Careers Plus A & B

Mounds View District #621--Careers Plus 000745; Seminar Code: 01

Irondale High School
Ms. Zappa
Classroom: Lower Level 22
E-mail: angela.zappa@moundsviewschools.org Phone: 651-621-6919
http://careerspluszappa.weebly.com/

Course Description:
Careers Plus students will explore and evaluate a variety of career and post-secondary options
and develop their own realistic post-secondary plan. In addition to earning classroom credit,
students have the opportunity to earn additional elective credit for on-the-job training (OJT)
through the Work-Based Learning program. Work Based Learning enables students to learn
successful employment and interpersonal skills in the classroom and have the opportunity to
apply them on-the-job. Students must work an average of 10 hours a week to earn OJT credit.
Some students may be eligible for early work release. The work coordinator will assist students
in finding jobs, filling out applications, and preparing for interviews.

Learner Outcomes, Standards, Benchmarks:

Program Area: Employability
Standard: Students will know and demonstrate the process of obtaining a job and learn the
necessary skills needed to maintain employment. This will include preparing employment
documents.
Benchmarks/Outlines/Goals/Learning Targets:
A. Demonstrate skills for securing employment.
B. Correctly complete a job application form.
C. Design a résumé to be used in the work-based learning placement.
D. Plan and write appropriate employment letters including: composing a cover letter, thank-
you note and letter of resignation.
E. Demonstrate industry acceptable interviewing techniques (a mock interview will take place
with local employers).
F. Use a variety of resources to look for employment opportunities.
G. Learn the necessary work habits and SCANS skills needed to maintain employment.
H. Create a training plan with work coordinator to set and reach job training goals.
I. Learn the necessary skills to be an effective team member in the workplace.
J. Identify and demonstrate appropriate dress, hygiene, and behavior in a variety of
workplaces.
K. Identify and demonstrate appropriate steps to follow when leaving a job.

Program Area: Career Planning

Standard: Students will understand the career planning process and develop an understanding
of the relationship between educational preparation and career planning.
Benchmarks:
A. Assess individual aptitudes, interests, and abilities and explore preferences for working
with people, data, ideas, and/or equipment.
B. Analyze career options based on interests, aptitudes, education, work values and training
to create a plan for transition to post-secondary education, training and/or work.
C. Learn how to utilize school and community resources to gain information related to career
interests.
 D. Identify appropriate courses related to career interests.
E. Identify appropriate courses related to community resources to gain information related to
career interests.
F. Identify sources of financial assistance for post-secondary education including:
scholarships, student loans, grants, work study, and understand the obligations associated
with these financial resources.
G. Explore different types of career training programs in various types of occupations and
careers.

Program Area: Workplace Rights and Responsibilities

Standard: Students will know the essential rights and responsibilities associated with paid or
non-paid work experiences.
Benchmarks:
A) Examine and discuss labor laws applicable to work-based learning.
● Examine and discuss Fair Labor Standards Act (FLSA); including child labor laws and the
17 hazardous occupations identified by the U.S. Department of Labor.
● Examine and discuss harassment laws.
● Examine and discuss discrimination laws, Americans with Disabilities Act (ADA) and Equal
Employment Opportunities Commission (EEOC), Title IX.
● Examine the difference between state and federal regulations.
B) Examine and discuss safety in the workplace.
● Explain Occupational Safety and Health Administration’s (OSHA) role in workplace safety.
● Review safety in the workplace.
● Assess safety of individual work-based learning sites.
● Identify processes for resolving potential safety violations at work-based learning site.
C) Examine and discuss confidentiality in the workplace.
● Review professional confidentiality.
● Complete and sign a training agreement form as required by the work-based learning site
and Irondale High School.
D) Examine an employer handbook.
● Identify workplace rights and responsibilities.
● Explain the process for promotion and demotion.
E) Examine and discuss labor unions.
● Examine the history of labor unions.
● Research and discuss labor unions’ rules and vision.

Program Area: Workplace Interpersonal Skills

Standard: Students will identify and demonstrate effective interpersonal communication in the
workplace.
Benchmarks:
A. Identify and discuss effective conflict resolution skills.
● Identify steps in conflict resolution process.
● Demonstrate effective conflict resolution skills.
B. Identify and demonstrate effective teamwork skills.
● Identify dynamics of team through participation in classroom activity.
● Analyze the purpose and effect of different roles in team dynamics.
● Evaluate how personal qualities contribute to a team effort.
Required Materials:
● Lined notebook paper
● Writing utensils (pencils, pens with blue or black ink, highlighters)
● A folder or binder that you will use only for this class
● Chromebook or other laptop (provided by school)

Classroom Policies:
Cell Phones & Electronics:
Cell phone and other electronic devices must not disturb the learning environment. If students
are using devices at inappropriate times, they will be asked to put the devices away. Devices
will be turned into the office if students refuse to put the device away. Please use your best
judgment--cell phone use is okay if it’s the appropriate time and place! --and if you’re not sure,
ask!

Assignments:
Assignments are due at the beginning of class (or when specified) on the due date. Computers
and printers fail, so plan ahead. Save regularly; and make backup copies of your work.

Behavior Expectations:
Standard expectations for appropriate school/classroom behavior are outlined in the Irondale
student handbook—those policies apply in this classroom, too.
1. BE HERE. Attendance is very important. We will learn new material and work on
assignments each day, some of which are difficult to make up. Please let me know in advance if
you know you will be absent. If you are gone for more than two days, please let me know by
phone or e-mail so we can make arrangements for your assignments and missed work.
Unexcused absences will affect your ability to receive credit for this class.
2. BE PREPARED. Bring all required materials to class. Sit in your assigned seat and be
ready to begin after the second bell rings or you will be considered tardy.
3. BE PUNCTUAL. You are to be inside the classroom when the second bell rings and seated
in your assigned seat shortly thereafter. If you are not, you will be marked tardy. It’s important
for you to be here and ready to learn at the BEGINNING of class because we start with
instruction at the beginning of the class.
4. BE RESPONSIBLE. Every day, check to see what’s happening in Careers Plus and write
down important information in your planner. Please see me for make-up work. Knight Time is a
great time for you to receive help! Getting make-up work when you were absent is your
responsibility. When you have work time in class, use it. See me and/or check class calendar
for missed assignments/work.
5. BE RESPECTFUL of others and this environment. Speak of and to others with respect. Use
language appropriate to the classroom. Refrain from personal grooming in class.
6. BE HONEST. The consequences of cheating (copying or handing in another's assignment or
disturbing a testing situation) will be a call to your parent/guardian, a zero on the assignment or
test, and a disciplinary referral. See the Irondale Academic Honesty Policy in your student
handbook.
7. BE PROFESSIONAL. One of the main goals in this class is to help you learn how to be
successful on the job. I expect you to have professional behavior in this classroom, much like
you would at your place of employment. All of the above expectations apply in both school and
employment settings. You will receive professionalism points for each instructional day. You
receive these points for following the above expectations.

Food and Beverage Policy:

Food and beverages are allowed in this classroom within reason. Please limit your food choices
to snack-type food. As a class, we will have the opportunity to eat and drink during class as
long as we clean up after ourselves. If the classroom is left a mess, there will be no more
food/beverages in the classroom.

Passes: Limit passes out of the classroom. Use passing time for common stops.
If you need to use the bathroom during class, take the shared pass. There are NO passes
issued during the first ten minutes of class OR the last ten minutes of class. Use the green
passes for all other needs. This pass system is evolving and updates will be provided throughout
the semester. As an Irondale community, we are trying to limit the traffic in the hallways and
keep students in the classroom where the learning happens!

On-the-Job Training:
A major component of this class is Work Based Learning (whether you have a job or not!).
Students develop the essential skills for the workplace and have the opportunity to use those
skills on-the-job while earning additional elective credit. To earn OJT elective credit, students
should work an average of 10 hours per week and remain employed for the entire semester.
The student is required to sing the Careers Plus OJT Contract Agreement in order to receive
the OJT pass. The student is required to complete a Training Agreement and a Training
Plan, in addition to documenting hours worked during the week.

The OJT grade will be based on the following:

● Weekly job reports
● Employer Evaluations
● Documentation of hours worked
● Completion of Training Agreement
● Completion of Training Plan

On-the-Job Training FAQs

What if I don’t have a job?

Students do not need to be actively employed to earn classroom credit for the Careers Plus class;
however, students DO need to be employed if they want to earn the additional OJT elective credit.

What if I quit or lose my job?

If you lose your job, you will have a meeting with Ms. Zappa to determine the consequences and OJT
credit status. When problems arise on the job site, students must inform Ms. Zappa as soon as possible.

Can I work during school hours?

Students may be able to leave during fifth and/or sixth hour(s) to go to work (if they are on track for
graduation). Students on work release are responsible for their own transportation. Some students may
quality for a discounted parking pass. See your dean and the work coordinator for more details.
Can I earn OJT credit for babysitting my brother or mowing my neighbor’s lawn?
No. All worksites need to be approved by the work coordinator and need to meet Minnesota State Labor
Standards. Students must receive a paycheck listing all deductions. If you have questions regarding
appropriate worksites, see Ms. Zappa.

Job Search Hints

1. Select a type of job you are interested in – talk to your parent and anyone you know
for job contacts/leads. Look for job leads posted at area businesses or simply walk in
or call businesses to see if they are hiring. If calling, just look up their number in the
phone book or online.
2. Call or walk in and request to speak to the manager. If it’s a restaurant, avoid calling
during lunch or dinner when they are very busy.
3. Say “Hi! My name is ___________. I am with the Irondale Work Program and am
available to work ___________. Are there any job openings?”
4. If so, ask how you should apply and try to arrange an interview.
5. Write down any info – name of manager and time/date of interview.
6. Bring important info to the interview – sample application, résumé, references, Social
Security Number, Photo ID, etc.
7. Appear interested in the job. Smile! When finished, ask when they will make their hiring
decision. If they say in two days and you have not heard – call back.
8. Keep on job searching until you have a job offer. Don’t just apply at one location and then
assume you will get a job offer.
9. Interview for as many jobs as possible and pick the one that most interests you.
10. Don’t give up if you don’t get job offers right away – keep trying.

Attendance:
Irondale High School places great emphasis on attendance because it is absolutely necessary for
satisfactory progress in school. If parents wish their child to be absent from school for any
reason other than illness or family emergency, the parent should pre-arrange this request with
the Attendance Office and students should notify teachers in advance.

Tardies:
Each teacher will maintain a record of student tardiness to class. School discipline will be
assigned. Any unexcused tardiness results in the loss of Professionalism Points and contacts with
parents/guardians, deans, and attendance staff.
Grading

● Grades represent what a student knows, understands, and can do.

● Every grade, whether it is a daily assignment, test or the final exam, will be assessed and entered
using a letter grade of A, B, C D or I. These letter grades are described below.

Individual Assignment Grade Configuration

Gradebook Description Point

Entry Value

A Highly proficient – exceeds proficiency 4

B Met all the basic requirements for proficiency 3

C Met some basic requirements for proficiency 2

D Met very few basic requirements for 1

proficiency.

I Didn’t show enough work to demonstrate 0

proficiency

M Missing Evidence of Proficiency 0

● Grades will be organized into two main categories:

o PRACTICE assignments which are worth 30% of the overall grade.
o PERFORMANCE assignments which are worth 70% of the overall grade.
● A grade of A or B in this class is considered proficient for a project, assignment or final grade.
Anything less than an A or B is considered non proficient and not meeting the requirements.
● Some assignments and projects will be weighted and count more in their particular category based
on the complexity, duration/length, and importance related to the course content/skills.
A student’s final grade will no longer be reported as a percentage, but rather a scale score between 0.0
and 4.0. Students who have not shown enough work to demonstrate proficiency will receive an incomplete
(I).

Accessing Grades:
Parents can access grades through ParentVUE.

Mi = Missing (the assignment is missing and is currently counting as a score of zero)

Ab = Absent (the student was absent when the assignment was given or due)
La = Late (the assignment was turned in late)
Inc = Incomplete (the turned in assignment was not complete)
TI = Turned in (the assignment is turned in but does not yet have a score)
WIP = Work in progress (the student is working on the assignment and although it is not
completed, it is not missing--this is often used for projects that have multiple parts)

Assignments may include written comments from the teacher.

Relearning Opportunities:
Students have the opportunity for after-school relearning help upon request. “Knight Time” is
an excellent opportunity for relearning--make sure to utilize this time!

Academic Honesty:
Mounds View School Board Policy EG-3109 Student Rights and Responsibilities:
Academic honesty is required to ensure an accurate measurement of a student’s academic knowledge.
The Mounds View School Board expects that students will achieve success with integrity. Academic
dishonesty impairs a true showing of academic achievement. Substantiated reports of academic
dishonesty will result in appropriate consequences as defined in accompanying regulations and in student
handbooks. Examples of academic dishonesty include, but are not limited to: theft and use of tests, use
of crib sheets or other cheating devices on an exam, plagiarism or representation of a substantial piece of
work as one's own without proper attribution. This policy applies to all manner, including the most current
technological advances, systems, or equipment, that may be utilized for the purposes of academic
dishonesty.
Academic dishonesty will be considered a behavioral infraction. The following guidelines will be utilized
when a violation of academic honesty occurs:
● consequences will be commensurate with the severity of the incident
● consequences cannot prevent growth and development or an accurate measurement of student
achievement
● measures will be sought to determine why the academic dishonesty occurred
● students will be required to provide a written explanation of behavior
● students in violation of this policy will not escape the performance indicator; student knowledge will
still be measured within an agreed timeframe set by teacher, dean, and student
● additional consequences may include:
o re-examination of content; repeat of project, paper, or activity
o possible reduced score/grade not to prevent achieving a level of proficiency
o other measures identified in Mounds View School Board Policy EG-3109: Student Rights and
Responsibilities
o multiple offenses may result in loss of credit, to be determined by building principal