Running Head: CAREER GUIDANCE UNIT

Career Counseling Guidance Unit 10th Grade Career and College Readiness Framework Sara McManus Seattle University

CAREER GUIDANCE UNIT PLAN Name: Sara McManus Lesson Content Area: Teen Labor Laws and Post-Secondary Education Unit Theme: Career Exploration Lesson Topic: Labor Laws and Post-Secondary Education Lesson Sequence within Unit: Lesson 1 of 2 Goals for the Lesson: a. Essential Academic Learning Requirements (EALRs): http://www.k12.wa.us/CurriculumInstruct/EALR_GLE.aspx Reading The student understands and uses different skills and strategies to read 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text The student understands the meaning of what is read 2.1.4 Apply comprehension monitoring strategies during and after reading: monitor for meaning, create mental images, generate and answer questions Writing The student analyzes and evaluated the effectiveness of written work. 4.1 Analyzes and evaluates others and own writing. Communication The student uses listening and observation skills and strategies to gain understanding 1.1.1 Applies a variety of listening strategies to accommodate the listening situation 1.1.2 Applies a variety of listening and observation skills/strategies to interpret information b. Unit Objective: Students will be able to connect current course of study to postsecondary options, identify post-secondary education options, and explore personal career interests and develop a plan for a course of study in high school that matches career interests.

c. ASCA Standards: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in schools and across the life span.

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Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Students will understand the relationship of academics to the world of work and to life at home and in the community Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions Students will understand the relationship between personal qualities, education, training, and the world of work

d. Lesson Objective: Upon completion, students will be able to identify child labor laws for different ages and discuss the fastest growing careers according to the Occupational Outlook Handbook. e. ASCA Student Competencies and Indicators: A:A3 Achieve School Success 1. A:A3.3 Develop a broad range of interests and abilities A:B2 Plan to Achieve Goals 1. A:B2.7 Identify post-secondary options consistent with interests, achievements, aptitude, and abilities A:C1 Relate School to Life Experiences 1. A:C1.3 Understand the relationship between learning and work 2. A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities C:A1 Develop Career Awareness 1. C:A1.5 Learn how to make decisions C:C1 Acquire Knowledge to Achieve Goals 1. C:C1.1 Understand the relationship between educational achievement and career success 2. C:C1.5 Describe the effect of work on lifestyle

Lesson Rationale: a. School improvement Plan: Shorecrest High School plans to use personality assessment data from the 9th grade level and a career interest inventory from the 10 th grade level to develop and implement community service opportunities at the 11 th grade level that connect with a career project at the 12 th grade level; the four year Career and College Readiness Framework involves research, a report, community service and culminates with an application to continuing education in the chosen career field. Students will end the 10 th grade year with a career portfolio in the Naviance system that they will access during the 11th and 12th grade.

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In order to explore career development, all students will receive the Career and College Readiness Framework lessons through year-long classes in 9th-12th grade. At some point, the hope is that the lessons will be given during an Advisory period for the duration of the year, two days a week. These classes will receive a series of lessons from school counselors and teachers over the course of the semester. The lessons will serve to develop general information about careers, assess career interest, focus their plan of study during high school, and set post-secondary career goals.

b. Connection to Data Driven Decision-Making: Nearly 30% of our nations students do not graduate from high school (Bowers, 2010). Schools need to change in order to adjust to the populations they serve. Our current model is good at graduating students who are college bound, but needs to put more focus on giving students employable skills and an idea of what they would like their future to look like (Siegel, 2009). Integrating career development into the high school curriculum helps students engage with their future and create a high school experience that is personally meaningful and fulfilling (Siegel, 2009). According to a study by Hair, Ling, and Cochran (as cited by the National Center on Secondary Education and Transition, 2006) students who do not earn a high school diploma are more likely to face unemployment, live in poverty, be incarcerated, make half as much income as a high school graduates, have children at an early age and use illicit drugs. Students who drop out of school demonstrate patterns of disengagement that go all the way back to the early grades of school (Bowers, 2010). The transition to high school presents students with a host of new challenges while providing less of a support structure for success. According to Somers (2009), 9th grade is a particularly influential for educational attainment. This advisory period will not only link students with a community of concern, but will serve to motivate students to think about what will happen beyond high school.

Lesson Outline: I. Introduction and Pre-Assessment: explain to students that today they will be exploring teen labor laws and post-secondary education. To get started they are first going to need to see how much they already know about the topic. Distribute the pre-assessment and graphic organizer labeled Career Knowledge Survey (p. 6). Give students time to write t for true and f for false next to the statements on the document. (7-10 minutes)

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Ask students to record notes in the right-hand column of the paper as they watch the powerpoint slides on teen labor laws and post-secondary education (p. 7-10). This is designed to be an interactive lecture. Before showing each powerpoint slide, ask the question on the pre-assessment that corresponds with the slide. Have one student volunteer their answer and then reveal the slide. Discuss any questions that students have about the powerpoint slides as you go. (35-40 minutes) Tell students they will be taking a learning assessment that will not be graded, but will show you how much they learned from your presentation (p. 11). Have them complete the post-assessment and advertise for the College and Technical Career Fair. (10-15 minutes)

Evaluation/Assessment: For pre-assessment, see page 6. For post-assessment, see page 11. For Section II write-up see page 22. Research Citations: See page 21. Internet Resources: American School Counselor Association: www.schoolcounselor.org Ramp-up to Readiness: http://www.rampuptoreadiness.org/ O*Net Online: http://www.onetonline.org/ Occupational Outlook Handbook: http://www.bls.gov/ United States Bureau of Labor Statistics: http://www.bls.gov/tus/charts/ Mapping your Future: www.mappingyourfuture.org

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English10 CareerOverview

Name

Period

CareerKnowledgeSurvey
Part A: Before we begin, indicate whether the statements below are true or false to test your knowledge about occupations and careers. During the presentation, use the column labeled Notes to record your notes about each topic.

True or Fals e?

Statements:

Notes:

When you are 15 years old you can work up to 16 hours per week. When you turn 16, you can work as many hours as you want. Minimum wage in Washington is $9.19 an hour. If you are under 20 years of age, your employer can pay you as little as $4.25 an hour. Jobs requiring training beyond college are growing faster than jobs requiring only a high school diploma. Apprenticeship, an Associate degree, and a Bachelors degree are all types of post-secondary education. On average, college graduates have lower rates of unemployment than high school graduates. Just one year of education or training after high school can increase your lifetime earnings. The average adult spends 1/3 of their day working.

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CareerUnit FamilyWageJobsPost-Assessment

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Name________________________________Period_____

Matching: Match the following jobs with their levels of education needed. A) Bachelors degree B) 1-2 years / Associate degree C) Apprenticeship

____ Construction Carpenter ____ Licensed Nurse ____ Graphic Designer ____ Computer Support Specialist ____ Environmental Engineer

True or False: Determine whether the following statements are true or false. 1. Just one year of training beyond high school can increase your lifetime earning potential. A) true B) false

2. On average, college graduates experience less unemployment than people with just a high school diploma. A) true B) false

3. Most family wage jobs require additional education or training after high school. A) true B) false

4. When you are 16 years old you can work as many hours as you want. A) true B) false

5. When choosing a career, it is important to consider interests and lifestyle choices. A) true

CAREER GUIDANCE UNIT PLAN B) false Name: Sara McManus Lesson Content Area: Career Exploration and Naviance Unit Theme: Labor Laws and Post-Secondary Education Lesson Topic: Lesson Sequence within Unit: Lesson 2 of 2 Goals for the Lesson: f. Essential Academic Learning Requirements (EALRs): http://www.k12.wa.us/CurriculumInstruct/EALR_GLE.aspx

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Reading The student understands and uses different skills and strategies to read 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text The student understands the meaning of what is read 2.1.4 Apply comprehension monitoring strategies during and after reading: monitor for meaning, create mental images, generate and answer questions Writing The student writes in a variety of forms for different audiences and purposes 2.4 Writes for career applications (note-taking) Communication The student uses listening and observation skills and strategies to gain understanding 1.1.1 Applies a variety of listening strategies to accommodate the listening situation 1.1.2 Applies a variety of listening and observation skills/strategies to interpret information g. Unit Objective: Students will be able to connect current course of study to postsecondary options, identify post-secondary education options, and explore personal career interests and develop a plan for a course of study in high school that matches career interests. h. ASCA Standards: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in schools and across the life span.

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Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Students will understand the relationship of academics to the world of work and to life at home and in the community Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions Students will understand the relationship between personal qualities, education, training, and the world of work

i. Lesson Objective: Upon completion, students will be able to list the nature of work, required training, and hourly wages for one career that they are interested in. Students will also be familiar with the new district tool called Naviance. j. ASCA Student Competencies and Indicators: A:B2 Plan to Achieve Goals 2. A:B2.2 Use assessment results in educational planning 3. A:B2.4 Apply knowledge of aptitudes and interests to goal setting 4. A:B2.7 Identify post-secondary options consistent with interests, achievements, aptitude, and abilities A:C1 Relate School to Life Experiences 3. A:C1.3 Understand the relationship between learning and work 4. A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities C:A1 Develop Career Awareness 2. C:A1.5 Learn how to make decisions 3. C:A1.6 Learn how to set goals C:C1 Acquire Knowledge to Achieve Goals 3. C:C1.1 Understand the relationship between educational achievement and career success 4. C:C1.5 Describe the effect of work on lifestyle Lesson Rationale: a. School improvement Plan: Shorecrest High School plans to use personality assessment data from the 9th grade level and a career interest inventory from the 10 th grade level to develop and implement community service opportunities at the 11 th grade level that connect with a career project at the 12 th grade level; the four year Career and College Readiness Framework involves research, a report, community service and culminates with an application to continuing education in the chosen career field. Students will end the 10 th grade year with a career portfolio in the Naviance system that they will access during the 11th and 12th grade.

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In order to explore career development, all students will receive the Career and College Readiness Framework lessons through year-long classes in 9th-12th grade. At some point, the hope is that the lessons will be given during an Advisory period for the duration of the year, two days a week. These classes will receive a series of lessons from school counselors and teachers over the course of the semester. The lessons will serve to develop general information about careers, assess career interest, focus their plan of study during high school, and set post-secondary career goals.

b. Connection to Data Driven Decision-Making: Nearly 30% of our nations students do not graduate from high school (Bowers, 2010). Schools need to change in order to adjust to the populations they serve. Our current model is good at graduating students who are college bound, but needs to put more focus on giving students employable skills and an idea of what they would like their future to look like (Siegel, 2009). Integrating career development into the high school curriculum helps students engage with their future and create a high school experience that is personally meaningful and fulfilling (Siegel, 2009). According to a study by Hair, Ling, and Cochran (as cited by the National Center on Secondary Education and Transition, 2006) students who do not earn a high school diploma are more likely to face unemployment, live in poverty, be incarcerated, make half as much income as a high school graduates, have children at an early age and use illicit drugs. Students who drop out of school demonstrate patterns of disengagement that go all the way back to the early grades of school (Bowers, 2010). The transition to high school presents students with a host of new challenges while providing less of a support structure for success. According to Somers (2009), 9th grade is a particularly influential for educational attainment. This advisory period will not only link students with a community of concern, but will serve to motivate students to think about what will happen beyond high school.

Lesson Outline: I. Introduction: explain to students that today they will be using Naviance to explore two careers that they are interested in. To get started they will first need to log-in to Naviance using their dashboard username and password. Distribute the Comparing Careers worksheet (p. 16) and have them follow the instructions to log-on to Naviance using their iPads. (7-10 minutes)

CAREER GUIDANCE UNIT PLAN II.

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III. IV.

V.

Once students are logged into Naviance, have them follow along with you on the powerpoint for steps 2-5, the Career Cluster Finder assessment tool. This tool will give them their top three career clusters as related to their skills, abilities, and interests. (15-20 minutes) When students have their top three career clusters, have them research one of the jobs they are interested in. Use slides 6-8 (pp. 18-19) to introduce this part of the activity. (10-15 minutes) Use slide 9 (p. 20) to introduce the last part of the activity. Have students find a partner who researched another career that they were interested in. Record the information in the column labeled Career #2 on their Comparing Careers Worksheet. If students cant find a student with a career of interest to them they can research another career on their own. (10-15 minutes) Have students share a few of the careers they researched and surprising information about their careers. Collect the worksheet. Before leaving, advertise for the College and Technical Career Fair. (10-15 minutes)

Evaluation/Assessment: Students will be evaluating their skills, interests, and abilities using the Career Cluster Finder on Naviance. The Comparing Careers Worksheet will be collected and filed into their portfolio to be used to research a career and complete a job shadow during 11th grade Advisory time. Research Citations: See page 22. Internet Resources: American School Counselor Association: www.schoolcounselor.org Ramp-up to Readiness: http://www.rampuptoreadiness.org/ O*Net Online: http://www.onetonline.org/ Occupational Outlook Handbook: http://www.bls.gov/ United States Bureau of Labor Statistics: http://www.bls.gov/tus/charts/ Mapping your Future: www.mappingyourfuture.org

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ComparingCareersWorksheet
STEP 1: Log in to Naviance STEP 2: Click on Career Cluster Finder, read instructions and begin assessment. STEP 3: Research 2 Careers within your Career Cluster results. Important: To find a specific career, select the Career Cluster. Click on Related Careers Scroll down until you see a long list of Individual Careers Click the Career that you are interested in researching more about

Questions

Career #1:

Career # 2:

What is the job description under the overview tab? What are the 5 most important skills listed under the knowledge and skills tab? What are the 5 most important abilities listed under the knowledge and skills tab? What are the 5 most important knowledge areas under the knowledge and skills tab? What are some of the typical tasks listed under tasks and activities.

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Questions

Career #1:

Career # 2:

What are the typical wages listed under the wages tab.

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References American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs, Second Edition. Alexandria, VA: Author. "American Time Use Survey." U.S. Bureau of Labor Statistics. U.S. Department of Labor, 16 Nov 22. Web. 31 Jan. 2013. <http://www.bls.gov/tus/charts/>. Bowers, A. J. (2010). Grades and graduation: A longitudinal risk perspective to identify student dropouts. Journal of Educational Research, 103(3), 191-207 "Fastest Growing Occupations." Occupational Outlook Handbook. U.S. Bureau of Labor Statistics, 29 Mar. 2012. Web. 30 Jan. 2013. <http://www.bls.gov/ooh/fastestgrowing.htm>. "Know the Rules." Youth Rules. U.S. Department of Labor, n.d. Web. 30 Jan. 2013. <http://www.youthrules.dol.gov/know-the-limits/index.htm>. National Center of Secondary Education and Transition (2006). The role of parents in dropout prevention: Strategies that promote graduation and school achievement. Retrieved May 11, 2012 from http://www.ncset.org/publications.

CAREER GUIDANCE UNIT PLAN Siegel, S. (2009). A meaningful high school diploma. The Phi Delta Kappan, 90(10), 740-744. Retrieved from http://www.jstor.org/stable/20533077. Somers, C. L., Owens, D., & Piliawsky, M. (2009). A study of high school dropout prevention and at-risk ninth graders role models and motivation for school completion. Education, 130(2), 348-356.

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Section II Write-Up

The data from my pre-assessment suggests that students did not know a great deal about teen labor laws before my presentation began. The class was very intrigued by this part of the lesson; many students in the sophomore year are very interested in finding a job and the laws were a great discussion piece during the presentation. Students seemed to know a bit more about post-secondary education, but the data from my survey showed that there was a lot of interest in the fields that are growing according to the Occupational Outlook Handbook. Additionally, students were interested in finding out more about apprenticeships and professional technical degrees as they knew less about these than four-year colleges. The students were especially intrigued by the chart showing how each additional year of education increases income and decreases the likelihood that you will be unemployed. Many students did not answer this question correct on the pre-assessment.

CAREER GUIDANCE UNIT PLAN The data from my post-assessment seemed to show that students

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learned a lot from my presentation. Of special importance seemed to be the growth in understanding the difference between types of post-secondary education needed for certain careers. Before my presentation, students were not too sure of the differences between types of post-secondary education. After my presentation, students were able to accurately match the types of education needed to different career areas. Additionally, I felt that students were very interested in the presentation material as they were on-task and focused during the class time.