other loans, debts):

Child care:

Spending money:

Miscellaneous expenses (list):

Other (list):



Patterns of LifeActivity

The purpose of this activity is forstudents to research and discussadvantages and disadvantages ofvarious lifestyles.

Related SubjectMathHealth


Competency XUnderstanding the interrelation-ship of life roles.

Suggested Oklahoma P.A.S.S. ConceptGrades 9-12Self-Evaluation and Communication

Activities• Students will identify the rewards

and difficulties of differentlifestyles as they relate to possiblecareer choices.

• Distribute the “Lifestyle Patterns”handout.

• Have students form groups of four.• Assign each group selected

lifestyles to work with. (Example:Group A: Patterns 1, 4 and 7;Group B: Patterns 2, 5, and 8;Group C: Patterns 3, 6, and 9. Ifthere are four groups, each groupcan do two lifestyles, etc.)

• Ask each group to brainstorm andrecord the advantages and disad-vantages for one lifestyle at a time.

• Have students draw a line verti-cally down the center of a largepiece of paper and write ADVAN-TAGES in one column and DISAD-VANTAGES in the other column.

Resource: Career Development Activities,Mid-High/High School CS1102. Order bycalling 1-800-654-4502.

• Ask students to share their ideaswith the rest of the group by re-sponding to the following questions:

– Which lifestyles seem mostappropriate or appealing to you?

– How much time and energy hasbeen set aside for being a par-ent?

– How does this fit into yourdecision about lifestyles?

– What kind of planning isneeded if both parents continueto work while rearing a family?

– If you plan for one parent tostay home when children areyoung, how can the stay-at-home parent keep up with his/her field in preparation to re-enter the workforce?

– How does one of the careers youare considering relate to thesepatterns?

EvaluationStudents will be evaluated on groupparticipation.

Materials/Supplies“Lifestyle Patterns” handout, pen/pencil, large paper



Lifestyle PatternsAll patterns assume completion of high school. These lifestyles are sequenced chrono-logically from left to right.

1. Marriage/childrearing/hobbies andcommunity service.

2. Marriage/childrearing/education/employment.

3. Marriage and employment/education and childrearing/employment when last child startsschool.

4. Education/marriage/childrearing/noemployment.

5. Education/marriage/childrearing/employment when children leavehome.

6. Education/marriage andemployment/childrearing and part-time employment.

7. Education/marriage andemployment/childrearing (house-hold help) and employment.

8. Education/marriage/no children/employment.

9. Education/single lifestyle/employment.

Step 1. Cut on dotted line. Step 2. Fold square in half with words inside.

Step 3. Fold in fourths to make a square. Step 4. Open up paper with words facingdown on table. Fold in each corner so thatthe corners touch in the middle.

Step 5. Turn paper with the cluster titlesand occupations face down. Again, fold ineach corner so they touch in the middle.

Step 6. Fold square in half and then in fourths to make a small two-inch square.

Career Future Puzzle

– 68 –

✁

✁

Cut

alo

ng d

ash

line.

Cut along dash line.

astronaut musicalinstrument

repairer

optometrist(eye doctor)

photographer

clot

hes

desi

gner

com

pute

rpr

ogra

mm

er cable TV

installerdental

assistantYou tune,

repair, or rebuildinstruments. A musical

instrument repairer enjoys hearing pianos, brass, and wind instruments perform perfectly.

You help peoplesee better. An optometristtreats eye problems with

contacts or glasses.

You studyouter space.

An astronaut usestechnical space flight

equipment and controls tooperate spacecraft.

You

desi

gncl

othe

s fo

r all

ages

. A

clot

hes

desi

gner

keep

s up

with

the

trend

san

d fa

ds s

o cl

othe

s w

ill s

ell.

You

writ

est

ep-b

y-st

epin

stru

ctio

ns fo

r co

mpu

ters

. A

com

pute

rpr

ogra

mm

er te

lls th

e co

mpu

ter w

hat t

o do

.

You layout tools, take

X rays, and write in

the patient's chart for the dentist. A dental assistant

makes the dentist's job easier.

You runcable into houses

for good pictures on the television. A cable TV

installer checks the connections from

the house to the cable box.

You workwith a camera and

film. A photographerneeds to know how to

operate the camera, set thelenses, and develop the film.

Design,

Comm

unication,

and Art Cluster

Open and close

2 times.

Science and

Technology

Cluster

Open and close

5 times.

Health

Clu

ster

Open a

nd cl

ose

3 tim

es.

Repai

rers

and

Mec

hani

cs

Clust

er

Open a

nd cl

ose

4 tim

es.

Step 7. Slip thumb and finger under clustertitle flaps. Do the same with the other hand.

Step 8. Ask a friend to name a cluster title. Openand close puzzle the specified number of times.Ask what occupation is within that cluster. Readwhat that person would do for a future career.

– 69 –

On Target?ta

ctful mature

talentedcreativ

e

thoughtful

energetic

unselfish

conf

iden

t

depe

ndable observant

attractiveconsid

erat

e

fair

poeti

c friendlypolitefocus

ed

forgiving

flexible

serious

heal

thy

enco

uraging courageousconsistentintere

stin

g

fun

wor

thy honestfunnyhelpfu

l

sincere

likeable

gracious

real

istic

prot

ectiv

e supportivetolerant

knowled

geab

le

quiet

rela

xed patient

cheerfulunique

understanding

charming

thankful

soci

able

liste

ning

enthusiastictrustworthyoutg

oing

loyal

Circle 15 words on the targets that you would like your friends to use to describe you. Then below, write two sentences to tell what you would want your best friend to say about you.



Changing TimesIn an extremely short span of time, digital technology has reshaped the way our societyworks and communicates. Match the familiar tools and equipment (first column) to thenew related technology (second column).

____ 1. Protractor/ruler/compass

____ 2. On-site learning withteaching in the classroom

____ 3. Assembly line of repetitivework

____ 4. Start and stop car engine todetermine why it’s notworking

____ 5. Purchase a car at the dealer

____ 6. Typewriters

____ 7. Answering machines

____ 8. Planners/calendars

____ 9. Phones/postage mail

____ 10. Mimeograph machine

____ 11. Resource library

____ 12. Maps/location/target

A. Diagnostic computer

B. Computer-Aided Design (CAD)

C. Distant learning

D. Computers

E. Copy machine

F. Palm pilots

G. Order specified vehicle overInternet

H. Robotics

I. Faxes/e-mail

J. Ground Positioning System (GPS)

K. Internet

L. Pagers

Answers on page 78.



Bulletin Board Ideas• News articles on students in and out

of school. Caption: “Hear Ye! Hear Ye!”

• Showcase school alumni from thecommunity providing information onpast and present school accomplish-ments. Caption: “I Was Once LikeYou”

• Copy of a completed plan of study.Caption: “It’s Your Future — Map ItOut”

• List of clubs and organizations offeredat the school and list of soft skills thatare taught through these organiza-tions. Caption: “Learning ContinuesOutside the Classroom”

• Cooperative agreements between yourschool district, technology center, andcolleges. Caption: “Banking CollegeCredit”

• Enlarge the pie graph from the article“On Your Own . . . Can You SupportYour Lifestyle?” Caption: “Where DoesAll the Money Go?”

• Cut out magazine pictures showingthe following:

BMW / Ford

Stereo Equipment / Boombox

In-ground Swimming Pool /Wading Pool

Well-Dressed Person / Person Wearing Jeans

Large Home / Small Home

RV / Tent

Caption: “What Is Your Lifestyle —Can You Support It?”



Career Poster ContestNovember 2002

Celebrating Excellence in Career DevelopmentSponsored by the

Oklahoma Career Development Association (OCDA) and theOklahoma Department of Career and Technology Education

Eligibility: There are six divisions: Primary (Grades K-2), Intermediate (Grades 3-5), Middle Grades(Grades 6-8), Senior (Grades 9-12), Adult-Student (enrolled in school), and Adult (18 and older, notenrolled in school).

Theme: The poster should reflect the theme: “Celebrating Excellence in Career Development.” Eachposter’s topic must relate to the theme or subtheme. Subtheme: “Celebrating My Favorite Career.”

Judging Criteria: Judging will be based on originality, creativity, and development of national theme.Attention will be focused on basic art principles and appropriate use of media and lettering. Onlyposters judged as first-, second-, and third-place school winners should be sent for judging in the statecontest.

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

Media: Ink, pencil, collage, poster paints, magic marker, acrylic, photography, computer-generatedgraphics, oil, or cut and pasted paper.

NEW Size: Each poster must be created in 81/2- by 11-inch format.

Display: Posters are to be displayed in the student’s school during National Career DevelopmentMonth in November. Winning posters must be sent to the Oklahoma Department of Career and Tech-nology Education by December 2.

Entry Form: Copy and complete the entry form below and attach to the back of each entry.

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

Name Grade Age

Address

School Name e-mail

Contact Person

School Address

School Phone County Name

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

First MI Last

City State ZIP

City State ZIP



Career Poetry ContestNovember 2002

Celebrating Excellence in Career DevelopmentSponsored by the

Oklahoma Career Development Association (OCDA) and theOklahoma Department of Career and Technology Education

Eligibility: There are six divisions: Primary (Grades K-2), Intermediate (Grades 3-5), Middle Grades(Grades 6-8), Senior (Grades 9-12), Adult-Student (enrolled in school), and Adult (18 and older, notenrolled in school).

Theme: The poem should reflect the theme: “Celebrating Excellence in Career Development.” Eachpoem’s topic must relate to the theme or subtheme. Subtheme: “Celebrating My Favorite Career.”

Judging Criteria: Judging will be based on originality, creativity, development of national theme,appropriate form, execution, spelling, and grammar. Only poetry judged as first-, second-, and third-place winners in the school contests should be sent for judging in the state contest.

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

Size: Each poem should be typed or printed on a sheet of paper 81/2 by 11 inches in 12-point font.

Display: Poems are to be displayed/read in the student’s school during National Career DevelopmentMonth in November. Winning poems must be sent to the Oklahoma Department of Career and Technol-ogy Education by December 2.

Entry Form: Copy and complete the entry form below and attach to the back of each entry.

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

Name Grade Age

Address

School Name e-mail

Contact Person

School Address

School Phone County Name

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

First MI Last

City State ZIP

City State ZIP



Career Development Products

Tool Boxes for Counselors/Instructors

Middle Grades Teachers as AdvisorsOrder Number: SW1023This toolbox gives implementation suggestionsand curriculum to start a Teachers as Advisorsprogram at your school. It contains weeklyactivities, forms, implementation strategies, andteacher training materials to help your schoolplan, develop, and implement this program.Cost: $42

Career Awareness/Elementary

COIN Climb and Career CarnivalOrder Number: CS1012Explore careers with two outstanding, interactivemultimedia CD-ROM programs. This packageincludes COIN Climb for students in K-2 andCareer Carnival for Grades 3-6. Software isnetworkable.Cost: $250 for both

Career Clusters: AwarenessActivities for K-6Order Number: CS1207This collection of activities was designed toenhance the awareness of each of the 16Occupational Clusters. The activities were alldeveloped by teachers and career counselors. Thebook consists of 17 sections: one for each of the 16clusters and one for career clusters in general.Each cluster has from three to five activities andaccompanying handouts. An additional feature isthe inclusion of several project-based activitiesthat cover several career clusters at the sametime. The activities are written for the following16 clusters: Agriculture and Natural Resources;Architecture and Construction; Arts; A/VTechnology and Communication; Business andAdministration; Education and Training; Finance;Government and Public Administration; HealthScience; Hospitality and Tourism; HumanServices; Information Technology; Law and PublicSafety; Manufacturing; Retail/Wholesale Salesand Service; Scientific Research and Engineering;Transportation, Distribution, and Logistics.Cost: Request Price

People at WorkOrder Number: CS9030People at Work is a complete student reference formore than 450 occupations. Each occupationprovides information on educationalrequirements, outlook, and suggested schoolsubjects for students to focus on to prepare for thecareer as well as addresses to write for furtherinformation. Written as friendly, first-personnarratives, the job descriptions present careerinformation at a third-grade reading level thatstudents can understand.Cost: $20

Careers on WheelsOrder Number: CS1031This manual will introduce educators to a fun,innovative approach for organizing an outdoorcareer fair utilizing the career clusters. Studentsin Grades K-8 will have the opportunity to touch,look, experience, and learn about occupationsassociated with vehicles.Cost: $2

Career Connections:Elementary Level Revised 2002Order Number: CS9013Did you know that your students will change jobsat least 14 times and change career paths at leastthree to four times in their lives? Never has careerdevelopment been as important as it is now. Inelementary grades, career development focuses oncareer awareness. Get a head start on careerdevelopment with your students by introducingthem to career awareness in a fun, hands-on way.

Career Connections: Elementary Level introducesfour major themes within career awareness:

1. Understanding career clusters2. Understanding the relationship between

work and learning3. Understanding the importance of personal

respect and good work habits4. Understanding how to relate your interests

to career clustersCost: $9



Career Development Products (cont.)

Career Exploration/Middle School/Junior High

Expand Your Child’s Horizon5th - 12th GradesTarget Level: 8th GradeOrder Number: CS1304Expand Your Child’s Horizon helps educators andparents with information to assist students inmaking good career decisions. The guide coverseducational options, career activities andexperiences, identifying and investigatinginterests, constructing a tentative education/career plan. Its companion piece, Pathways toSuccess, features 13 working adults from a varietyof educational paths. They explain how theireducation and leadership training helped themadvance to where they are today. These guides canbe used for parent meetings such as Teachers asAdvisors.Cost: Package of 20 sets @$29CS1308 one set for $3

Dreams Can Be RealityMiddle School – High SchoolOrder Number: CS9040Bright-colored posters list occupations byclassroom subject. The occupations on each posterare divided by educational levels of high school/high school with vocational education; junior/community college, postsecondary technical; andfour-year degree or more. Set of eight postersincludes science, language arts, social studies,instructional technology, arts, math, foreignlanguage, and skills employers want.Cost: $8 a set

Individual poster: Need to place a minimum order of five.Skills Employers WantOrder Number CS9041Cost: $1

Real Life 1018th – 12th GradesOrder Number: CS7200 Video SetCost: $254 for a set of 13 videos andteacher’s guideThis video series, grades 6 thrugh 10, can helpviewers explore different options in the career

world. The series consists of 13 career videos, withthree careers on each video. Each video runsapproximately 30 minutes. The teacher’s guideincludes episode summaries and a student “VideoInterview.” Preview four careers from your ownoffice. Log onto www.mediakids.com/newhome.htm.Click “Online Previews” on the horizontal buttonbar. To view you will need QuickTime installed.

On Your Own – Middleton8th – 12th GradesOrder Number: CS8005Involve your students in a simulation thatincludes true-to-life jobs, incomes, prices, andexpenses. Students must find a job, apartment,transportation, bank, and set up a budget. Canyour students meet the financial challenge ofpreparing their budget, paying their bills, andsticking to their budget? This CD allows studentsto print and save their work.Cost: Single CD - $63Windows and Macintosh on each CD

Career Preparation/High School

PEAK (Practical Exercises inApplying Knowledge)PEAK materials help students relate the coursesthey are taking to specific career opportunities.Each PEAK activity allows the student to apply akey topic in science or mathematics to a practicaltask in the work world. In each activity, thestudent is presented with a situation in a specificoccupation requiring the student to solve aproblem. The problem is described in detail, andstudents are provided with the basic informationneeded to complete the exercise. Each activity alsolists related careers. Science activities coverconcepts in science, biology, and chemistry;mathematics activities cover math, algebra, andgeometry. Recommended for 9th-12th grades.

The PEAK materials are available as completepackages for either science or mathematics andare meant to enrich classroom instruction ofrelated concepts. With each Instructor’s Guide,you receive 60 unique student activities. Eachactivity may be copied as many times as needed.(A site license for duplication is included.)



Occupational Outlook Handbook(2002-2003)

Order Number: CS1108This handbook describes over 250 jobs — jobs heldby 85 percent of the American workforce. It givesdetails on nature of work, related occupations,earnings, sources of additional information,training advancement, future employmentoutlook, and employment opportunities. (10thGrade – Adult)Cost: $12

Career AdvisementOrder Number: CS1032This guidebook was developed for counselors andeducators to assist their students and students’parents in the career advisement process. Topicsaddressed in this guidebook are “Graduation,”“Career Resources,” “Workforce Development,”and “Parent Information.” Needed informationwill be at the educator’s fingertips.Cost: $7

Career Development Products (cont.)

Teaching and Learning Strategies for AllStudents: A Guide for Career andTechnology EducatorsOrder Number: CS1206This guide is designed to provide career andtechnology educators with research-basedteaching methods that can be individualized tocreate greater learning opportunities for student

Order by calling 1-800-654-4502 or onlinewww.okcareertech.org/cimc

For orders $100 or less, shipping is the greater of $6 or 10 percent of the order.To receive a CIMC catalog, call 1-800-522-5810, extension 831.

Counselors/Instructors

success. Strategies for adapting teachingtechniques, developing compensatory learningstrategies, developing remedial teachingtechniques, and developing student study skillsare presented to adapt the career and technologyenvironment for students with disabilities or whoare at risk of dropping out of school.Cost: $4

Taking the Road Less TraveledOrder Number: SW1024This toolkit can help teachers in developingstrategies for increasing awareness, recruiting,retaining, and placing students in nontraditionaloccupations. It includes four PowerPointpresentations with workbooks, photos ofnontraditional careers, and recruitmentbrochures.Cost: $52

New and Revised

Career Development Activities Elementary

Order Number: CS1100Cost: $7

Middle School/Junior HighOrder Number: CS1101Cost: $13

High SchoolOrder Number: CS1102Cost: $9

Career Development Activities combines careerexploration with academic subject matter for anexciting learning experience. The revised versionsinclude over 35 new, hands-on or project-basedactivities. Activities are written to meet one of the12 National Career Development Guidelines.Many activities integrate the Internet.

Solutions for all activities are also included in theInstructor’s Guide.CS1300 Instructor’s Guide: Science ............... $75CS1301 Instructor’s Guide:

Mathematics ...................................... $75



Answers to Changing Timeson page 71

In an extremely short span of time, digital technology has reshaped the way oursociety works and communicates. Match the familiar tools and equipment (firstcolumn) to the new related technology (second column).

_____ 1. Protractor/ruler/compass

_____ 2. On-site learning withteaching in the classroom

_____ 3. Assembly line of repetitivework

_____ 4. Start and stop car engine todetermine why it’s notworking

_____ 5. Purchase a car at the dealer

_____ 6. Typewriters

_____ 7. Answering machines

_____ 8. Planners/calendars

_____ 9. Phones/postage mail

_____ 10. Mimeograph machine

_____ 11. Resource library

_____ 12. Maps/location/target

A. Diagnostic computer

B. Computer-Aided Design (CAD)

C. Distant learning

D. Computers

E. Copy machine

F. Palm pilots

G. Order specified vehicle overInternet

H. Robotics

I. Faxes/e-mail

J. Ground Positioning System(GPS)

K. Internet

L. Pagers

B

C

H

A

G

D

L

F

I

E

K

J



Call a friendto tell them about

Career Activity Fileon the Internet.

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



This publication is printed and issued by the Oklahoma Department of Career and Technology Education as authorized by 70 O.S. 1981, Sec. 14-104, as amended. 3,000 copies havebeen prepared and distributed at a cost of $xxx.xx. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries.

The Oklahoma Department of Career and Technology Education does not discriminate on the basis of race, color, religion, national origin, gender, age, disability, or veteran status.03-016064

Documents

OKLAHOMA DEPARTMENT OF CAREER AND TECHNOLOGY … · Years 9 & 10: Enhancing — Redesigning Your Comprehensive Guidance Program • Commit to the redesign process. • Replan your