DOCUMENT RESUME INSTITUTION - ERIC · DOCUMENT RESUME. ED 429 237 CE 078 533. TITLE Comprehensive...

DOCUMENT RESUME

ED 429 237 CE 078 533

TITLE Comprehensive Student Development Curriculum. Middle School.INSTITUTION Southwest Florida School-to-Careers Consortium, Fort Myers.PUB DATE 1999-00-00NOTE 281p.; For related documents, see CE 078 532-535.PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC12 Plus Postage.DESCRIPTORS *Career Exploration; Course Content; *Education Work

Relationship; *Individual Development; IntegratedCurriculum; Learning Activities; *Middle School Students;Middle Schools; *Student Development

IDENTIFIERS Florida (Southwest)

ABSTRACT

This curriculum guide for middle school student developmentwas created in response to needs expressed by business and otherorganizations throughout the Southwest Florida School-to-Careers Consortium.The guide encompasses four curriculum categories: academic achievement,career development, personal and social development, and communityinvolvement. Each of these four areas is further subdivided into generalgoals and attendant student outcomes. Activities are provided as examples ofthe range of possible activities that can be used to meet any particularoutcome or goal. A reference section accompanies the guide. The curriculumcontent is organized in the following eight sections, with course contentsuitable for middle school students: (1) introduction and information onusing the curriculum guide; (2) school-to-careers competencies; (3)

correlation of sunshine state standards; (4) curriculum matrix; (5)

exceptional student education adaptations; (6) evaluation; (7) charactereducation and school-to-careers; and (8) sample activities. (KC)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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.S. DEPARTMENT OF EDUCATION0 ice of Educational Research and Improvement

E CATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

1

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TVHE EDUCATIONAL RESOURCESNFORMATION CENTER (ERIC)

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2 BISTCOPTA

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MIDDLE SCHOOL COMPREHENSIVE STUDENT DEVELOPMENT CURRICULUMEXIT EVALUATION OF UNDERSTANDINGS, ATTITUDES AND SKILLS

STUDENT: ID#: BD:

SCHOOL: GRADE:

DATE COMPLETED:

PERSON AND TITLE COMPLETING REPORT:Evaluation Checklist

Please complete the following checklist by marking Yes, No or Not Applicable.

Competencies Yes No NA

Student has completed 4 years of 6 year plan.

Student can list 3 Florida academic/vocational/technical scholarshipopportunities.

Student is aware of high school graduation requirements.

Student has participated in Career Day.

Student has completed course that addresses resumes and jobapplications.

Student has completed a formal assessment instrument ie., InterestInventory.

Student is continuing to grow in computer literacy and processing skills.

Student has had an orientation to high school rules, attendance policy,behavior, and credit accrual and denial policies.

Student uses academic planner for time management.

Student is passing all academic courses needed for high school.

Student works well in cooperative learning groups.

Student follows school/classroom rules

Student is able to cite an example of personal difficulty and then use aproblem solving/decision making process to generate appropriatealternative actions and identify probable consequences

Student can explain the connection between attendance/timelinessof assignments and employability skills

3

Southwest Florida School-to-Careers ConsortiumComprehensive Student Development Curriculum

Evaluation

Please respond to the questions below by circling your response using the following scale: 1 = stronglyagree, 2 = agree, 3 = neutral, 4 = disagree, 5 = strongly disagree. Your responses will be used to makefuture revisions to these curriculum guides. A self-addressed, stamped envelope has been provided.Please return surveys by March 19, 1999. Thank you.

1. The material was easy to understand. 1 2 3 4 5

Comments:

2. The format of the guide was helpful, clear, and easy-to-follow. 1 2 3 4 5

Comments:

3. The information in the guide was complete and contained helpful information to my work.1 2 3 4 5

Comments:

4. Specific corrections/suggestions I would make are:

5. Overall comments on this curriculum guide or any of its parts are:

4

FIVE COUNTY CONSORTIUMCOMPREHENSIVE STUDENT DEVELOPMENT GUIDE

KINDERGARTEN-POSTSECONDARY

CHARLOTTE COUNTYDr. Max Schmidt, Superintendent

Dr. Keith Mathews, Coordinator, Vocational Programs

COLLIER COUNTYDr. Dan White, Interim Superintendent

Dr. David Baldaia, Interim DirectorLorenzo Walker Institute of Technology

EDISON COMMUNITY COLLEGEDr. James A. Slusher, Executive Vice President

Dr. James Browder, Dean of Instruction, Workforce Programs

FLORIDA GULF COAST UNIVERSITYDr. Roy McTarnaghan, President

Dr. Dennis Pataniczek, Director, School of Education

GLADES COUNTYMr. Gary Clark, Superintendent

Mr. Norman Hughes, Director, Administrative Services

HENDRY COUNTYMr. Ed Upthegrove, Superintendent

Dr. Howard Berryman, Director, Applied Technology

LEE COUNTYDr. Bruce Harter, Superintendent

Mr. James Whittamore, Director,- Technical & Career Education

PROJECT DIRECTORS STC COORDINATORS

410Dr. Cynthia O'HareDr. Madelyn Isaacs

1997-98 Ms. Diane Christianson 1997-981998-99 Mr. Jack Pause 1998-99

This project was funded by the Southwest Rorida School-To-Careers Consortium, 1997-99.

COMPREHENSIVE STUDENT DEVELOPMENT CURRICULUM

VISION STATEMENT

Students recognize choices and make decisions in theirpersonal lives, academic growth, career, and communityinvolvement with competence and confidence.

MISSION STATEMENT

Students lead successful and productive lives becauseschools have incorporated a comprehensive approach tostudent development throughout all levels of education.

TABLE OF CONTENTS

Introduction/Using the Curriculum Guide

School-To-Careers Competencies

Correlation of Sunshine State Standards

Curriculum Matrix

Exceptional Student Education Adaptations

Evaluation

Character Education and School-To-Careers

Sample Activities

7

Southwest Florida School-To-Careers ConsortiumCharlotte Collier Edison Community College Florida Gulf Coast University Glades Hendry Lee

INTRODUCTION

This series of comprehensive student development curriculum guides weredeveloped in response to needs expressed by business and otherorganizations throughout the Southwest Florida School-To-CareersConsortium, a five-county alliance that includes Charlotte, Collier, Glades,Hendry, and Lee County School Districts; Edison Community College andFlorida Gulf Coast University. The grant specified that school-to-careerphilosophies and activities needed to be institutionalized beyond the life ofany funding and that to do so would be most effective by codifying a K-Postsecondary curriculum.

Student development is most frequently and properly located under thetraining and responsibility of counselors, the student development specialistsin educational institutions. Their training includes curriculum in careerawareness, planning, and choice as well as individual development. Theywere thus selected as the team leaders and the majority of the writing teamto develop these curriculum frameworks and guides. Other educators fromrelated fields were also included.

the curriculum writing team represented all levels of education and allinvolved districts. The team consisted of the following:

Elementary School (K-5):Team Leaders: Susan Shoemaker, Lee County

Mary Fischer, Lee CountyAnn Cole, Lee CountySusan Rose, Charlotte CountyMary Lowell, Charlotte County

Middle School (6-8):Team Leader: Sharon Zebley, Lee County

Karen David, Collier CountyAnthony Lettiere, Collier CountyDeborah Marsh, Charlotte County

Southwest Florida School-To-Careers ConsortiumComprehensive Student Development CurriculumMiddle School

8

High School (9-12):Team Leaders: Jack Pause, Glades County

Christopher B. Smith, Collier CountyVicki Chipman, Hendry CountyJanice Foster, Hendry CountyJessica Owen, Charlotte County

Post-secondary (Freshman-Senior)Team Leaders: Dr. Lorraine Guth, Florida Gulf Coast University

Susan Potts, Edison Community CollegeCheryl Lynn Drat ler, Career Counselor

Russ Crawford, Lee CountyYolanda Flores, Collier CountyCarolyn Gorton, Charlotte CountyNancy lacovone, Collier County

Exceptional Student EducationTeam Leader: Mary Fischer, Lee County

James Bedrava, Collier CountyChristine Ford, Collier CountyRichard Hollis, M.Ed., Job Smart, Inc.Brenda Lazarus, Florida Gulf Coast UniversityJessica Owen, Charlotte CountyDonna Robson, Lee County

Evaluation Team:Team Leader: Dr. Madelyn Isaacs, Florida Gulf Coast University

Jack Pause, STC CoordinatorSusan Potts, Edison Community CollegeSusan Shoemaker, Lee CountyLynn Thiewes, Collier County

The writing project was coordinated by:Dr. Madelyn Isaacs, Florida Gulf Coast UniversityDr. Lee O'Hare, Lee County SchoolsJack Pause, STC Coordinator

The manuscript was initially prepared by Dr. Scott Fry, Hendry County andwas edited by Dr. Madelyn Isaacs, Florida Gulf Coast University. The'revised

Southwest Florida School-To-Careers ConsortiumComprehensive Student Development CurriculumMiddle School 9

manuscript was prepared by Stacie Kidwell and edited by Dr. MadelynIsaacs, Jack Pause, Susan Potts and Susan Shoemaker.

The process of development began with the adaptation of Florida's StudentDevelopment Program into a matrix of goals and outcomes. The programwas already geared toward comprehensive student development and theinfusion of school-to-work concepts and activities. Once the matrix for K-post-secondary curriculum outcomes was identified, the writing team met asa large group, divided into subgroups based on levels of experience and theneed for overlap and transitions between school levels, and compiledactivities for each applicable outcome in school-based, connecting, andwork-based environments.

The curriculum is designed as a whole with special attention to transitionsbetween levels. However, it is presented in sections by school level;elementary, middle, high, and post-secondary. Districts and post-secondaryinstitutions are expected to review the total curriculum, customize it to bestmeet individual district/institutional needs and goals, and begin todisseminate the curriculum by training counselors and administrators in its

outcomes and activities.

Each level specifies competencies presumed to exist upon student entry andexit competencies for which it would be accountable. Each curriculumsection contains such a statement. This statement is followed by a chart ofhow the curriculum coordinates with Florida's Sunshine State Standards inHealth and Social Studies. These subject areas are most often infusedthroughout the Student Development Domains.


1 0

USING THIS CURRICULUM GUIDE

This curriculum guide is organized into four curriculum categories: AcademicAchievement (AA), Career Development (CD), Personal and SocialDevelopment (PSD), and Community Involvement (CI). Each of these fourareas is further subdivided into general goals and attendant studentoutcomes. The curriculum categories, goals, and outcomes are designatedby letter codes and numbers. Thus "CD 2.2" translates to mean CareerDevelopment Goal number 2, "Understand interrelationships among rife rolesand the world of work", and outcome number 2, "describe the advantagesof various life role options."

For some goal and outcome areas, an "N/A" or "Not Applicable" is

designated. For these, it was determined that the outcome or goal waseither not applicable yet to the age/grade/developmental level or hadbeen adequately covered previously. For information about how other levelshave addressed specified outcomes, see the curriculum guides in theirentirety.

Activities are meant as examples of the range of possible activities to meetany particular outcome or goal. These are listed in the appendices andcopies are included in the back of the curriculum guide. It is assumed thatthere are many other activities already developed or to be developed whichcan also meet curriculum goals. A reference section accompanies eachguide. Some extended reference material was adapted from Insights fromthe Florida Department of Education, Bureau of Career Development, andDevelopmental Guidance: Classroom Activities from the Center onEducation and Work at the University of Wisconsin at Madison. These twocurriculum guides are especially recommended although many other qualitycollections of activities exist and could be appropriate and useful.

Southwest Florida School-To-Careers ConsortiumComprehensive Student Development airriculumMiddle School

1 1

MIDDLE SCHOOL ENTRY AND EXIT COMPETENCIES: OVERALL AND BY GRADE LEVEL

When students enter from Elementary school they should be able todemonstrate:

Appropriate grade level reading, mathematics and writing skillsInterpersonal skills including working with others and conflictresolution/mediation skillsDecision making and goal setting skillsCareer Awareness: knowledge of the world or work, how jobs interact,examples of range of work from local environment and why work isimportant.Introduction to community serviceWorking cooperatively in groupsNotion of good physical and mental healthBasic keyboarding and computer literacy skillsUnderstanding the importance of standardized testing

During 6th Grade the following areas will be covered:Assess entering career, decision making, conflict resolution skill levelOrient students to middle school rules, conduct, class scheduling,attendance and other policiesConduct diversity awareness activities including cultural, varying teacherstyles and expectations, learning stylesBegin career awareness activities: self-assessment (interests, aptitudes andgoals) e.g., Career Cruiser (begin portfolio with self-assessmentinformation)Continue computer literacy and processing skillsOrient toward school rules homework & attendance accountabilityOrient to employability skills attendance, timeliness of assignments, etc.Continue planning and goal setting behaviors using planner for timemanagement, etc.Continue decision making and problem solving skills and knowledge ofconsequences of decision makingMaster appropriate academic skills

During 7th Grade the following areas.will be covered:Introduce concept of the four-year planIntroduce local job market, career cluster informationContinue computer literacy and processing skillsIntroduce resume writing; continuing portfolio development


0

Orient toward school rules homework & attendance accountabilityOrient to employability skills attendance, timeliness of assignments, etc.Continue planning and goal setting behaviors using planner for timemanagement, etc.Continue decision making and problem solving skills and knowledge ofconsequences of decision makingMaster appropriate academic skills

During 8th Grade the following areas will be covered:Complete 4 years of 6 year plan of studyBegin high school orientation to graduation requirements,Make students aware of scholarship and financial aid opportunitiesContinue computer literacy and processing skillsOrient toward school rules homework & attendance accountabilityOrient to employability skills attendance, timeliness of assignments, etc.Continue planning and goal setting behaviors using planner for timemanagement, etc.Continue decision making and problem solving skills and knowledge ofconsequences of decision makingMaster appropriate academic skills

When students leave middle school and enter high school they should beable to demonstrate or have the following:

Completed 4 years of 6 year PlanAware of Florida academic and vocational/technical scholarshipopportunitiesAware of high school graduation requirementsCareer awareness introduction of local job market and career clusters,portfolio and resume writingAssessment results from preliminary formal assessment instrument(CHOICES Jr., or some other program)Continuing computer literacy and processing skillsOrientation toward high school rules in advance: homework &attendance accountability, credit accrual and denial policiesOrientation to employability skills 7 attendance, timeliness of assignments,etc.Planning and goal setting behaviors using planner for timemanagement, etc.


13

o

Decision making and problem solving skills and knowledge ofconsequences of decision makingMaster appropriate middle school academic skillsInterpersonal skills


I 4

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unde

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SS

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unde

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know

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fam

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SS

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.4.3

unde

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issu

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: the

rig

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and

resp

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bilit

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divi

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itutio

n th

e im

port

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of c

ivil

liber

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the

role

of

conf

lict r

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d co

mpr

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nd is

sues

invo

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get

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l beh

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pol

itics

.H

E.B

.1.1

.3kn

ows

posi

tive

way

s to

han

dle

ange

r.H

E.B

.3.3

.2kn

ows

vario

us w

ays

to c

omm

unic

ate

care

, con

side

ratio

n,an

d ac

cept

ance

of s

elf a

nd o

ther

s (e

.g.,

resp

ect,

trus

t,ki

ndne

ss, a

nd s

exua

l abs

tinen

ce a

s an

exp

ress

ion

of lo

ve).

HE

.B.3

.3.3

know

s sk

ills

for

build

ing

and

mai

ntai

ning

pos

itive

inte

rper

sona

l rel

atio

nshi

ps (

e.g.

, com

prom

isin

g).

HE

.B.3

.3.6

know

s co

mm

unic

atio

n st

rate

gies

for

avoi

ding

pot

entia

lly

2122

Per

sona

l/Soc

ial D

evel

opm

ent (

Con

't)

PS

5.0

Dev

elop

con

stru

ctiv

e st

rate

gies

and

ski

lls fo

r m

anag

ing

pers

onal

and

soc

ial c

onfli

ct

PS

6.0

Dev

elop

a r

espe

ct fo

r cu

ltura

l and

hum

an d

iver

sity

and

an

appr

ecia

tion

for

diffe

rent

cus

tom

s an

d ex

pect

atio

ns.

harm

ful s

ituat

ions

(e.

g., r

efus

al s

kills

and

res

ista

nce

to p

eer

pres

sure

).H

E.C

.2.3

.4kn

ows

how

to in

fluen

ce o

ther

s to

mak

e po

sitiv

e ch

oice

s.H

E.B

.1.4

.3kn

ows

stra

tegi

es fo

r m

anag

ing

stre

ss.

HE

.B.3

4.2

know

s te

chni

ques

for

com

mun

icat

ing

care

, con

side

ratio

n,an

d re

spec

t of s

elf a

nd o

ther

s (e

.g.,

enco

urag

emen

t,tr

ust,

and

sexu

al a

bstin

ence

).H

E.B

.3.4

.5kn

ows

stra

tegi

es fo

r so

lvin

g in

terp

erso

nal c

onfli

cts

with

out

harm

ing

self

and

othe

rs (

e.g.

, pee

r m

edia

tion

skill

s).

HE

.C.2

.4.4

know

s po

sitiv

e w

ays

to in

fluen

ce o

ther

s to

mak

e po

sitiv

ech

oice

s.

HE

.B.3

.3.4

unde

rsta

nds

how

the

beha

vior

of f

amily

mem

bers

and

peer

s af

fect

s in

terp

erso

nal c

omm

unic

atio

n.H

E.B

.3.3

.7un

ders

tand

s th

e po

ssib

le c

ause

s of

con

flict

am

ong

yout

hin

sch

ools

and

com

mun

ities

and

kno

ws

posi

tive

com

mun

icat

ion

stra

tegi

es fo

r pr

even

ting

conf

lict.

HE

.B.3

.4.6

unde

rsta

nds

the

poss

ible

cau

ses

of c

onfli

ct a

mon

g yo

uth

in s

choo

ls a

nd c

omm

uniti

es (

e.g.

, eth

nic

prej

udic

e) a

ndkn

ows

met

hods

for

redu

cing

that

con

flict

(e.

g., c

onfli

ctre

solu

tion

skill

s an

d pe

er m

edia

tion)

.H

E.B

.3.4

.7kn

ows

stra

tegi

es fo

r de

alin

g w

ith in

divi

dual

s w

ho a

reex

hibi

ting

dang

erou

s be

havi

ors

(e.g

., ev

adin

g an

dav

oidi

ng d

ange

rous

situ

atio

ns).

SS

.A2.

3.1

unde

rsta

nds

how

lang

uage

, ide

as, a

nd in

stitu

tions

of o

necu

lture

can

influ

ence

oth

er c

ultu

res

(e.g

., th

roug

h tr

ade,

expl

orat

ion,

and

imm

igra

tion)

.S

S.A

.3.3

.1un

ders

tand

s w

ays

in w

hich

cul

tura

l cha

ract

eris

tics

have

been

tran

smitt

ed fr

om o

ne s

ocie

ty to

ano

ther

(e.

g.,

thro

ugh

art,

arch

itect

ure,

lang

uage

, oth

er a

rtifa

cts,

trad

ition

s, b

elie

fs, v

alue

s, a

nd b

ehav

iors

).S

S.B

.2.3

.3un

ders

tand

s ho

w c

ultu

res

diffe

r in

thei

r us

e of

sim

ilar

envi

ronm

ents

and

res

ourc

es.

HE

.B.2

.3.3

iden

tifie

s as

pect

s in

one

's o

wn

cultu

re a

nd in

the

cultu

res

of o

ther

s th

at m

y ha

ve a

n im

pact

on

heal

th a

nd th

e us

eof

hea

lth s

ervi

ces.

HE

.B.2

.3.4

unde

rsta

nds

emot

iona

l and

soc

ial h

ealth

ris

ks c

ause

d by

prej

udic

e in

the

com

mun

ity.

2324

Per

sona

l/Soc

ial D

evel

opm

ent c

ont'd

PS

7.0

Acq

uire

effe

ctiv

e pr

oble

m s

olvi

ng a

nd d

ecis

ion

mak

ing

skill

s fo

r re

solv

ing

pers

onal

and

soc

ial d

ilem

mas

.

PS

8.0

Dev

elop

hea

lthy

lives

and

com

mun

ities

HE

.B.2

.4.4

HE

.B.3

.4.8

HE

.B.2

.3.2

HE

.B.3

.3.8

HE

.C.1

.3.1

HE

.C.1

.3.4

HE

.C.1

.4.1

HE

.C.1

.4.6

HE

.A.1

.3.2

HE

.A.1

.3.3

HE

.A.1

.3.4

HE

.A.1

.3.6

HE

.A.1

.3.7

HE

.A.1

.3.9

HE

A1.

3.10

HE

.A.2

.3.2

HE

.A.2

.3.3

know

s ho

w e

thni

c an

d cu

ltura

l div

ersi

ty b

oth

enric

h an

dch

alle

nge

heal

thy

livin

g.un

ders

tand

s va

rious

way

s in

whi

ch d

iffer

ent f

amili

esha

ndle

grie

f (e.

g., i

n te

rms

of c

ultu

ral d

iffer

ence

s).

know

s ho

w in

form

atio

n fr

om p

eers

influ

ence

s he

alth

,kn

ows

com

mun

icat

ion

stra

tegi

es fo

r m

anag

ing

grie

fca

uses

by

disa

ppoi

ntm

ent,

sepa

ratio

n, o

r lo

ss (

e.g.

,co

unse

ling,

talk

ing,

and

list

enin

g).

know

s ho

w to

app

ly a

dec

isio

n m

akin

g pr

oces

s to

hea

lthis

sues

and

pro

blem

s in

divi

dual

ly a

nd c

olla

bora

tivel

y (e

.g.,

nutr

ition

al fo

od c

hoic

es a

t hom

e, r

esta

uran

ts, a

ndsc

hool

).kn

ows

stra

tegi

es a

nd s

kills

nee

ded

to a

ttain

a p

erso

nal

heal

th g

oal.

know

s va

rious

str

ateg

ies

whe

n m

akin

g de

cisi

ons

rela

ted

tohe

alth

nee

ds a

nd r

isks

of y

oung

adu

lts (

e.g.

, sup

port

-and

-re

war

d sy

stem

).kn

ows

vario

us s

trat

egie

s w

hen

appl

ying

the

deci

sion

-m

akin

g pr

oces

s re

gard

ing

heal

thy

habi

ts (

e.g.

, way

s to

avoi

d ju

nk fo

ods)

.

unde

rsta

nds

the

rela

tions

hip

betw

een

posi

tive

heal

thbe

havi

ors

and

the

prev

entio

n of

inju

ry, i

llnes

s, d

isea

se,

and

othe

r he

alth

pro

blem

s.kn

ows

how

phy

sica

l, m

enta

l, em

otio

nal,

and

soci

al h

ealth

inte

rrel

ate

durin

g ad

oles

cenc

e.un

ders

tand

s ho

w p

eer

pres

sure

can

influ

ence

hea

lthfu

lch

oice

s.kn

ows

way

s in

whi

ch to

red

uce

risks

rel

ated

to h

ealth

prob

lem

s of

ado

lesc

ents

.kn

ows

the

bene

fits

of p

ositi

ve h

ealth

pra

ctic

es a

ndap

prop

riate

hea

lth-c

are

mea

sure

s ne

cess

ary

to p

reve

ntac

cide

nts,

illn

esse

s, a

nd d

eath

.kn

ows

vario

us m

etho

ds o

f hea

lth p

rom

otio

n an

d di

seas

epr

even

tion.

know

s ea

ting

diso

rder

s th

at a

dver

sely

affe

ct h

ealth

.kn

ows

how

to u

se r

esou

rces

from

the

hom

e, s

choo

l, an

dco

mm

unity

that

pro

vide

val

id h

ealth

info

rmat

ion.

know

s ho

w to

loca

te h

ealth

pro

duct

s an

d se

rvic

es.

0

Per

sona

l/Soc

ial D

evel

opm

ent c

ont'd

PS

8.0

Dev

elop

hea

lthy

lives

and

com

mun

ities

(co

nt'd

)

HE

.B.1

.3.1

HE

.B.1

.3.2

HE

.B.1

.3.5

HE

.C.1

.3.3

HE

.C.1

.3.6

HE

.C.2

.3.6

HE

.A.1

.4.1

HE

.A.1

.4.2

HE

.A.2

.4.2

HE

.A.2

.4.4

HE

.B.1

.4.2

HE

.B.1

.4.4

HE

.C.1

.4.2

HE

.C.1

.4.3

HE

.C.1

.4.5

know

s th

e im

port

ance

of a

ssum

ing

resp

onsi

bilit

y fo

rpe

rson

al h

ealth

beh

avio

rs.

unde

rsta

nds

the

shor

t-te

rm a

nd lo

ng-t

erm

con

sequ

ence

sof

saf

e, r

isky

, and

har

mfu

l beh

avio

rs.

know

s te

chni

ques

for

avoi

ding

thre

aten

ing

situ

atio

ns.

unde

rsta

nd th

e va

rious

con

sequ

ence

s of

hea

lth-r

elat

edde

cisi

ons.

know

s th

e ou

tcom

es o

f goo

d pe

rson

al h

ealth

hab

its.

know

s ho

w to

acc

ess

com

mun

ity a

genc

ies

that

adv

ocat

ehe

alth

y in

divi

dual

s, fa

mili

es, a

nd c

omm

uniti

es.

unde

rsta

nds

the

impa

ct o

f per

sona

l hea

lth b

ehav

iors

on

body

sys

tem

s.un

ders

tand

s th

e po

tent

ial i

mpa

ct o

f com

mon

ris

kbe

havi

ors

on th

e qu

ality

of l

ife.

know

s re

sour

ces

from

hom

e, s

choo

l, an

d co

mm

unity

that

prov

ide

valid

hea

lth in

form

atio

n.kn

ows

how

to a

cces

s sc

hool

and

com

mun

ity h

ealth

serv

ices

for

self

and

othe

rs.

know

s st

rate

gies

for

heal

th e

nhan

cem

ent a

nd r

isk

redu

ctio

n.kn

ows

stra

tegi

es fo

r im

prov

ing

or m

aint

aini

ng p

erso

nal,

fam

ily, a

nd c

omm

unity

hea

lth.

know

s th

e he

alth

con

cern

s th

at r

equi

re c

olla

bora

tive

deci

sion

-mak

ing

(e.g

., co

mm

unity

vio

lenc

e an

d w

ater

pollu

tion)

.kn

ows

met

hods

for

pred

ictin

g im

med

iate

and

long

-ter

mim

pact

of h

ealth

dec

isio

ns o

n th

e in

divi

dual

s w

ho m

ake

them

.kn

ows

how

to m

ake

posi

tive

deci

sion

s re

late

d to

inju

ry,

toba

cco,

nut

ritio

n, p

hysi

cal a

ctiv

ity, s

exua

lity,

and

alc

ohol

and

othe

r dr

ugs.

Com

mun

ity In

volv

emen

tC

I 1.0

App

reci

ate

the

role

of c

omm

unity

wor

kers

and

hel

pers

CI 2

.0 D

evel

op a

sen

se o

f com

mun

ity p

ride

CI 3

.0 D

evel

op a

nd p

artic

ipat

e in

com

mun

ity v

olun

teer

ser

vice

proj

ects

,

SS

.C.2

.3.6

unde

rsta

nds

the

impo

rtan

ce o

f par

ticip

atio

n in

com

mun

ity s

ervi

ce, c

ivic

impr

ovem

ent,

and

polit

i cal

2723

CI 4

.0 U

nder

stan

d an

d en

hanc

e th

e co

mm

unity

activ

ities

.H

E.C

.2.3

.5kn

ow w

ays

to w

ork

coop

erat

ivel

y w

ith o

ther

s to

adv

ocat

efo

r he

alth

y in

divi

dual

s, s

choo

ls, a

nd fa

mili

es.

HE

.C.2

.4.5

know

s m

etho

ds fo

r w

orki

ng c

oope

rativ

ely

with

oth

ers

toad

voca

te fo

r he

alth

y co

mm

uniti

es (

e.g.

, com

mun

ityse

rvic

e pr

ojec

ts a

nd h

ealth

car

eers

).

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es

AC

AD

EM

ICio

CI-

IIEV

EM

EN

T

AA

1.0

Und

erst

and

and

part

icip

ate

in a

sch

ool

envi

ronm

ent,

1.1

Kno

w s

choo

l pro

cedu

res

in o

rder

to c

oope

rate

and

take

par

t in

a sh

ared

lear

ning

env

ironm

ent,

AC

lass

dis

cuss

ion

of s

tude

ntha

ndbo

ok a

nd d

iscu

ss th

eim

port

ance

of r

ules

in s

choo

lan

d in

the

wor

k pl

ace

Tea

cher

/Gue

st s

peak

er.

Dis

cuss

es a

nd r

eAew

s jo

b(w

orke

rs)

hand

book

and

impa

ct o

f rul

es in

wor

kpla

ce.

N/A

1.2

Dem

onst

rate

a p

ositi

vetr

ansi

tion

from

one

acad

emic

leve

l to

anot

her

and

betw

een

scho

ols.

A6t

h, 7

th, 8

th, O

rient

atio

npr

ogra

m a

nd s

ched

ulin

gac

tiviti

es,

Dur

ing

orie

ntat

ion

day,

team

inco

min

g st

uden

ts w

ith 7

than

d 8t

h gr

ader

s. S

tude

nts

orie

ntat

ed to

sch

ool r

ules

and

expe

ctat

ions

Pro

mot

ed to

the

next

leve

l.E

valu

ate

perf

orm

ance

base

d ac

tiviti

es.

Eva

luat

e O

rient

atio

npr

ogra

m fo

r ef

fect

iven

ess

by p

ollin

g st

uden

ts a

ndm

akin

g ch

ange

s w

here

nece

ssar

y.

N/A

1.3

Dem

onst

rate

beh

avio

rth

at r

efle

cts

posi

tive

wor

king

rela

tions

hips

with

teac

hers

and

clas

smat

es.

.

AR

ole

play

-indi

vidu

al o

r gr

oup

"Pla

y th

e te

ache

r fo

rte

achi

ng a

n ac

tiviry

."R

ecog

nitio

n of

pos

itive

beha

vior

--aw

ards

cer

emon

y

Pro

gres

s re

port

s. R

ewar

dspr

ogra

ms.

N/A

1.4

Des

crib

e sc

hool

and

teac

her

eval

uatio

npr

oced

ures

, suc

h as

pro

gres

sre

port

s, g

rade

poi

ntav

erag

e, c

lass

cre

dits

, the

valu

e of

hom

ewor

kas

sign

men

ts, a

nd r

elat

edpr

oced

ures

for

obta

inin

gcr

edit.

AA

cade

mic

med

iapr

esen

tatio

n. P

rese

ntin

form

atio

n re

gard

ing

scho

olen

viro

nmen

t.

1.P

rogr

ess

(sch

ool)

repo

rt =

job

eval

uatio

n,2.

Gue

st s

peak

er s

ubje

ct:

How

we

eval

uate

our

empl

oyee

s.

Con

nect

sch

ool

repo

rt c

ard

with

wor

kpa

y ch

eck.

2.0

Dev

elop

effe

ctiv

est

udy

skill

s.2.

1 Id

entif

y co

mm

on s

tudy

skill

s an

d ha

bits

that

cont

ribut

e to

sch

ool s

ucce

ss.

7,8

Stu

dent

s de

scrib

e su

cces

san

d ho

w it

is a

chie

ved,

1.V

iew

trai

ning

film

/vid

eoto

re-

intr

oduc

e or

rev

iew

on th

e jo

b sk

ills.

2. G

uest

spe

aker

-sub

ject

:K

eepi

ng w

orke

rspr

oduc

tive.

Dis

cuss

prac

tical

str

ateg

ies.

N/A

3231

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvi

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es2.

2 Id

entif

y an

d ev

alua

tehi

s/he

r st

udy

skill

s us

ed in

scho

ol a

nd o

ut o

f sch

ool,

exam

inin

g st

reng

ths

and

area

s th

at n

eed

impr

ovem

ent.

7,8

Use

an

asse

ssm

ent

inst

rum

ent t

o ev

alua

test

udy

skill

s. (

See

App

M1)

Bra

inst

orm

effe

ctiv

e st

udy

tech

niqu

es. E

valu

ate.

2.3

Des

crib

e th

e va

lue

ofpr

actic

ing

a sk

ill a

nd it

sre

latio

nshi

p to

suc

cess

ful

perf

orm

ance

of a

task

.

ALa

rge

grou

p ac

tivity

.de

scrib

e a

skill

lear

ned

and

how

impr

ovem

ent

occu

rred

.

N/A

N/A

2.4

List

and

des

crib

e ho

wst

udy

skill

s an

d ha

bits

for

scho

ol s

ucce

ss a

re r

elat

ed to

othe

r as

pect

s of

life

.

AA

dmin

iste

r a

stud

y sk

ills

ques

tionn

aire

. (S

ee A

ppM

I) D

iscu

ss/r

evie

w.

Par

ent,

stud

ent,

teac

her

conf

eren

ce.

N/A

2.5

Exp

lain

the

valu

e an

dde

scrib

e th

e im

port

ance

of

wor

king

with

and

with

out

supe

rvis

ion.

AD

efin

e su

perv

isio

n an

dco

ntra

st w

ith in

depe

nden

tw

ork

(i.e.

, hom

ewor

k).

In-c

lass

com

plet

e sa

me

activ

ity w

ith s

uper

visi

onan

d in

depe

nden

tly.

N/A

N/A

2.6

Dem

onst

rate

an

awar

enes

s an

d in

tere

st in

taki

ng r

espo

nsib

ility

for

his/

her

lear

ning

.

AU

se o

f stu

dent

pla

nner

tosc

hedu

le a

ssig

nmen

ts.

N/A

N/A

2.7

Dis

cern

and

acc

ept

mis

take

s as

an

impo

rtan

t par

tof

the

lear

ning

pro

cess

.

AS

peec

h/or

al p

rese

ntat

ions

,sh

ared

exp

erie

nces

whe

rele

arni

ng fr

om m

ista

kes

occu

rred

.

N/A

N/A

2.8

Rec

ogni

ze a

nd d

escr

ibe

the

pers

onal

sat

isfa

ctio

n an

dva

lue

of c

ompl

etin

g a

task

.

A o

Sha

re s

ucce

ss s

torie

s w

ithcl

ass

and

iden

tify

satis

fact

ion

in th

at s

ucce

ss.

Dev

elop

a c

lass

wal

l of

fam

e or

war

m fu

zzy

awar

d.

Gue

st s

peak

er: s

port

sfig

ure

or c

oach

. Top

ic:

Suc

cess

how

goo

d it

feel

s.

N/A

3433

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tI

Sch

ool-B

ased

Out

com

es3.

1 Id

entif

y an

d ci

te ti

mes

of

the

day

and

wee

k w

hen

his/

her

acad

emic

task

s an

das

sign

men

ts m

ight

bes

t be

com

plet

ed.

Lvl

A 8

Sch

ool-B

ased

Act

iviti

esD

iscu

ssio

n-B

rain

stor

mw

hen

acad

emic

wor

k is

com

plet

e. S

ocia

l Stu

dies

desi

gn a

res

earc

h pr

ojec

tto

eva

luat

e di

ffere

ntsc

hedu

les.

Con

nect

ing

Act

iviti

esN

/AW

ork-

Bas

ed A

ctiv

ities

N/A

AA

3.0

Dev

elop

effe

ctiv

e tim

em

anag

emen

t ski

lls,

3.2

Out

line

in w

ritin

g a

wee

kly

plan

ning

sch

edul

e th

atin

dica

tes

perio

ds o

f tim

em

arke

d fo

r st

udy

and

com

plet

ion

of h

omew

ork

assi

gnm

ents

.

AP

lan

a da

ily-w

eekl

yac

adem

ic s

ched

ule.

Put

in c

hart

form

for

mon

itorin

g.

Stu

dent

s w

ill in

terv

iew

an

adul

t, to

pic:

Pla

nnin

g a

wor

k sc

hedu

le.

N/A

3.3

List

com

mon

or

rout

ine

dutie

s an

d ta

sks

othe

r th

ansc

hool

ass

ignm

ents

and

mar

kth

em o

n a

wee

kly

plan

ning

sche

dule

.

AK

eep

a jo

urna

l, no

ting

the

succ

ess

of p

erso

nal

resp

onsi

bilit

y. S

mal

l gro

updi

scus

sion

; eva

luat

e th

eim

port

ance

of m

aint

aini

nga

bala

nce

betw

een

scho

ol a

nd o

ther

act

iviti

es.

(See

AA

3.1

)N

/A

3.4

Ack

now

ledg

e an

dde

scrib

e th

e va

lue

of s

ettin

gan

d m

onito

ring

goal

s an

des

tabl

ishi

ng ti

me-

man

-ag

reem

ent p

riorit

ies,

7-8

The

me:

"W

hy s

ettin

g tim

e-m

anag

emen

t prio

ritie

s ar

ea

nece

ssar

y to

ol fo

rsu

cces

s."

Dis

cuss

the

valu

eof

tim

e-m

anag

emen

t.

Fie

ld tr

ip to

loca

l bus

ines

sW

hat a

re th

eir

prio

ritie

s?N

/A

3.5

Eva

luat

e tim

e-m

anag

emen

tsk

ills

rela

ted

to s

chod

suc

cess

.A

Cre

ate

skits

that

dep

ict

the

lack

of t

ime-

man

agem

ent s

kills

--D

iscu

ss.

N/A

N/A

AA

4.0

Dev

elop

effe

ctiv

e st

ress

man

agem

ent s

kills

.

4.1

Iden

tify

and

list t

ypic

alev

ents

and

situ

atio

ns th

at a

rest

ress

ful i

s a

scho

ol a

nd a

t alif

e st

age.

7,8

In s

mal

l gro

ups,

dis

cuss

caus

es o

f str

ess.

How

doe

sit

feel

? R

ate

even

ts fr

omm

ost t

o le

ast s

tres

sful

.

Gue

st s

peak

er fr

omho

spita

l, to

pic

Str

ess

kills

.

N/A

4.2

Acc

ept s

tres

s an

d an

xiet

yas

a n

atur

al a

spec

t of l

ife a

ndci

te r

easo

ns fo

r de

velo

ping

stre

ss-m

anag

emen

t ski

lls.

AD

evel

op w

ork

shee

t: st

ress

man

ager

. Dis

cuss

str

ess

man

agem

ent s

kills

.

N/A

N/A Q

C::

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es4.

3 C

ite b

asic

ski

lls r

elat

ed to

and

met

hods

of c

opin

g w

ithte

st-a

nxie

ty a

nd o

ther

sch

ool

rela

ted

stre

ss.

AA

ssis

t stu

dent

s in

bec

omin

g"t

est w

ise"

Com

plet

e "y

our

test

atti

tude

" C

ompl

ete

test

taki

ng #

1 &

2. (

See

App

M4)

Rol

e pl

ay s

tres

sre

duci

ng a

ctiv

ities

.

N/A

N/A

4.4

Iden

tify

barr

iers

to h

is/h

ersu

cces

s at

sch

ool.

AB

rain

stor

m b

arrie

rs to

succ

ess

in s

choo

l.'N

/AN

/A

4.5

Iden

tify

stra

tegi

es to

coun

ter

barr

iers

to s

choo

lsu

cces

s.

AD

iscu

ss s

trat

egie

s to

cou

nter

barr

iers

iden

tifie

d in

AA

4.4

Use

pos

itive

imag

ery

and

goal

-set

ting

to in

still

suc

cess

.D

escr

ibe

succ

ess-

-how

doe

sit

look

and

feel

?

N/A

N/A

AA

5,0

Und

erst

and

attit

udes

and

beha

vior

s re

late

d to

acad

emic

achi

evem

ent,

5.1

Und

erst

and

the

pow

er o

fpe

er r

elat

ions

hips

and

pee

rsu

ppor

t and

iden

tify

desi

rabl

e an

d un

desi

rabl

epe

er p

ress

ures

in te

rms

ofsc

hool

suc

cess

.

6D

efin

e: P

eer

pres

sure

in a

grou

p ac

tivity

iden

tify

peer

pres

sure

ele

men

ts.

Des

crib

e an

eve

nt in

whi

chyo

u w

ere

influ

ence

d by

peer

s P

lay

HU

MA

N B

ING

O.

(See

App

M5)

Gue

st s

peak

er S

WF

AS

Pee

r pr

essu

re a

ndch

oice

s w

e m

ake.

.

Cou

nsel

or: F

air

wea

ther

vers

us tr

ue fr

iend

s.

N/A

5.2

Diff

eren

tiate

bet

wee

nin

trin

sic

and

extr

insi

cpr

essu

res

and

rew

ards

.

7,8

Def

ine:

Intr

insi

c pr

essu

res

Ext

rinsi

c re

war

ds. W

hat

choi

ces

do w

e m

ake?

N/A

N/A

5.3

Rec

ogni

ze a

nd d

escr

ibe

how

pos

itive

thin

king

and

prac

tice

of s

kills

are

rel

ated

to s

ucce

ss.

7,8

Bra

inst

orm

how

to r

efor

mat

nega

tive

thin

king

. Des

crib

epo

sitiv

e se

lf-ta

lk.

Use

spo

rts,

artis

tic, o

ther

com

petit

ion

asex

ampl

es.

N/A

N/A

5.4

Iden

tify

and

dem

onst

rate

inte

rper

sona

lsk

ills

rela

ted

to b

uild

ing

posi

tive

wor

king

rel

atio

nshi

psw

ith o

ther

s.

7,8

Vie

w m

otiv

atio

nal s

peak

ers/

vide

os. E

valu

ate

tech

niqu

es/p

hilo

soph

y. P

lan

a th

ree

min

ute

spee

ch in

whi

ch y

ou m

otiv

ate

othe

rsto

be

succ

essf

ul.

Spe

aker

from

bus

ines

sco

mm

unity

dis

cuss

ing

how

bus

ines

ses

mot

ivat

eem

ploy

ees.

N/A

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sdh

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

esA

A 6

.0 D

evel

opin

terp

erso

nal a

ndco

mm

unic

atio

n sk

ills

for

succ

essf

ul le

arni

ng,

6.1

Iden

tify

and

dem

onst

rate

inte

rper

sona

lsk

ills

rela

ted

to b

uild

ing

posi

tive

wor

king

rela

tions

hips

with

oth

ers.

AS

tude

nt q

uest

ionn

aire

:co

mm

unic

atio

n sk

ills

chec

klis

t.(S

ee A

pp M

6) D

iscu

ss w

ays

we

com

mun

icat

e ou

rth

ough

ts a

nd fe

elin

gs. W

hat

is e

ffect

ive

com

mun

icat

ion?

Inte

rper

sona

l ski

ll w

orks

heet

.(S

ee A

pp M

7)

N/A

N/A

.

6.2

Des

crib

e th

e ro

le o

f an

effe

ctiv

e gr

oup

part

icip

ant

and

take

an

activ

e pa

rt in

coop

erat

ive

lear

ning

activ

ities

and

pro

ject

s.

AC

oope

rativ

e le

arni

ng in

sm

all

grou

ps in

aca

dem

ic c

lass

es,

Rev

iew

gro

up r

ules

and

ass

ign

jobs

. Eva

luat

e ef

fect

iven

ess

of e

ach

mem

bers

'co

ntrib

utio

ns.

Invi

te 3

-4 b

usin

ess

gues

tsto

form

a p

anel

on

busi

ness

rul

es a

ndex

pect

atio

ns: a

llow

stud

ent q

uest

ions

.

N/A

6.3

Com

plim

ent a

ndco

nfro

nt o

ther

s re

gard

ing

thei

r ac

tions

rel

ated

toac

adem

ic a

chie

vem

ent,

8E

valu

ate

a cl

assm

ate'

spe

rfor

man

ce: p

rovi

depo

sitiv

e fe

edba

ck a

nd a

reas

of im

prov

emen

t.

N/A

N/A

6.4

Dem

onst

rate

effe

ctiv

elis

teni

ng in

an

acad

emic

activ

ity.

8D

escr

ibe

a go

od li

sten

er.

Adm

inis

ter

a lis

teni

ng q

uiz.

(See

App

M8)

Rol

e pl

aym

isco

mm

unic

atio

n an

d a

situ

atio

n dy

sfun

ctio

n.

N/A

N/A

AA

7.0

Ass

ess

self

and

scho

ol s

ucce

ss s

kills

,7.

1Li

st a

nd d

escr

ibe

clas

sroo

m le

arni

ngbe

havi

ors

rela

ted

toac

hiev

emen

t.

AA

dmin

iste

r a

stud

y sk

ills

ques

tionn

aire

.A

ltitu

dech

eckl

ist.

(See

App

M9)

TH

EM

E P

OS

TE

R. (

See

App

M10

)

. N/A

N/A

7.2

Ass

ess

and

eval

uate

his

or h

er s

tren

gths

reg

ardi

ngcl

assr

oom

lear

ning

beha

vior

s.

AD

iscu

ss q

uest

ionn

aire

s in

sm

all

grou

ps. E

valu

ate

TH

E M

EP

OS

TE

RS

. (S

ee A

pp M

10)

Pos

tth

e po

ster

s, p

ositi

veco

mm

ents

onl

y.

Invi

te b

usin

ess

com

mun

ity to

judg

epo

ster

s.

N/A

.,

7.3

Iden

tify

his/

her

clas

sroo

m a

nd le

arni

ngbe

havi

ors

that

nee

dim

prov

emen

t.

AId

entif

y be

havi

ors/

area

s of

conc

ern

that

nee

dim

prov

emen

t. S

et p

riorit

ies

for

impr

ovem

ent.

(See

App

M11

)C

hart

pro

gres

s.

N/A

N/A

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es

..7.

4 A

sses

s an

d ev

alua

tehi

s/he

r te

ache

r-st

uden

tw

orki

ng r

elat

ions

hips

.

AS

tude

nts

desc

ribe

how

the

"Bos

s"/te

ache

r se

es th

em.

Stu

dent

s ra

te jo

bpe

rfor

man

ce a

s if

they

wer

eth

e te

ache

r.

Vol

unte

er to

be

an a

fter

scho

ol te

ache

r/tu

tor.

Dis

cuss

how

it fe

els

tobe

the

boss

.

N/A

7.5

Ass

ess

and

eval

uate

his/

her

peer

rel

atio

nshi

ps in

term

s of

thei

r af

fect

on

acad

emic

ach

ieve

men

t.

AP

eers

: sm

all g

roup

dis

cuss

ion

on h

ow th

ey e

ffect

perf

orm

ance

in s

choo

l? L

ist

posi

tive/

nega

tive.

N/A

N/A

7.6

Ass

ess

his/

her

pers

onal

attit

udes

abo

ut s

choo

l.A

Adm

inis

ter

an A

ttitu

deC

heck

list.

(See

App

M9)

N/A

N/A

7.7

Iden

tify

and

cite

his

/her

spec

ial i

nter

ests

, abi

litie

s, a

ndsk

ills

in a

cade

mic

achi

evem

ent a

ndop

port

uniti

es to

exc

el in

acad

emic

are

as.

7,8

Dev

elop

and

adm

inis

ter

care

er in

tent

Che

cklis

t.N

/AN

/A

.

AA

8.0

Set

aca

dem

icgo

als

and

mak

ede

cisi

ons

that

hel

pat

tain

thos

e go

als.

.

8.1

Iden

tify

both

sho

rt-t

erm

and

long

-ter

m a

cade

mic

goal

s.

7,8

Dev

elop

wor

kshe

ets

on g

oal

setti

ng p

roce

dure

s.N

/AN

/A

8.2

Sel

ect c

ours

es a

nd o

ther

acad

emic

exp

erie

nces

that

are

cons

iste

nt w

ith h

is/h

ergo

als.

8C

ompl

ete

4-ye

ar p

lan

for

high

sch

ool.

Use

a c

aree

rpl

anni

ng a

sses

smen

tin

stru

men

t i.e

. JO

B-0

-C

HO

ICE

S.

Gue

st s

peak

er fr

omhi

gh s

choo

l cou

nsel

ing

cent

er o

n ca

reer

plan

ning

.

N/A

8.3

Org

aniz

e an

d re

cord

afo

ur-y

ear

sequ

ence

of

cour

ses

and

othe

r ac

adem

icex

perie

nces

that

will

lead

togo

al a

ttain

men

t.

8M

aint

ain

an A

GE

ND

AB

OO

K; C

ompl

ete

the

1st

year

of t

he c

aree

r pl

anas

sess

men

t, (S

ee A

pp M

15)

Com

plet

e th

e 2n

d ye

ar o

fth

e 6-

year

car

eer

plan

asse

ssm

ent.

Stu

dent

s an

d fa

mili

esdi

scus

s m

aint

aini

ng a

nag

enda

book

/sch

edul

e.

N/A

8.4

Mon

itor

prog

ress

tow

ard

goal

s an

d ad

just

pla

n w

ithco

urse

sel

ectio

n or

oth

erle

arni

ng a

ctiv

ities

.

8D

iscu

ss h

ow o

ne's

leve

l of

mat

urity

affe

cts

deci

sion

mak

ing

and

how

it c

hang

esov

er ti

me.

4 1

CO

MP

RE

HE

NS

IVE

Mid

dle

Sch

ool

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

1.1

Des

crib

e hi

s/he

rpo

sitiv

e ch

arac

teris

tics

as s

een

by o

ther

s an

dhi

mse

lf/he

rsel

f.

CA

RE

ER

DE

VE

LOP

ME

NT

CD

1.0

( A

cqui

re s

elf-

know

ledg

e )

Dev

elop

a po

sitiv

e se

lf-co

ncep

tas

rel

ated

to c

aree

rpr

oble

m s

olvi

ng a

ndde

cisi

on m

akin

g.

Lvl

AS

choo

l-Bas

ed A

ctiv

ities

Do

Hid

den

Tes

t.(S

ee A

pp M

16)

Dis

cuss

res

ults

.

N/A

Con

nect

ing

Act

iviti

esW

ork-

Bas

ed A

ctiv

ities

Dem

o th

ese

skill

s in

rol

eas

the

stud

ent,

the

wor

ker

(wor

ker

in 6

th-

8th

grad

e is

doi

ng y

our

job

as a

stu

dent

) yo

urjo

b is

bei

ng a

stu

dent

.1.

2 D

emon

stra

tebe

havi

ors

that

ref

lect

apo

sitiv

e at

titud

e ab

out

him

self/

hers

elf i

n w

ork-

rela

ted

activ

ities

.

AS

how

vid

eo o

n en

try

leve

ljo

b. B

rain

stor

m a

nd c

hart

attit

udes

nec

essa

ry fo

rsu

cces

s.

Hav

e a

pane

l of c

omm

unity

reso

urce

s; te

ache

r, s

tude

nt,

man

ager

, to

deba

te w

hich

attit

udes

are

use

d in

eac

har

ea.

N/A

1.3

Des

crib

e in

divi

dual

stre

ngth

s an

d w

eak-

ness

es in

sch

ool s

ubje

cts,

leis

ure,

and

wor

k-re

late

dac

tiviti

es.

AD

o ac

tivity

, "W

hat i

sle

isur

e?"

List

per

sona

lst

reng

ths

& w

eakn

esse

s.

Fie

ld tr

ip to

a b

usin

ess

whi

chpr

ovid

es le

isur

e ac

tiviti

es.

N/A

1.4

Iden

tify

his/

her

pers

onal

inte

rest

s,ab

ilitie

s, v

alue

s, a

ndbe

liefs

rel

ated

to c

aree

rch

oice

.

AT

ake

Flo

rida

Vie

w In

tere

stS

urve

y. D

o a

"Coa

t of

Arm

s" a

ctiv

ity.

N/A

N/A

1.5

Exp

lain

the

rela

tion-

ship

bet

wee

n w

ork-

rela

ted

beha

vior

and

self-

conc

ept.

AId

entif

y an

d sh

ow v

ideo

show

ing

succ

ess

due

toth

e w

ork

ethi

c.

Inte

rvie

w a

per

son

on h

ow th

eyre

ache

d th

eir

goal

s. W

ork

with

lang

uage

art

s te

ache

r on

form

at.

N/A

CD

2.0

Und

erst

and

inte

rrel

atio

nshi

psam

ong

life'

s ro

les

and

the

wor

ld o

f wor

k.

2.1

Des

crib

e th

eim

port

ance

of c

aree

r,fa

mily

, and

leis

ure

activ

ities

to m

enta

l,em

otio

nal,

phys

ical

, and

econ

omic

wel

l-bei

ng.

7,8

Spl

it cl

ass

into

thre

e gr

oups

repr

esen

ting

care

er, f

amily

and

leis

ure.

Bra

inst

orm

how

eac

h is

affe

cted

by

phys

ical

and

eco

nom

icw

ell b

eing

.

Invi

te in

terv

iew

ed p

aren

t to

spea

k to

cla

ss c

once

rnin

g"c

hoic

es",

spe

cific

ally

how

they

pro

gres

sed

to th

is p

oint

inlif

e an

d w

hat h

elpe

d th

em.

Usi

ng p

urch

ased

mat

eria

ls o

rsp

eake

rs (

coac

hes

mak

e go

odim

pres

sion

on

mid

dle

scho

olst

uden

ts)

focu

s on

why

the

job

of s

ucce

edin

g in

mid

dle

scho

olis

rel

ated

to s

ucce

ss in

life

.

N/A

4 4

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

(See

CD

2.1

)W

ork-

Bas

ed A

ctiv

ities

N/A

2.2

Des

crib

e th

ead

vant

age

and

disa

dvan

tage

s of

var

ious

life

role

opt

ions

.

8A

ssig

n st

uden

ts to

vie

wva

rious

tele

visi

on p

rogr

ams

and

disc

uss

life

role

optio

ns.

Sho

w "

Tee

nage

rs a

ndT

ough

Dec

isio

ns"

from

Film

Idea

s, In

c., 3

719

Cor

nmad

d, N

orth

broo

k, IL

6C06

2.

2.3

Des

crib

e fa

ctor

s th

atde

term

ine

lifes

tyle

s (e

.g.

soci

oeco

nom

ic s

tatu

s,cu

lture

, val

ues,

occu

patio

nal c

hoic

es,

wor

k ha

bits

).

8D

evel

op o

r fin

d av

aila

ble

wor

kshe

ets

whi

ch id

entif

ylis

ts fr

om e

ach

area

.

Gue

st s

peak

er fa

mily

coun

selo

r.N

/A

2.4

Des

crib

e th

eco

ntrib

utio

n of

wor

k to

aba

lanc

ed a

nd p

rodu

ctiv

elif

e.

8(S

ee C

D 2

.3)

Vie

w a

tele

visi

on s

how

abou

t fam

ily a

nd d

iscu

ss li

fero

les

and

optio

ns it

dep

icts

.(D

o w

orks

heet

s 14

0, 1

7925

9in

App

20A

)

N/A

2.5

Des

crib

e w

ays

inw

hich

wor

k, fa

mily

, lei

sure

,an

d sp

iritu

al li

fe a

rein

terr

elat

ed a

ndin

tegr

ated

into

his

/her

life

jour

ney.

8In

terv

iew

a p

aren

t usi

ng'F

amily

Inte

rvie

ws"

form

,S

kills

for

Livi

ng.

Exa

mpl

e, H

ave

Fel

low

ship

of

Chr

istia

n A

thle

tes

advi

sor

spea

k to

stu

dent

s.

(See

CD

2.1

)

(See

App

M19

)

2.6

Des

crib

e w

ays

that

leis

ure

cont

ribut

es to

deve

lopm

ent o

foc

cupa

tiona

l ski

lls a

nd jo

bpe

rfor

man

ce.

8H

ave

stud

ent g

et a

rtic

les

from

new

spap

er a

bout

leis

ure

and

disc

uss

avai

labl

e le

isur

e ac

tiviti

es.

(See

CD

2.1

)N

/A

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

I E S

TU

DE

NT

DE

VE

LOP

ME

NT

CU

RR

ICU

LUM

MA

TR

IXS

tude

nt D

evel

opm

ent

Sch

ool-B

ased

Out

com

esLv

lS

choo

l-Bas

ed A

ctiv

ities

Con

nect

ing

Act

iviti

esW

ork-

Bas

ed A

ctiv

ities

CD

3.0

Atta

inaw

aren

ess

of p

erso

nal

deve

lopm

ent a

ndlif

elon

g le

arni

ng a

sre

late

d to

pro

duct

ive

mea

ning

ful w

ork.

Acq

uire

edu

catio

nal

and

occu

patio

nal

know

ledg

e.

3.1

Des

crib

e ho

w c

urre

ntle

arni

ng r

elat

es to

wor

k.8

Hav

e st

uden

ts id

entif

y a

life

goal

. Ask

stu

dent

s to

iden

tify

aca

reer

to fa

cilit

ate

obta

inin

gth

at li

fe g

oal.

Prio

r to

spe

aker

, stu

dent

grou

ps s

houl

d be

giv

enw

orks

heet

s w

ith q

uest

ions

to a

sk a

nd g

uest

spe

aker

shou

ld b

e pr

epar

ed w

ithst

uden

t que

stio

ns in

adva

nce.

Fol

low

spe

aker

with

writ

ten

assi

gnm

ent.

Dis

cuss

the

need

for

scho

ol r

epor

t car

ds a

sth

ey s

imul

ate

wor

kev

alua

tion.

Obt

ain

teac

her

or o

ther

eval

uatio

n to

ol fr

om r

eal

wor

kpla

ce, a

s ex

ampl

e.

3.2

Des

crib

e th

ere

latio

nshi

p of

per

sona

lat

titud

es, b

elie

fs, a

bilit

ies,

and

skill

s to

suc

cess

ful

wor

k pe

rfor

man

ce.

8D

iscu

ss b

ehav

iors

and

trai

tsw

hich

em

ploy

ers

mos

t ofte

nse

ek in

em

ploy

ees.

(See

CD

3.1

)(S

ee C

D 3

.1)

3.3

Exp

lain

the

impo

rtan

ce o

f per

sona

lm

aint

enan

ce s

kills

and

posi

tive

attit

udes

to jo

bsu

cces

s.

AD

ress

for

succ

ess

Why

is th

isim

port

ant a

nd w

hat d

oes

one'

sdr

ess

say

abou

t tha

t per

son?

(See

CD

3.1

)(S

ee C

D 3

.1)

3.4

Iden

tify

stra

tegi

es fo

rm

anag

ing

pers

onal

reso

urce

s (e

.g.,

tale

nts,

time,

mon

ey)

to a

chie

vete

ntat

ive

care

er g

oals

.

AD

evel

op a

per

sona

l pla

n fo

rut

ilizi

ng o

ne's

res

ourc

es.

N/A

N/A

3.5

Dem

onst

rate

pos

itive

wor

k at

titud

es a

ndbe

havi

ors,

AU

se a

tim

ed a

ctiv

ity w

ithst

uden

ts; h

ave

one

stud

ent i

n a

smal

l gro

up a

ssig

ned

to n

ote

beha

vior

of o

ther

stu

dent

sdu

ring

activ

ity--

-stu

dent

s co

rrec

tac

tivity

eval

uatio

n is

cor

rela

ted

to o

bser

ved

beha

vior

.

N/A

N/A

3.6

Dem

onst

rate

lear

ning

hab

its a

nd s

kills

that

can

be

used

in th

eon

goin

g de

velo

pmen

t of

job

skill

s.

AS

tude

nts

brai

nsto

rm'jo

b lis

t and

list s

kills

nec

essa

ry fo

r su

cces

s.S

tude

nts

then

iden

tify

whi

ch c

anbe

fost

ered

whi

le s

till s

tude

nts

(i.e.

, tim

elin

ess

of c

ompl

eted

wor

k, a

ttent

ion

to d

etai

l, et

c.).

Spe

aker

--A

ddre

ss th

e ne

edfo

r lif

e-lo

ng le

arni

ng. H

ave

stud

ents

use

new

spap

er to

find

oppo

rtun

ities

for

con-

tinue

d ed

ucat

ion

in a

rea

and

post

in c

lass

room

.

N/A

.

48

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es3.

7 D

emon

stra

tebe

havi

ors

that

mai

ntai

nph

ysic

al a

nd m

enta

lhe

alth

in th

e w

orkp

lace

.

AC

hart

--W

hat i

s ph

ysic

alhe

alth

. Wha

t is

men

tal

heal

th?

Afte

r th

e lis

ts a

rem

ade

disc

uss

why

thes

e ar

ene

eded

in th

e w

ork

plac

e.R

ewar

d pe

rfec

t atte

ndan

cem

onth

ly.

Ask

a r

ecov

erin

g su

bsta

nce

depe

nden

t per

son

who

isem

ploy

ed to

spe

ak to

the

clas

s.

Invi

te s

peak

er fr

omO

SH

A o

r ot

her

wor

kpla

ce s

afet

yor

gani

zatio

n to

add

ress

wor

kpla

ce s

afet

y an

dsu

bsta

nce

abus

e.

3.8

Des

crib

e ca

reer

pat

hsth

at r

efle

ct th

eim

port

ance

of l

ifelo

ngle

arni

ng.

A(S

ee C

D 3

.7)

Hav

e si

uden

ts fr

om h

igh

scho

ol s

peak

to th

e cl

ass

asto

exp

ecta

tions

in h

igh

scho

ol.

Ask

rep

rese

ntat

ives

from

seve

ral c

aree

r cl

uste

rs to

spea

k an

d ho

ld a

pan

eldi

scus

sion

on

thei

r pa

rhcu

lar

care

er p

aths

and

cha

nges

sinc

e th

eir

initi

al tr

aini

ng.

N/A

CD

4.0

Und

erst

and

the

rela

tions

hip

betw

een

scho

ol a

chie

vem

ent

and

educ

atio

nal a

ndca

reer

opp

ortu

nity

.

4.1

Des

crib

e ho

w th

eam

ount

of e

duca

tion

need

ed fo

r di

ffere

ntoc

cupa

tiona

l lev

els

varie

s.

AP

lan

a ye

ar-lo

ng p

roje

ct"B

ring

a C

aree

r to

Sch

ool."

Intr

oduc

e th

e pr

ojec

t at

pare

nt n

ight

. Ask

stu

dent

sge

t par

ents

and

frie

nds

invo

lved

in le

arni

ng a

bout

diffe

rent

car

eers

. In

clas

s,st

uden

ts w

ould

bra

inst

orm

the

nine

car

eers

that

will

be

exam

ined

in d

etai

l, on

e pe

rm

onth

. Siu

dent

s w

ould

writ

ele

tters

of i

nvita

tion,

dete

rmin

e fo

rmat

and

stud

ent m

oder

ator

for

in-

clas

s ac

tivity

.

(See

CD

4.1

Sch

ool-B

ased

)N

/A

14.2

Iden

tify

how

the

skill

sta

ught

in s

choo

l sub

ject

sar

e us

ed in

var

ious

occu

patio

ns.

A(S

ee C

D 4

.1)

Hav

e st

uden

ts k

eep

jour

nals

of h

ow th

ey u

se a

sch

ool s

kill

for

non-

scho

ol w

ork

for

one

wee

k. S

hare

jour

nals

.

N/A

N/A

4.3

Dem

onst

rate

how

toap

ply

acad

emic

and

voca

tiona

l ski

lls to

achi

eve

pers

onal

and

care

er g

oals

.

A(S

ee C

D 4

.1)

N/A

N/A

5 0

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es

.

4.4

Iden

tify

how

empl

oym

ent t

rend

sre

late

to e

duca

tion

and

trai

ning

.

A(S

ee C

D 4

.1)

Invi

te s

peak

er fr

om lo

cal l

abor

mar

ket t

o sp

eak

on e

mpl

oym

ent

tren

ds, t

rain

ing,

req

uire

men

ts,

etc.

N/A

4.5

Des

crib

e ho

wed

ucat

iona

l atta

inm

ent

rela

tes

to th

e se

lect

ion

ofco

llege

maj

ors,

furt

her

trai

ning

and

/or

entr

y in

toth

e la

bor

mar

ket.

7,8

Use

ser

vice

car

eers

insi

de th

ew

orld

of w

ork.

Use

the

inte

rnet

to in

vest

igat

eem

ploy

men

t tre

nds

in a

rea,

stat

e, a

nd n

atio

n. D

iscu

ss.

(See

CD

4.4

)

,

N/A

4.6

Iden

tify

tran

sfer

able

skill

s th

at c

an a

pply

to a

varie

ty o

f occ

upat

ions

and

chan

ging

occu

patio

nal

requ

irem

ents

,co

oper

ativ

e ed

ucat

ion

prog

ram

s or

ext

racu

rric

ular

act

iviti

es,

AD

iscu

ss w

hat s

kills

are

nee

ded

tosu

ccee

d in

aca

dem

ic c

lass

es,

spor

ts c

ompe

ttlio

ns, a

nd d

ubs

and

orga

niza

hons

. Lis

t com

mon

skill

s, (

e.g.

, com

mun

icat

ion

skill

s,co

nflic

t res

dutio

n sk

ills,

pro

blem

solv

ing

skill

s, e

tc. )

and

iden

tify

how

eac

h is

rel

ated

to th

edi

ffere

nt a

ctiv

ities

.

(See

CD

4.4

)

(See

CD

4.6

, Sch

ool-B

ased

)Id

entif

y jo

bs th

at r

equi

re th

ese

skill

s?

N/A

4.7

Dem

onst

rate

how

occu

patio

nal s

kills

can

be d

evel

oped

thro

ugh

volu

ntee

r ex

perie

nces

,pa

rt-t

ime

empl

oym

ent,

coop

erat

ive

educ

atio

npr

ogra

ms

or e

xtra

curr

icul

ar a

ctiv

ities

.

AS

ee C

D 4

.6 a

nd id

entif

yvo

lunt

eer

expe

rienc

es w

hich

use

the

sam

e co

mm

on s

kills

.

N/A

N/A

CD

5.0

Und

erst

and

how

the

need

s of

soci

ety

and

the

stru

ctur

e of

the

econ

omy

are

rela

ted

to th

e na

ture

of w

ork.

5.1

Des

crib

e th

e ef

fect

sth

at s

ocie

tal,

econ

omic

and

tech

nolo

gica

lch

ange

s ha

ve o

noc

cupa

tions

.

AR

ead

the

clas

sifie

ds in

the

new

spap

er to

see

the

type

sof

jobs

list

ed. S

ee A

pp M

21.

Dis

cuss

the

lack

of n

eed

for

cert

ain

occu

patio

ns, (

for

exam

ple,

ban

k te

llers

) w

hich

have

bee

n im

pact

ed b

yte

chno

logi

cal a

ndec

onom

ic c

hang

es.

See

CD

4.1

Hav

e gu

est s

peak

ers

asco

nnec

ting

activ

ity fo

r en

tire

sect

ion.

Per

sons

from

JT

PA

, HR

Sto

add

ress

cha

nges

in w

elfa

rean

d go

vern

men

t sup

port

prog

ram

s in

tend

ed to

tran

sitio

nun

empl

oyed

wor

kers

toem

ploy

men

t. S

peak

ers

shou

ldal

so r

epre

sent

non

-tra

ditio

nal

occu

patio

ns.

N/A

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es5.

2 D

escr

ibe

the

effe

cts

ofch

ange

in s

uppl

y an

dde

man

d fo

r w

orke

rs.

AD

istr

ibut

e D

epar

tmen

t of

Labo

r m

ater

ials

on

skill

edan

d no

n-sk

illed

wor

kers

.

(See

CD

5.1

)N

/A

5.3

Exp

lain

the

soci

alsi

gnifi

canc

e of

var

ious

occu

patio

ns. (

All

occu

patio

ns h

ave

soci

alsi

gnifi

canc

e.)

7,8

Iden

tify

how

car

eers

or

occu

patio

ns a

ccru

e so

cial

stat

us. I

dent

ify s

ever

alco

mm

unity

lead

ers

or o

ther

sap

pear

ing

in th

e lo

cal

new

spap

er to

iden

fify

thei

rst

atus

and

wha

t the

iroc

cupa

tion

cont

ribut

es to

that

sta

tus.

(See

CD

5.2

)

(See

CD

5.1

)

.

.

N/A

5.4

Des

crib

e ho

w s

ocie

ty's

need

s an

d fu

nctio

ns a

ffect

the

supp

ly o

f goo

ds a

ndse

rvic

es.

A(S

ee C

D 5

.3.)

Req

uest

Mat

eria

ls fr

omge

nder

equ

ity c

oord

inat

oran

d D

.O.E

., D

.O.L

, etc

.

(See

CD

5.1

)

N/A

5.5

Def

ine

glob

al e

cono

my

and

expl

ain

how

it a

ffect

sea

ch in

divi

dual

.

AA

ssig

n st

uden

ts to

brin

g in

the

busi

ness

sec

tion

of th

ene

wsp

aper

. Sel

ect a

s a

clas

sst

udyi

ng in

tern

atio

nal t

rade

artic

les

refle

ctin

g gl

obal

econ

omy.

Hav

e th

e st

uden

tsch

art h

ow th

is a

ffect

s th

emea

ch d

ay, (

e.g.

fore

ign

cars

).

(See

CD

5.1

)N

/A

5.6

Des

crib

e th

ead

vant

ages

and

pro

blem

sof

cho

osin

g no

ntra

ditio

nal

empl

oym

ent f

or w

omen

and

men

.

AC

urre

nt m

ater

ials

from

Equ

ityC

oord

inat

or, D

epar

tmen

t of

Edu

catio

n an

d D

epar

tmen

tof

Lab

or.

(See

CD

5.1

)N

/A

5.7

Iden

tify

fact

ors

that

have

influ

ence

d th

ech

angi

ng c

aree

r pa

ttern

sof

wom

en a

nd m

en,

A(S

ee C

D 5

.6)

(See

CD

5.1

)N

/A

5 3

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

esC

D 6

.0 U

nder

stan

dan

d us

e ca

reer

info

rmat

ion

to s

olve

care

er p

robl

ems

and

mak

e ca

reer

deci

sion

s.

6.1

Con

tras

t occ

upat

iona

lgr

oups

in te

rms

of d

utie

s,ta

sks,

wor

king

con

ditio

ns,

educ

atio

nal a

nd s

kill

requ

irem

ents

, and

des

ired

pers

onal

ity tr

aits

.

AA

ctiv

ity: "

Opp

ortu

nity

Kno

cks"

Bro

war

d C

ount

ycu

rric

ulum

. (S

ee A

pp M

23)

N/A

Rel

ate

all a

ctiv

ities

tost

uden

t as

wor

ker

inm

iddl

e sc

hool

.

6.2

Dem

onst

rate

ski

lls in

usin

g sc

hool

, par

ents

,fr

iend

s, r

elat

ives

and

com

mun

ity r

esou

rces

tole

arn

abou

t occ

upat

iona

lgr

oups

.

A(S

ee C

D 4

.1)

Hav

e sp

eake

rs fr

omdi

ffere

nt le

vels

of a

car

eer

that

stu

dent

s se

lect

.

(See

CD

6.1

)

6.3

Dem

onst

rate

use

of a

rang

e of

car

eer

reso

urce

s(e

.g.,

hand

book

s, p

rint

mat

eria

ls, l

abor

mar

ket

info

rmat

ion,

com

pute

r-as

sist

ed c

aree

r gu

idan

cesy

stem

s).

8D

o H

olla

nd S

elf-

Dire

cted

Sea

rch

and

dist

ribut

ehe

xago

n of

Hol

land

cod

es.

Do

"Cho

ices

-Jun

ior"

, giv

eea

ch s

tude

nt C

aree

r C

ruis

er.

N/A

(See

CD

6.1

)

Dev

elop

wor

kshe

et o

fac

tiviti

es to

enc

oura

gest

uden

ts to

rea

d C

aree

rC

ruis

er. O

btai

n co

pies

of

00H

, DO

T, a

nd li

st o

f car

eer

mat

eria

ls o

n th

e in

tern

et a

ndex

plai

n to

stu

dent

s ho

w to

use

them

. (S

ee A

pp M

25)

6.5

Iden

tify

indi

vidu

als

asin

form

atio

n re

sour

ces,

rol

em

odel

s, m

ento

rs.

8(S

ee C

D 4

.1)

Ask

hig

h sc

hool

cou

nsel

or to

spea

k to

cla

ss a

bout

4/6

year

pla

ns.

Iden

tify

care

er r

esou

rce

peop

le to

spe

ak to

cla

sses

(See

CD

6.1

)

CD

7.0

Acq

uire

care

er p

robl

emso

lvin

g, d

ecis

ion

mak

ing,

and

pla

nnin

gsk

ills.

7.1

Des

crib

e th

e st

eps

thro

ugh

whi

ch c

aree

rch

oice

s ar

e m

ade.

AD

o T

ime

Whe

el A

ctiv

ity.

(See

App

M24

)N

/AN

/A

7.2

Des

crib

e th

e st

eps

inch

oosi

ng s

choo

l cou

rses

that

mee

t ten

tativ

e ca

reer

goal

s.

AD

o C

aree

r G

umba

llM

achi

ne. (

See

App

M26

)N

/AV

isit

loca

l col

lege

s,un

iver

sitie

s an

dvo

catio

nal/t

echn

ical

inst

itutio

ns.

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

7.3

Iden

tify

way

s in

whi

chde

cisi

ons

abou

t edu

catio

nan

d w

ork

rela

te to

oth

erm

ajor

life

dec

isio

ns.

Lvl

AS

choo

l-Bas

ed A

ctiv

ities

(See

CD

7.2

)C

onne

ctin

g A

ctiv

ities

Gue

st s

peak

ers

incl

udin

gH

.S. S

tude

nt, c

olle

gest

uden

t H.S

. fin

anci

al a

idof

ficer

, col

lege

coun

selo

r, d

irect

or o

fpe

rson

nel/h

uman

reso

urce

s of

larg

ebu

sine

ss.

Wor

k-B

ased

Act

iviti

es(S

ee C

D 7

.2)

7.4

Dev

elop

and

mai

ntai

nan

indi

vidu

al c

aree

r pl

anw

ith c

aree

r go

als,

cou

rse

optio

ns, a

nd c

ompl

emen

tary

wor

k ex

perie

nces

.

8D

o a

4/6

year

pla

n (S

eelo

cal d

istr

ict e

xam

ple

asw

ell a

s re

late

to A

A 8

.1-8

.3)

(See

CD

7.3

)(S

ee C

D 7

.2)

7.5

Iden

tify

appr

opria

tech

oice

s du

ring

high

sch

ool

that

will

lead

to m

arke

tabl

esk

ills

for

entr

y-le

vel

empl

oym

ent o

r ad

vanc

edtr

aini

ng.

A 8

Use

Pat

hway

s to

You

r F

utur

e(S

ee C

D 7

.3)

.

.

(See

CD

7.2

)fr

om D

.O.E

.

7.6

Iden

tify

step

s to

app

ly fo

ran

d se

cure

fina

ndal

ass

ista

nce

for

post

-sec

onda

ry e

duca

tion

ortr

aini

ng.

A 8

(See

CD

7.5

)G

et fi

nanc

ial a

id fo

rm fr

omhi

gh s

choo

l, di

strib

ute

and

com

plet

e w

ith m

ock

figur

es.

(See

CD

7.3

)(S

ee C

D 7

.2)

CD

8.0

Dev

elop

the

capa

city

for

self-

awar

enes

s an

d se

lf-re

gula

tion

in th

eca

reer

pro

blem

solv

ing

and

deci

sion

mak

ing

proc

ess.

8.1

Rec

ogni

ze th

e ex

iste

nce

of c

aree

r in

deci

sion

and

the

need

to e

ngag

e in

car

eer

prob

lem

sol

ving

and

deci

sion

mak

ing.

AD

o A

ctiN

Aty

"T

akin

g a

clos

erlo

ok"

from

Cho

osin

g fo

r Y

ours

etf.

Brin

g in

spe

aker

s w

hoca

n di

scus

s th

eir

expe

rienc

es a

s di

vers

ew

orke

rs in

the

wor

kpla

ce, (

e.g.

,ha

ndic

appe

d, d

isab

led

wor

kers

, min

ority

, etc

.).

N/A

(See

Bib

lioga

hy)

Dis

cuss

why

som

e de

dsio

ns a

redi

fficu

lt.

Rol

e pl

ay a

car

eer

prob

lem

and

iden

tify

why

ade

dsio

n ha

s to

be

mad

e.8.

2 D

escr

ibe

vario

usst

rate

gies

for

solv

ing

care

erpr

oble

ms

and

mak

ing

care

erde

cisi

ons.

AU

se "

Ent

er H

ere"

vid

eoH

ave

spea

kers

sha

re th

eir

eper

ienc

es in

the

job

mar

ket,

(i.e,

mak

ing

care

erch

ange

s, s

eeki

ng jo

bs).

Rep

rese

ntat

ives

from

the

Cha

mbe

r of

Com

mer

ceca

n be

a u

sefu

l sou

rce.

N/A

serie

s (b

iblio

grap

hy)

with

the

teac

her's

gui

de th

atpr

ovid

es w

orks

heet

s an

dac

tiviti

es th

at a

ddre

ssca

reer

dec

isio

n m

akin

g.

5753

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

8.3

Des

crib

e th

e st

ages

of

the

care

er p

robl

em s

olvi

ngan

d de

cisi

on m

akin

gpr

oces

s.

Lvl

AS

choo

l-Bas

ed A

ctiv

ities

(See

CD

8.2

)C

onne

ctin

g A

ctiv

ities

(See

CD

8.2

)W

ork-

Bas

ed A

ctiv

ities

N/A

8.4

Iden

tify

the

type

s an

dqu

antit

y of

info

rmat

ion

requ

ired

to s

olve

a c

aree

rpr

oble

m.

A(S

ee C

D 8

.2)

(See

CD

8.2

)N

/A.

8.5

Mak

e te

ntat

ive

educ

atio

nal a

ndoc

cupa

tiona

l cho

ices

.

A(S

ee C

D 8

.2)

Hav

e st

uden

ts w

rite

a sh

ort

pape

r th

at d

escr

ibes

thei

roc

cupa

tiona

l cho

ices

.

(See

CD

8.2

)N

/A

8.6

Des

crib

e th

e ef

fect

of

his/

her

emot

iona

l and

phys

ical

hea

lth o

n m

akin

gca

reer

dec

isio

ns.

A(S

ee C

D 8

.2)

(See

CD

8.2

)N

/A

8.7

Des

crib

e th

e ef

fect

of

wor

k-re

late

d an

d ca

reer

deci

sion

s on

sel

f and

oth

ers.

A(S

ee C

D 8

.2)

(See

CD

8.2

)N

/A

CD

9.0

Dev

elop

empl

oyab

ility

ski

lls:

Dev

elop

ski

lls to

ena

ble

one

to s

eek,

obt

ain,

mai

ntai

n, a

nd c

hang

ejo

bs.

.

9.1

Loca

te, i

nter

pret

, and

use

info

rmat

ion

abou

t job

open

ings

.

AH

ave

stud

ents

do

AB

C o

fA

sk p

erso

ns fr

omem

ploy

men

t age

ncy

tosp

eak

to th

e cl

ass,

sha

rew

hat t

hey

like

to fi

nd in

an a

pplic

ant w

ho th

eytr

y to

pla

ce. H

ave

the

clas

s m

embe

rs c

ompl

ete

the

agen

cy's

app

licat

ion

form

.

N/A

Car

eers

(A

pp M

27)

or u

selo

cal n

ewsp

aper

to h

ave

stud

ents

cla

ssify

jobs

into

cate

gorie

s of

em

ploy

men

tby

leve

l of e

duca

tion

requ

ired

or ty

pe o

f car

eer

clus

ter

in w

hich

it c

an b

efo

und.

9.2

Dem

onst

rate

ski

lls,

know

ledg

e, a

ttitu

des

and

beha

vior

s ne

cess

ary

for

asu

cces

sful

job

inte

rvie

w,

A(S

ee C

D 9

.1)

Loca

te a

nd s

how

vid

eo o

nin

terv

iew

ing

skill

s. H

ave

stud

ents

do

moc

kin

terv

iew

s, v

ideo

tape

and

criti

que.

(See

CD

9.1

)N

/A.,

CO

MP

RE

HE

NS

IVE

ST

UD

Mid

dle

Sch

ool

NT

DE

VE

LOP

ME

NT

CU

RR

ICU

LUM

MA

TR

IXS

tude

nt D

evel

opm

ent

Sch

ool-B

ased

Out

com

es9.

3 P

repa

re a

res

ume

and

com

plet

e jo

b ap

plic

atio

n.

Lvl

AS

choo

l-Bas

ed A

ctiv

ities

(See

CD

9.1

)S

tude

nts

shou

ld p

repa

re a

pers

onal

res

ume

usin

g a

sim

ple

form

at. H

ave

stud

ents

in n

ext g

rade

eval

uate

and

pro

vide

feed

back

.

Con

nect

ing

Act

iviti

es(S

ee C

D 9

.1)

.

.

Wor

k-B

ased

Act

iviti

esN

/A.

...

.

.

9.4

Iden

tify

sour

ces

ofem

ploy

men

t opp

ortu

nitie

s in

the

com

mun

ity.

A(S

ee C

D4.

1)U

se th

e ph

one

book

or

clas

sifie

d ad

s to

iden

tify

pote

ntia

l em

ploy

ers

tow

hom

to d

irect

cov

erle

tters

.

(See

CD

9.1

)V

isit

One

-Sto

p C

aree

rC

ente

r at

Wor

kfor

ceD

evel

opm

ent C

ounc

ilO

ffice

.

9.5

Ass

ess

occu

patio

nal

oppo

rtun

ities

(e.

g., w

orki

ngco

nditi

ons,

ben

efits

, and

oppo

rtun

ities

for

chan

ge).

7,8

(See

CD

4.1

)U

se F

lorid

a W

ages

and

Ben

efits

info

rmat

ion

to h

ave

stud

ents

ass

ess

occu

patio

nal o

ppor

tuni

ties.

(See

CD

9.1

)(S

ee C

D 9

.4)

.

9.6

Des

crib

e pl

acem

ent

serv

ices

ava

ilabl

e to

hel

pm

ake

scho

ol-t

o-sc

hool

,sc

hool

-to-

wor

k, a

nd w

ork-

to-

wor

k tr

ansi

tions

,

AU

se th

e cl

assi

fied

ads

toid

entif

y jo

b op

port

uniti

esan

d ch

eck

the

phon

e bo

okfo

r pl

acem

ent s

ervi

ces

inth

e lo

cal a

rea.

(See

CD

9.1

)(S

ee C

D 9

.4)

9.7

Iden

tify

circ

umst

ance

sw

here

job

chan

ges

may

requ

ire r

etra

inin

g an

dup

grad

ing

of e

mpl

oyee

ski

lls.

AD

iscu

ss li

fe-lo

ng le

arni

ng.

(See

CD

3.8

)(S

ee C

D 9

.1)

Arr

ange

spe

aker

from

educ

atio

nal p

rofe

ssio

nal

deve

lopm

ent a

rea

and

from

Vo-

Tec

h.

(See

CD

9.4

)

CD

10

Dev

elop

effe

ctiv

e hu

man

rela

tions

ski

lls to

enab

le p

ositi

ve a

ndpr

oduc

tive

wor

kre

latio

nshi

ps.

10.1

Dem

onst

rate

way

s of

resp

ondi

ng to

oth

ers

whe

nun

der

stre

ss in

the

wor

kpla

ce.

7,8

Rol

e pl

ay s

tres

sful

wor

ksi

tuat

ions

, (e.

g., a

n ad

ult

who

just

got

a p

oor

perf

orm

ance

eva

luat

ion)

.T

each

er p

rovi

des

.

cons

truc

tive

feed

-bac

k to

the

acto

rs.

N/A

N/A

.

.

G I

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvi

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es10

.2 D

emon

stra

te th

e ab

ility

to u

se p

eer

and

supe

rvis

orfe

edba

ck to

impr

ove

perf

orm

ance

in th

ew

orkp

lace

.

AD

evel

op a

n im

prov

emen

tpl

an fo

r ac

tivity

in C

D 1

0.1.

N/A

N/A

10.3

Des

crib

e w

ays

to m

eet

pers

onal

nee

ds th

roug

hpo

sitiv

e w

ork

rela

tions

hips

.

8D

escr

ibe

Mas

low

'sH

iera

rchy

of N

eeds

and

have

stu

dent

s id

entif

y w

ays

in w

hich

thes

e ne

eds

can

be r

outin

ely

met

in th

ew

orkp

lace

.

N/A

N/A

10.4

Dem

onst

rate

inte

rper

sona

l ski

lls r

equi

red

for

mai

ntai

ning

pro

duct

ive

wor

k gr

oups

.

7,8

.

Do

"On

The

Job

Atti

tude

s."

N/A

N/A

(See

App

M28

)

10.5

Des

crib

e ap

prop

riate

empl

oyer

and

em

ploy

eein

tera

ctio

ns in

var

ious

situ

atio

ns.

A(S

ee C

D 1

0.4)

N/A

N/A

PE

RS

ON

AL

SO

CIA

LD

EV

ELO

PM

EN

T

PS

1.0

Dev

elop

per

sona

l res

pons

ibili

ty fo

rhi

s or

her

ow

nbe

havi

or,

1.1

Iden

tify

and

unde

rsta

ndsc

hool

and

cla

ssro

om r

ules

.A

Sam

ple

Cha

rt--

Sch

ool &

Cla

ssro

om r

ules

.S

ee d

istr

ict/s

choo

l rul

es a

ndco

de o

f con

duct

.

Stu

dent

s de

sign

aco

mm

erci

al: C

lass

room

--S

choo

l Rul

es.

Are

a E

mpl

oyee

s--

Dis

cuss

ion

on jo

b si

te/

safe

ty e

xpec

tatio

n--

Gue

st S

peak

ers.

1.2

Und

erst

and

the

rew

ards

and

cons

eque

nces

asso

ciat

ed w

ith fo

llow

ing

orvi

olat

ing

scho

ol o

r cl

assr

oom

rule

s.

AP

oste

rPos

itive

and

nega

tive

cons

eque

nces

of

viol

atio

ns,

See

dis

tric

t/sch

ool r

ules

and

code

s of

con

duct

.

Vie

w v

ideo

of I

SS

and

Hon

or's

Eve

nts,

com

pare

and

cont

rast

. .R

evie

wsc

hool

han

dboo

k an

dsc

hola

rshi

p da

ta.

Fie

ld T

ripA

rea

com

pani

es a

ndU

nem

ploy

men

t offi

ce.

1.3

Dis

crim

inat

e be

twee

nac

cept

able

and

unac

cept

able

beh

avio

r,

AD

iscu

ssio

n--V

aria

bles

for

acce

ptab

le/u

nacc

epta

ble

beha

vior

.

Rol

e P

lay-

-po

sitiv

e/ne

gativ

ebe

havi

ors.

.

Col

lect

com

pany

man

uals

exa

min

eco

nten

ts a

nd r

elat

e.1.

4 Id

entif

y an

d un

ders

tand

his

or h

er o

wn

attit

udes

and

feel

ings

abo

ut s

choo

l and

clas

sroo

m r

ules

.

AC

ompo

sitio

n--"

Wha

t do

rule

s m

ean

to m

e?"

How

wel

l do

I pla

y th

esc

hool

gam

e?

Car

eer

Gui

danc

eC

atal

og--

Vid

eo o

n ru

les

&gu

idel

ines

,

Gue

st S

peak

er D

ean

of S

tude

nts,

Prin

cipa

l, or

depu

ty.

6364

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es1.

5 U

nder

stan

d an

d ex

plai

nth

e re

cipr

ocal

con

nect

ion

betw

een

his

or h

er b

ehav

ior

and

that

of p

eers

and

auth

ority

figu

res.

AId

entif

y fiv

e be

havi

ors

resu

lting

in r

ecip

roca

lco

nnec

tions

.

Hav

e st

uden

ts d

evel

op a

Cro

ssw

ord

Puz

zle-

-B

ehav

ior

and

cons

eque

nces

.

Vid

eo ta

pe e

mpl

oyer

conc

erns

in r

efer

ence

toem

ploy

ee b

ehav

ior.

1.6

Und

erst

and

soci

alci

rcum

stan

ces

that

con

trib

ute

to b

ehav

ior

that

vio

late

sac

cept

able

soc

ial n

orm

s.

A.

Iden

tify

five

soci

alva

riabl

es in

fluen

cing

norm

s/ru

les.

Sel

ect 5

clu

bs/s

port

s--

dem

onst

rate

--no

rms/

rule

s&

soc

ial v

aria

bles

. Rol

eP

lay

1.7

Und

erst

and

and

desc

ribe

aspe

cts

of h

is o

r he

r pe

rson

alst

yle

that

affe

ct a

dher

ence

toor

vio

latio

n of

acc

epta

ble

soci

al n

orm

s.

AH

ow d

oes

lifes

tyle

affe

ctru

le c

ompl

ianc

e--g

roup

disc

ussi

on.

Res

earc

h--

5 lif

esty

les

and

conn

ect w

ith r

ule

com

plia

nce.

Dis

cuss

.G

uest

Spe

aker

_on

wor

kso

cial

izat

ion.

Gue

st S

peak

ers-

-Sin

gle

pare

nt, i

mpa

ct o

f fam

ilych

ildre

n. S

ocia

l wor

ker.

PS

2.0

Dev

elop

apo

sitiv

e es

timat

ion

ofhi

s or

her

qua

litie

s or

trai

ts.

2.1

Iden

tify

the

vario

usdi

men

sion

s of

sel

f-co

ncep

t.A

Cha

rt--

Sel

f con

cept

varia

bles

, phy

sica

l-pe

rson

al-s

ocia

l.

Gue

st S

peak

erD

iscu

ssim

port

ance

of s

elf

conc

ept t

o w

ork

perf

orm

ance

.

N/A

2.2

Iden

tify

phys

ical

, per

sona

lan

d so

cial

qua

litie

s of

sel

f.A

Per

sona

l sel

f est

eem

--S

hiel

dor

cre

st p

oste

r.N

/AN

/A

2.3

Des

crib

e ch

arac

teris

tics

ofse

lf th

at m

ake

one

spec

ial

and

uniq

ue.

AD

iscu

ssio

nuni

quen

ess

ofth

e in

divi

dual

. Cre

ate

pape

r st

ream

ers

with

uniq

ue in

divi

dual

qua

lifie

sw

ritte

n on

eac

h.

Occ

upat

iona

l Out

look

Han

dboo

ksel

ect j

obqu

aliti

es.

N/A

2.4

Exp

lain

how

per

sona

l tra

itssu

ch a

s se

lf-re

lianc

e,pu

nctu

ality

and

citi

zens

hip

are

rela

ted

to s

ucce

ss in

life

.

7,8

Sel

ect 5

per

sona

lity

trai

tsco

nnec

t eac

h to

asu

cces

sful

life

and

dis

cuss

.A

utob

iogr

aphy

sele

ct 3

and

conn

ect p

erso

nal

trai

ts &

suc

cess

.

Res

earc

hthe

live

s an

dpe

rson

ality

trai

ts o

fsu

cces

sful

inve

ntor

s,

Atte

nd a

n ar

eaC

ham

ber

of C

omm

erce

even

t.

2.5

Acc

ept a

nd v

alue

one

'sow

n di

ffere

nces

from

oth

ers

aspo

sitiv

e,

AD

iscu

ss in

divi

dual

diffe

renc

es a

s po

sitiv

e,P

oll--

an e

ntire

cla

ss &

cite

one

posi

tive

diffe

renc

efr

om e

ach

pers

on.

Gue

st s

peak

er--

Spo

rts

prof

essi

onal

N/A

G

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvi

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es2.

6 E

xpre

ss p

ositi

ve fe

elin

gsab

out o

nese

lf.A

Cre

ate

posi

tive

poem

abou

t sel

f.P

air

with

a p

artn

er &

rec

itean

d /o

r re

ad th

e po

em.

N/A

N/A

2.7

Iden

tify

disc

repa

ncie

sbe

twee

n re

al s

elf -

- ho

w I

am--

and

idea

l sel

f --h

ow I

wou

ldlik

e to

be.

AT

each

er le

ad d

iscu

ssio

nab

out r

eal/i

deal

sel

f and

rela

te d

iscr

epan

cies

.Li

st g

roup

idea

l/rea

l sel

f &di

scre

panc

ies-

Cha

rt.

Gue

st S

peak

er-S

port

spr

ofes

sion

al--

who

was

on

a sc

hool

team

bef

ore

beco

min

g a

prof

essi

onal

Dis

cuss

trai

ning

and

goa

lse

tting

.

N/A

2.8

Des

crib

e th

e re

latio

nshi

pbe

twee

n po

sitiv

e be

havi

ors

such

as

perf

orm

ance

inph

ysic

al, p

erso

nal a

nd s

ocia

lta

sks

and

posi

tive

self-

este

em.

AG

roup

dis

cuss

ion

Com

pete

nce

and

self

este

em.

Sel

ect h

eroe

s/he

roin

esfr

om s

choo

l lib

rary

-writ

ten

repo

rt.

Inte

rvie

w fa

mou

s lo

cal

peop

le.

N/A

2.9

Iden

tify

stre

ngth

s an

dw

eakn

esse

s in

the

phys

ical

,pe

rson

al, a

nd s

ocia

l are

as o

flif

e

AC

hart

Str

engt

hs a

ndw

eakn

esse

s.D

iscu

ss c

hart

in g

roup

.

(See

PS

2.7

)N

/A

2.10

Iden

tify

and

impl

emen

ta

stra

tegy

des

igne

d to

corr

ect p

erso

nal w

eakn

esse

san

d en

hanc

e st

reng

ths

in th

eph

ysic

al, p

erso

nal,

and

soci

alar

eas

of li

fe.

7,8

Cre

ate

a pl

an o

f act

ion

for

self-

impr

ovem

ent-

and

deve

lop

a se

lf-co

ntra

ct.

Impl

emen

t con

trac

t &m

onito

r fo

r 4

wee

ks o

n a

wee

kl b

asis

.

N/A

N/A

PS

3.0

Mas

ter

effe

ctiv

eco

mm

unic

atio

n sk

ills.

3.1

Dem

onst

rate

effe

ctiv

eve

rbal

and

non

verb

alat

tend

ing

skill

s su

ch a

s ey

eco

ntac

t, po

stur

e, v

erba

lfo

llow

in.

.

ALi

st-v

abd/

nonv

erbd

com

mun

icat

ion

exam

ples

.C

dlec

t dat

a on

ver

bal/

nonv

erba

l com

mun

icah

ons

inda

ss-C

hart

.

Sam

ple-

TV

, new

spap

er,

adve

rtis

ing-

-wha

t typ

es o

fco

mm

unic

atio

n ar

eut

ilize

d.

N/A

3.2

Ref

lect

and

par

aphr

ase

the

cont

ent o

f ano

ther

'sco

mm

unic

atio

n.

7,8

Dis

cuss

ref

lect

iOn

&pa

raph

rasi

ng.

Pai

r w

ith a

noth

er s

tude

nt &

prac

tice

activ

e re

flect

ion

and

ara

hras

in.

Dis

cuss

com

mun

icat

ion

accu

racy

with

and

with

inth

e bu

sine

ss w

orld

.

N/A

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es3.

3 D

emon

stra

te th

edi

ffere

nce

betw

een

open

and

clos

ed q

uest

ions

.

AE

xpla

in d

iffer

ence

sbe

twee

n op

en a

nd c

lose

dqu

estio

ns._

Pos

ter-

-ope

n an

dcl

osed

com

mun

icat

ions

.

N/A

.

N/A

3.4

Dem

onst

rate

appr

opria

te u

se o

f ope

nan

d cl

osed

que

stio

ns in

an

inte

r-pe

rson

al in

tera

ctio

n.

AS

eek

Vid

eo fr

om c

urric

ulum

libra

ry--

Dis

cuss

in d

etai

l. O

RR

ole

Pla

y--o

pen

& c

lose

dqu

estio

ns.

Gue

st s

peak

er_f

rom

Per

sonn

el o

ffice

--te

achi

ng fo

r in

terv

iew

ing.

N/A

3.5

Labe

l and

ref

lect

accu

rate

ly th

e fe

elin

gs o

fan

othe

r.

AD

efin

e fe

elin

gs.

Dra

w--

"Fee

ling

Fac

es"

Gue

st s

peak

er_f

rom

Per

sonn

el o

ffice

-dea

ling

with

feel

ings

in th

ew

orkp

lace

.

N/A

3.6

Dem

onst

rate

an

attit

ude

of r

espe

ct a

nd n

on-

judg

men

t tow

ard

the

feel

ings

and

bel

iefs

of

othe

rs.

7,8

Def

ine

resp

ect/n

on-

judg

men

t in

rela

tion

toot

hers

. Com

plet

e se

nten

ce,

"The

re is

res

pect

for

othe

rsw

hen

.

Gue

st s

peak

er fr

omP

erso

nnel

offi

ce -

resp

ect

& n

on-ju

dgm

ent a

t wor

k.

N/A

3.7

Dem

onst

rate

appr

opria

te s

elf-

disc

losu

re in

an in

ter-

pers

onal

inte

ract

ion.

7,8

Def

ine

self

disc

losu

re in

inte

rper

sona

l int

erac

tion.

Deb

ate

the

pros

/con

s of

self-

disc

losu

re

Gue

st s

peak

er_f

rom

Per

sonn

el o

ffice

-lim

its o

fse

lf-di

sclo

sure

in th

ew

orkp

lace

.

N/A

3.8

Con

fron

t and

cha

lleng

ean

inte

rper

sona

l int

erac

tion,

7,8

Def

ine

type

s of

con

fron

tatio

nan

d ch

alle

nge-

inte

ract

ion.

Rol

e pl

ay ty

pQs

ofco

nfro

ntat

ion

and

chdl

enge

.

Iden

tify

5 ca

reer

s th

atro

utin

ely

invo

lve

som

eas

pect

con

fron

tatio

n.

N/A

3.9

Sum

mar

ize

the

cont

ent

and

feel

ings

of a

noth

er in

an

inte

rper

sona

l int

erac

tion.

7,8

Def

ine

sum

mar

izin

g an

inte

rper

sona

l int

erac

tion,

Rol

e pl

ay in

tera

ctio

n an

dsu

mm

ariz

atio

n.

Iden

tify

5 ca

reer

s in

whi

ch o

ther

s' fe

elin

gs a

reas

sess

ed.

N/A

3.10

Giv

e an

d fo

llow

dire

ctio

ns.

AD

efin

e gi

ving

and

follo

win

gdi

rect

ions

. Rol

e pl

aydi

rect

ion

givi

ng a

ndfo

llow

ing

dire

ctio

ns.

Iden

tify

5 ca

reer

s in

whi

chgi

ving

/taki

ng d

irect

ions

isim

port

ant.

N/A

PS

4.0

Mas

ter

soci

alan

d in

terp

erso

nal s

kills

.4.

1 T

ake

turn

s, s

hare

, and

coop

erat

e in

the

serv

ice

ofac

com

plis

hing

gro

up g

oals

.

AD

efin

e co

oper

atio

n &

giv

eex

ampl

es.

Cite

coo

pera

tive

beha

vior

in s

choo

l. (S

ee A

pp M

35)

Iden

tify

5 ca

reer

s in

whi

chco

oper

atio

n is

emph

asiz

ed.

N/A

G7

0

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvi

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es4.

2 E

xpre

ss e

mpa

thy

and

com

pass

ion

for

the

feel

ings

of o

ther

s.

7,8

Def

ine

and

com

pare

empa

thy

and

com

pass

ion.

Dis

cuss

em

path

y an

dco

mpa

ssio

n in

sch

ool.

Iden

tify

5 ca

reer

s in

whi

chem

path

y an

dco

oper

atio

n ar

eem

phas

ized

.

N/A

'

4..3

Exp

lain

the

diffe

renc

ebe

twee

n as

sert

ive

and

aggr

essi

ve in

terp

erso

nal

beha

vior

.

7,8

Def

ine

and

com

pare

asse

rtiv

e an

d ag

gres

sive

inte

rper

sona

l beh

avio

r,D

iscu

ss a

sser

tiven

ess

and

aggr

essi

vene

ss in

sch

ool.

Iden

tify

5 ca

reer

s in

whi

chas

sert

iven

ess/

aggr

essi

vene

ss is

use

d.

N/A

4.4

Res

pond

ass

ertiv

ely,

but

non-

aggr

essi

vely

, to

nega

tive

and/

orpr

ovoc

ativ

e re

spon

ses

from

othe

rs.

7,8

Ela

bora

te in

det

ail,

copi

ngst

rate

gies

in a

sser

tiven

ess

for

prov

ocat

ive

situ

atio

ns. V

ideo

tape

agg

ress

ive

and

asse

rtiv

e sc

hool

beh

avio

ran

d ho

w to

cop

e w

ith it

.

Iden

tify

5 ca

reer

s in

whi

chap

prop

riate

cop

ing

stra

tegi

es a

re u

sed

toel

imin

ate

aggr

essi

vebe

havi

or.

N/A

4.5

Dem

onst

rate

effe

ctiv

est

ress

man

agem

ent

stra

tegi

es w

hen

conf

ront

edw

ith s

ituat

ions

that

pro

duce

tens

ion,

frus

trat

ion,

and

ange

r..

AD

efin

e st

ress

man

agem

ent

and

spec

ify te

chni

ques

. Rol

epl

ay s

tres

s m

anag

emen

tte

chni

ques

.

Iden

tify

5 ca

reer

s em

ploy

whi

ch e

spec

ially

req

uire

stre

ss m

anag

emen

tte

chni

ques

.

N/A

4.6

Exp

lain

the

mea

ning

of

fair

play

in s

ocia

lre

latio

nshi

ps.

7,8

Def

ine

fairn

ess

and

ethi

cal

prin

cipl

es,

Stu

dent

Pan

el"F

airn

ess

&ch

eatin

g in

sch

ool--

How

far

do w

e go

?"

Iden

tify

a gu

est s

peak

eron

eth

ics

in th

ew

orkp

lace

.

N/A

4.7

Mai

ntai

n hi

s or

her

auto

nom

y an

d pe

rson

alin

tegr

ity w

hile

par

ticip

atin

gin

gro

up a

ctiv

ities

and

gam

es.

7,8

Def

ine

Pee

r pr

essu

reaw

aren

ess

and

resi

stan

ceac

tiviti

es,

Rol

e pl

ay p

eer

pres

sure

&re

view

res

ourc

es (

peop

le)

who

can

ass

ist s

tude

nts.

Iden

tify

5 ca

reer

s th

at u

sete

chni

ques

to e

ncou

rage

posi

tive/

nega

tive

peer

pres

sure

.

N/A

4.8

Exp

lain

the

ethi

cal

prin

cipl

es th

at u

nder

-lie

and

guid

e pe

rson

al a

nd s

ocia

lbe

havi

or,

7,8

Def

ine

fairn

ess

and

ethi

cal

prin

cipl

es.

Stu

dent

Pan

el"F

airn

ess

&ch

eatin

g in

sch

ool--

How

far

do w

e go

?"

Iden

tify

a gu

est s

peak

eron

eth

ics

in th

ew

orkp

lace

.

N/A 7

2

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esLi

st s

ocia

l mem

ber

prin

cipl

es.

Cut

out

mag

azin

e cl

ips

that

depi

ct s

ocia

l gro

upha

rmon

y.

Con

nect

ing

Act

iviti

esW

ork-

Bas

ed A

ctiv

ities

4.9

Fun

ctio

n ef

fect

ivel

y as

aso

cial

-gro

up m

embe

r.7,

8.

Pro

vide

exa

mpl

es o

f soc

ial

mem

bers

in c

omm

unity

.N

/A

4.10

Fun

ctio

n ef

fect

ivel

y as

a w

ork-

grou

p m

embe

r.A

List

wor

k re

late

d m

embe

rpr

inci

ples

,C

ut o

ut m

agaz

ine

clip

s of

both

soc

ial w

ork

rela

ted

mem

bers

.

Pro

vide

exa

mpl

es o

f soc

ial

mem

bers

in c

omm

uniry

.N

/A

PS

5.0

Dev

elop

cons

truc

tive

stra

tegi

esan

d sk

ills

for

man

agin

gpe

rson

al a

nd s

ocia

lco

nflic

t.

5.1

Rec

ogni

ze th

eex

iste

nce

of p

robl

ems

inev

eryd

ay li

fe.

AD

iscu

ss ty

pica

l eve

ryda

ypr

oble

ms.

Hav

e a

TV

talk

sho

w in

cla

ss,

Hav

e E

AP

rep

rese

ntat

ive

disc

uss

rela

tions

hip

ofev

eryd

ay p

robl

ems

tow

orkp

lace

per

form

ance

.

N/A

5.2

Exp

lain

the

rela

tions

hip

betw

een

pers

onal

expe

ctat

ions

and

inte

rper

sona

l con

flict

,

7,8

Sur

yey

stud

ents

--w

hat a

reth

eir

maj

or p

erso

nal

expe

ctat

ions

and

how

they

have

con

trib

uted

toin

terp

erso

nal c

onfli

ct.

Exp

lore

how

bus

ines

ses

cope

with

exp

ecta

tions

and

inte

rnal

con

flict

?

N/A

5.3

Iden

tify

sour

ces

ofco

nflic

t in

inte

rper

sona

lsi

tuat

ions

.

ALi

st 3

sou

rces

of c

onfli

ct.

Vid

eo c

onfli

ct m

edia

tion.

Rol

e of

med

iato

rs in

pers

onne

l offi

ce.

N/A

5.4

Des

crib

e th

eco

nnec

tion

betw

een

frus

trat

ion

and

aggr

essi

on in

inte

rper

sona

l con

flict

.

AG

ive

3 ex

ampl

es o

f way

s in

whi

ch fr

ustr

atio

n an

dag

gres

sion

are

inte

rrel

ated

,R

evie

w p

erso

ns in

his

tory

who

acte

d ag

gres

sive

ly.

Exa

min

e th

e ro

le o

f Pol

ice

in h

elpi

ng s

ocie

ty c

ontr

olag

gres

sive

beh

avio

r.

N/A

5.5

Dem

onst

rate

impu

lse

cont

rol d

urin

g in

terp

erso

nal

conf

lict,

AD

escr

ibe

way

s of

con

trol

ling

one'

s im

puls

es. P

oll

stud

ents

wha

t wor

ks b

est

for

you?

Exp

lore

rol

e of

hel

ping

prof

essi

onal

s in

teac

hing

indi

vidu

als

how

to m

anag

eth

eir

beha

vior

.

N/A

5.6

Dis

crim

inat

e be

twee

npr

oble

ms

that

bel

ong

toon

esel

f and

pro

blem

s th

atbe

long

to o

ther

s.

7,8

Dis

cuss

per

sona

l bou

ndar

ies

betw

een

ones

elf a

nd o

ther

s.S

cale

pro

blem

s w

ith e

gobl

ocks

.

N/A

N/A

7 3

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es5.

7 D

emon

stra

te th

e ab

ility

to a

pply

a p

robl

em s

olvi

ngst

rate

gy in

res

olvi

ng in

ter-

pers

onal

pro

blem

s

AId

entif

y at

thre

e pr

oble

mso

lvin

g st

rate

gies

. App

lyst

rate

gies

to s

ituat

ions

inev

eryd

ay li

ving

.

Invi

te E

AP

spe

aker

on

prob

lem

sol

ving

.N

/A

5.8

Iden

tify

oppo

rtun

ities

for

nego

tiatio

n an

dco

mpr

omis

e in

per

sona

lco

nflic

ts.

7,8

Cite

3 c

onfli

cts

&op

port

uniti

es to

neg

otia

teea

ch o

f the

m.

Set

up

vario

us c

onfli

cts

and

prac

tice

conf

lict r

esol

utio

nin

cla

ss.

Iden

tify

care

ers

invo

lvin

gco

nflic

t res

olut

ion

(e.g

.,ju

dge,

med

iato

r,ar

bitr

ator

).

Atte

nd c

ourt

ses

sion

.

5.9

App

ly a

med

iatio

nst

rate

gy to

hel

p re

solv

eco

nflic

ts b

etw

een

othe

rs.

A(S

ee P

S 5

.8)

(See

PS

5.8

)(S

ee P

S 5

.8)

PS

6.0

Dev

elop

are

spec

t for

cul

tura

lan

d hu

man

div

ersi

tyan

d an

app

reci

atio

nfo

r di

ffere

nt c

usto

ms

and

expe

ctat

ions

.

6.1

Iden

tify

the

cust

oms

and

expe

ctat

ions

of h

is o

r he

rcu

lture

and

the

cultu

res

ofot

hers

.

8Id

entif

y cu

stom

s of

Ang

lo-

Afr

ican

& A

mer

ican

Indi

ancu

lture

s.P

artic

ipat

e in

Cul

tura

lA

war

enes

s m

onth

eve

nts

high

light

ing

own

cultu

re.

(See

5.9

)In

vite

car

eer

dipl

omat

or

inte

rnat

iona

l bus

ines

spe

rson

to s

peak

abo

ut th

ene

ed fo

r cu

ltura

l sen

sitiv

ity.

N/A

6.2

Iden

tify

diffe

renc

esbe

twee

n se

lf an

d ot

hers

base

d on

gen

der,

dis

abili

ty,

relig

ion,

and

cul

ture

.

8D

iscu

ss th

e hi

stor

ical

diffi

culti

es p

eopl

e of

diffe

rent

gen

ders

,ab

ilitie

s/di

sabi

litie

s, r

elig

ions

and

cultu

res

have

face

d.S

et u

p a

post

er w

ith it

ems

refle

ctin

g on

e's

self

inco

ntra

st w

ith a

noth

erst

uden

t bas

ed o

n ge

nder

,ab

ilitie

s/di

sabi

litie

s, r

elig

ion

and

cultu

re.

Brin

g in

spe

aker

tode

scrib

e E

qual

Opp

ortu

nity

Em

ploy

men

tLa

ws.

N/A

6.3

Exp

ress

prid

e in

his

or

her

fam

ily a

nd c

ultu

ral

trad

ition

s,

AW

rite

a co

mpo

sitio

n on

fam

ily th

at e

xpre

sses

prid

e in

som

e as

pect

of f

amily

and

mak

es it

spe

cial

. Sha

re w

ithth

e gr

oup.

N/A

N/A

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es6.

4 D

emon

stra

te r

espe

ct fo

rth

e cu

stom

s, e

xpec

tatio

ns,

and

trad

ition

s of

indi

vidu

als

with

diff

eren

t bac

kgro

unds

.

AE

xcha

nge

posi

tive

info

rmat

ion

of a

noth

ercu

lture

.S

hare

a c

hang

ed p

erce

ptio

nof

ano

ther

cul

ture

.

N/A

N/A

6.5

Exp

lain

how

und

er-

stan

ding

and

app

reci

atin

gdi

ffere

nces

in h

erita

ge c

anhe

lp in

the

deve

lopm

ent o

fpo

sitiv

e se

lf-co

ncep

ts a

ndso

cial

rel

atio

nshi

ps.

AR

elat

e lis

t of p

erso

nal

stre

ngth

s to

asp

ects

of

,

cultu

re a

nd h

erita

ge.

N/A

N/A

6.6

Rel

ate

effe

ctiv

ely

toot

hers

bas

ed o

n di

ffere

nces

in e

thni

c, c

ultu

ral,

relig

ious

,an

d ot

her

grou

p m

embe

r-sh

ip.

ALi

sten

& r

eact

con

stru

ctiv

ely

to in

form

atio

n ab

out a

noth

ergr

oup.

Ela

bora

te o

n th

e ro

le o

fam

bass

ador

s to

the

Uni

ted

Nat

ions

Org

aniz

atio

n.-

N/A

6.7

Dis

cuss

how

indi

vidu

alan

d cu

ltura

l diff

eren

ces

amon

g pe

ople

can

cont

ribut

e to

the

enric

hmen

tof

the

who

le g

roup

.

ALi

st c

ontr

ibut

ions

of o

ther

s &

how

all

bene

fit.

Cut

out

pie

ces

ofm

ultic

olor

ed p

aper

and

crea

te a

hou

se.

List

con

trib

utio

n fr

omin

tern

atio

nal c

oope

ratio

nto

the

econ

omie

s of

vario

us c

ount

ries.

N/A

6.8

Dem

onst

rate

an

awar

enes

s of

his

or

her

own

bias

es, p

reju

dice

s, a

ndst

ereo

type

s re

gard

ing

gend

er, e

thni

c, c

ultu

ral,

and

relig

ious

diff

eren

ces

as w

ell

as in

divi

dual

diff

eren

ces.

AW

rite

one

new

con

cept

of

anot

her

grou

p's

back

grou

nd.

Cut

out

jagg

ed p

iece

s of

pape

r &

writ

e on

em

isco

ncep

tion

and

put i

t in

api

le.

Iden

tify

inci

dent

s in

_ hi

stor

yw

hen

mis

conc

eptio

nsca

used

busi

ness

/em

ploy

men

tde

clin

es.

N/A

6.9

Eva

luat

e th

e ef

fect

s of

his

or h

er o

wn

bias

es,

prej

udic

es, a

nd s

tere

otyp

eson

sel

f and

on

rela

tions

hips

with

oth

ers.

7/8

Writ

e on

effe

ct o

f am

isco

ncep

tion

upon

one

self

and

othe

rs.

Sha

re a

n in

stan

ce w

hen

am

isco

ncep

tion

caus

edpr

oble

ms

insc

hool

/com

mun

ity.

Dis

cuss

bia

s an

d its

effe

cton

bus

ines

s--L

.A. r

iots

,ur

ban

fligh

t, et

c.

N/A

7'7

78

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es

.

6.10

Des

crib

e co

nflic

ts r

esul

ting

from

gen

der

and

cultu

re-

rela

ted

belie

fs a

nd b

iase

s.

A(S

ee P

S 6

.9)

(See

PS

6.9

)N

/A

6.11

Ana

lyze

and

eva

luat

e hi

sor

her

ow

n co

mfo

rt in

asso

ciat

ing

with

indi

vidu

als

from

diffe

rent

cul

ture

s an

d et

hnic

back

grou

nds.

7,8

Giv

en a

list

of c

ultu

ral a

ndet

hnic

diff

eren

ces,

ran

k in

term

s of

deg

rees

of

diffe

renc

e fr

om o

ne's

ow

ncu

lture

and

per

sona

l com

fort

in in

tera

ctio

n.

Inte

rvie

w a

bus

ines

sman

or

busi

ness

wom

en w

ho d

eals

with

cus

tom

ers

in a

mul

ticu

ltura

l set

ting.

N/A

.

6.12

Eva

luat

e ho

w p

reju

dici

alac

tions

that

one

has

obs

erve

dar

e hu

rtfu

l to

othe

rs.

A(S

ee P

S 6

.9)

(See

PS

6.9

)N

/A

PS

7.0

Acq

uire

effe

ctiv

e pr

oble

mso

lvin

g an

d de

cisi

onm

akin

g sk

ills

for

reso

lvin

g pe

rson

alan

d so

cial

dile

mm

as.

7.1

Iden

tify

pers

onal

and

inte

rper

sona

l pro

blem

s in

his

or

her

own

life.

ALi

st th

ree

pers

onal

diff

icul

ties

typi

cal o

f mid

dle

scho

olst

uden

ts. V

ideo

s ab

out

adol

esce

nts

and

thei

rpr

oble

ms.

Vis

it C

ouns

elin

g C

ente

r st

aff

and

cond

uct a

pan

eldi

scus

sion

abo

ut h

owco

unse

lors

hel

pad

oles

cent

s.

N/A

7.2

Dem

onst

rate

sen

sitiv

ity to

verb

al a

nd n

onve

rbal

cue

s in

perc

eivi

ng p

robl

ems

in a

soc

ial

situ

atio

n.

ALi

st v

erba

l/non

verb

alco

mm

unic

atio

ns c

ues

inso

cial

situ

atio

ns,

Rol

e pl

ay h

ave

audi

ence

colle

ct c

ues

data

and

mea

ning

..

Pol

ice

offic

er r

ole-

- di

scus

sco

mm

unic

atio

n cu

es w

hen

cond

uctin

g in

vest

igat

ions

.

N/A

7.3

Per

ceiv

e an

d co

rrec

tlyin

terp

ret t

he a

ctio

ns a

nd n

eeds

of o

ther

peo

ple.

A(S

ee P

S 7

.2)

(See

PS

7.2

)N

/A

7.4

Dev

elop

a s

erie

s of

alte

rnat

e co

urse

s of

act

ion

inre

spon

se to

an

iden

tifie

dpr

oble

m.

ALi

st v

ario

us r

espo

nse

optio

nsto

an

iden

tifie

d pr

oble

m.

Vid

eo o

n pr

oble

m s

olvi

ng.

Rol

e of

sci

entis

ts in

sol

ving

med

ical

prob

lem

s/m

yste

ries.

N/A

.,

7.5

Iden

tify

the

cons

eque

nces

asso

ciat

ed w

ith a

ltern

ativ

eco

urse

s of

act

ion

cons

ider

ed in

resp

onse

to a

n id

entif

ied

prob

lem

.

7,8

(See

PS

7.4

)(S

ee P

S 7

.4)

N/A CO

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esU

se b

alan

ce s

heet

to e

valu

ate

alte

rnat

ives

gen

erat

ed in

PS

7.4

.Id

entif

y sc

hool

situ

atio

ns in

whi

chba

lanc

e sh

eet m

etho

d of

mak

ing

choi

ces

can

be u

sed.

Con

nect

ing

Act

iviti

esN

/AW

ork-

Bas

ed A

ctiv

ities

N/A

,.

7.6

Pro

vide

a r

atio

nale

for

ach

osen

cou

rse

of a

ctio

n as

mos

t app

ropr

iate

whe

nco

mpa

red

to a

ltern

ate

cour

ses

of a

ctio

n.

A

7.7

Sel

ect a

n ef

fect

ive

cour

se o

f act

ion

from

two

orm

ore

alte

rnat

ives

in r

espo

nse

to a

n id

entif

ied

prob

lem

.

A(S

ee P

S 7

.6)

N/A

N/A

7.8

Eva

luat

e th

eef

fect

iven

ess

of a

sel

ecte

dco

urse

of a

ctio

n in

res

pons

eto

an

iden

tifie

d pr

oble

ms.

A(S

ee P

S 7

.6)

N/A

N/A

PS

8.0

Dev

elop

heal

thy

lives

and

com

mun

ities

8.1

Kno

w a

nd d

iscu

ssco

mm

on h

ealth

pro

blem

s in

soci

ety.

ALi

st c

omm

on o

ccup

atio

nal h

ealth

prob

lem

s &

dis

cuss

in c

lass

.C

reat

e a

heal

th a

war

enes

sbu

lletin

boa

rd.

N/A

N/A

8.2

Rec

ogni

ze p

ositi

veef

fect

s of

livi

ng a

hea

lthy

life

to s

elf a

nd s

ocie

ty.

ALi

st a

nd d

iscu

ss h

ealth

y lif

esty

les

and

habi

ts. S

tude

nts

sign

apl

edge

to e

ngag

e in

one

hea

lthy

habi

t as

prev

ious

ly d

iscu

ssed

incl

ass.

N/A

N/A

8.3

Kno

w a

nd d

emon

stra

teho

w e

xerc

ise,

nut

ritio

n,po

sitiv

e at

titud

es, a

ndpe

rson

al li

ving

hab

its c

anaf

fect

one

's li

fe a

ndco

mm

unity

.

A(S

ee P

S 8

.2)

Invi

te s

peak

er fr

omho

spita

l wel

lnes

sce

nter

.

N/A

8.4

Rec

ogni

ze h

igh-

risk

beha

vior

s an

d pr

essu

res

that

cont

ribut

e to

unh

ealth

yso

cial

act

iviti

es.

ALi

st a

nd d

iscu

sshi

gh r

isk

beha

vior

s,S

tude

nts

aeat

e a

reso

urce

gui

de to

ass

ist

othe

rs w

ith u

nhea

tthy

habi

ts in

thei

r liv

es.

Gue

st S

peak

erE

mag

ency

roo

mpe

rson

nel.

N/A

8

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

8.5

Indi

cate

a k

now

ledg

e of

the

valu

e of

wel

lnes

s an

dpr

even

tion

stra

tegi

es r

elat

edto

the

thre

ats

agai

nst h

ealth

.

LA AS

choo

l-Bas

ed A

ctiv

ities

(See

PS

8.4

).

Con

nect

ing

Act

iviti

es(S

ee P

S 8

.4)

Wor

k-B

ased

Act

iviti

esN

/A

8.6

Cite

and

des

crib

e th

elo

ng-r

ange

con

sequ

ence

sof

abu

sive

beh

avio

rs,

ALi

st &

dis

cuss

unh

ealth

y lif

esty

leha

bits

in s

tude

nts

and

the

gene

ral p

opul

atio

n,S

urve

y st

uden

ts--

"W

hat i

s th

ebi

gges

t thr

eat t

o yo

ur h

ealth

and

wel

l-bei

ng?"

Gue

st S

peak

er fr

omsu

bsta

nce

abus

etr

eatm

ent p

rogr

am.

N/A

8.7

Kno

w a

vaila

ble

scho

olan

d co

mm

unity

res

ourc

esth

at p

rom

ote

heal

th a

ndhe

lp th

ose

in n

eed

ofas

sist

ance

.

7,8

List

var

ious

per

sons

and

oth

erco

mm

unity

res

ourc

es.

Cre

ate

a fly

er to

dis

trib

ute

inth

e sc

hool

of r

esou

rces

for

stud

ents

.

Rol

e of

sch

ool s

iude

ntse

rvic

es p

ason

nd in

assi

stin

g st

uden

ts to

acce

ss c

omm

unity

reso

urce

s.

N/A

8.8

Giv

e ex

ampl

es o

fpr

even

tion

stra

tegi

es r

elat

edto

the

prob

lem

s of

abu

sean

d po

tent

ial h

arm

.

7,8

Gen

erat

e lis

t of p

reve

ntio

nst

rate

gies

for

abus

e an

d ha

rm.

Dis

cuss

in c

lass

.

(See

PS

8.6

)N

/A

CO

MM

UN

ITY

INV

OLV

EM

EN

TC

I 1.0

App

reci

ate

the

role

of c

omm

unity

wor

kers

and

hel

pers

.

,

1.1

Giv

e ex

ampl

es o

f the

role

s an

d fu

nctio

ns o

fco

mm

unity

lead

ers

and

wor

kers

.

8Le

sson

on

com

mun

ity--

defin

ition

, exa

mpl

es,

com

pone

ntsH

ow d

oag

enci

es o

pera

te?

Slid

epr

esen

tatio

n ab

out t

he lo

cal

com

mun

ity.

Com

mun

ity fa

irbo

oths

pre

sent

ing

loca

l org

aniz

atio

ns,

even

ts, U

nite

d W

ay,

men

tal h

ealth

asso

ciat

ion,

(See

App

M44

)

Stu

dent

s cr

eate

an

in-

scho

ol s

peak

er's

bure

au. (

solic

it cl

ub,

clas

s, te

am a

ctiv

ities

,ac

adem

ic le

ader

s,vo

lunt

eers

to r

egis

ter

scho

ol &

com

mun

ityev

ents

.) (

See

App

M47

)1.

2 D

emon

stra

te a

nap

prec

iatio

n fo

r co

mm

unity

lead

ers,

ser

vice

pro

vide

rs,

and

volu

ntee

r he

lper

s.

7,8

Sch

ool p

rese

ntat

ions

by

invi

ted

com

mun

ity le

ader

s w

hode

scrib

e th

eir

role

in th

eco

mm

unity

.

Stu

dent

ass

ignm

ents

:co

ntac

t spe

aker

s to

form

coo

pera

tive

scho

ol/c

omm

unity

effo

rts

for

shad

owin

g.(S

ee A

pp M

47)

Stu

dent

s or

gani

ze a

ndru

n an

all-

scho

olvo

lunt

eer

proj

ect

(cou

ld b

e by

cla

ss-

room

, gra

de le

vel,

subc

omm

ittee

s )

for

afa

ir. (

fund

-rai

ser,

rum

mag

e sa

le, c

lub

gard

en o

r bo

oks)

CO

MP

RE

HE

NS

IVE

Mid

dle

Sch

ool

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tC

I2.

0 D

evel

op a

sens

e of

com

mun

itypr

ide.

Sch

ool-B

ased

Out

com

es2.

1 D

evel

op a

sen

se o

fco

mm

unity

prid

e.

Lvl

AS

choo

l-Bas

ed A

ctiv

ities

Vid

eo &

less

on o

n lo

cal

com

mun

ity h

isto

ryw

hat

has

caus

ed o

r he

lped

it to

grow

.

Con

nect

ing

Act

iviti

esS

tude

nts

atte

nd a

com

mun

ity fu

nctio

n (

i.e.

fun

run,

fair,

fund

rai

ser

)as

sch

ool r

epre

sent

ativ

esas

sign

ed to

wor

k w

ithsp

ecifi

c vo

lunt

eers

or

volu

ntee

r gr

oups

.

Wor

k-B

ased

Act

iviti

esS

tude

nts

are

assi

gned

/vol

unte

er to

do s

peci

fic jo

bs in

scho

ol b

ldg.

(cl

ean

up/p

ick

up, s

choo

lgu

ides

for

inco

min

gbbx

stud

ent g

roup

s,lib

rary

/caf

eter

ia a

ides

)2.

2 G

ive

exam

ples

of

achi

evem

ents

by

com

mun

itym

embe

rs th

at fo

ster

prid

e.

AC

omm

unity

Hal

l of F

ame

orga

nize

d an

dm

aint

aine

d by

sch

ool.

Pos

t sch

ool a

war

ds.

2.3

Des

crib

e th

e po

sitiv

est

reng

ths

of a

com

mun

ity.

His

tory

less

on o

n on

e of

the

com

mun

ity's

wel

l-kn

own

lead

ers

who

are

loca

lly im

port

ant (

i.e.

Col

lier,

Hen

dry,

Fla

gler

,pr

esen

t may

or o

r ju

dge)

.

Ann

ounc

e at

sch

ool w

hen

stud

ents

, fam

ilies

, sta

ffan

d co

mm

unity

are

reco

gniz

ed.

Stu

dent

s w

ill v

isit

orga

niza

tions

that

spea

kers

rep

rese

nt.

N/A

Stu

dent

s us

ekn

owle

dge

(org

aniz

atio

n th

ey'v

ele

arne

d ab

out a

ndvi

site

d) to

run

aca

mpa

ign

for

an in

-sc

hool

cau

se.

2.4

Tra

ce th

e hi

stor

y an

dde

velo

pmen

t of h

is o

r he

rco

mm

unity

.

A(S

ee C

I 8.4

)(S

ee C

I 8.4

)(S

ee C

I 8.4

)

CI 3

.0 D

evel

op a

ndpa

rtic

ipat

e in

com

mun

ity v

olun

teer

serv

ice

proj

ects

.

3.1

Des

crib

e th

e va

lue

and

bene

fit o

f vol

unte

erin

g fo

rco

mm

unity

ser

vice

.

ALe

sson

with

slid

epr

esen

tatio

n on

wha

t is

avo

lunt

eer

and

wha

tvo

lunt

eers

do.

Iden

tify

loca

l com

mun

ityvo

lunt

eers

.(S

ee A

pp 4

4)

Invi

te c

omm

unity

volu

ntee

rs a

nd le

ader

s to

part

icip

ate

in c

lass

room

whi

ch c

ould

lead

toco

oper

afiv

e sc

hool

and

com

mun

ity p

roje

cts

(pre

sent

ers,

spo

nsor

s,an

d/or

sch

ool p

artn

ers)

.

(See

CI 8

.4)

Eac

h cl

assr

oom

or

grad

e le

vel c

ould

run

aco

ntes

t for

vol

unte

er o

rvo

lunt

eer

com

mitt

ee o

fth

e m

onth

.

3.2

Iden

tify

com

mun

ity n

eeds

and

inte

rest

s.8

Stu

dent

s ar

e as

sist

ed in

deve

lopi

ng a

ndim

plem

entin

g a

com

mun

ity/v

olun

teer

need

s as

sess

men

t/sur

vey

to id

entif

y pr

ojec

ts.

Stu

dent

on-

site

vis

its to

loca

tions

nee

ding

or

requ

estin

g sc

hool

volu

ntee

r he

lp/p

roje

cts.

Stu

dent

team

s pl

anan

d or

ches

trat

e th

eir

volu

ntee

r pr

ojec

ts.

.

end

of y

ear

repo

rt,

asse

mbl

y, a

war

ds.

8 5

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Wor

k-B

ased

Act

iviti

es3.

3 K

now

and

iden

tify

way

s in

whi

ch y

oung

peop

le c

an h

elp

mak

eth

eir

neig

hbor

hood

s,sc

hool

s, a

nd c

omm

uniti

esa

bette

r pl

ace

to li

ve a

ndw

ork.

AS

choo

l ess

ay c

onte

stpr

opos

ing

way

s fo

ryo

ung

peop

le to

impr

ove

thei

r lo

cal

com

mun

ity o

rne

ighb

orho

od.

Loca

l com

mun

ity le

ader

sco

uld

orch

estr

ate

or ju

dge

essa

ys a

nd w

ork

with

stud

ents

to d

evel

opw

inni

ng p

roje

ct p

ropo

sals

.

Impl

emen

t win

ning

proj

ect p

ropo

sal.

3.4

Vie

w a

nd d

escr

ibe

self

as a

val

uabl

e co

ntrib

utor

to s

afe,

frie

ndly

, and

prod

uctiv

e co

mm

uniti

es.

A(S

ee C

I 3.3

)(S

ee C

I 3.3

)(S

ee C

I 3.3

)

3.5

Par

ticip

ate

in v

olun

tary

com

mun

ity s

ervi

ce p

roje

cts

that

invo

lve

an a

pplic

atio

nof

kno

wle

dge

and

skill

sle

arne

d in

sch

ool.

A(S

ee C

I 3.2

)(S

ee C

I 3.2

.)(S

ee C

I 3.2

.)

3.6

Des

crib

e an

d di

scus

sth

e va

lue

the

satis

fact

ion

of h

elpi

ng o

ther

s th

roug

hco

mm

unity

ser

vice

proj

ects

.

AC

lass

room

gui

danc

ele

sson

on

valu

es-v

alue

of

help

ing

othe

rs.

Stu

dent

s pr

epar

e sh

ort s

kit

abou

t vol

unte

erin

g in

com

mun

ity s

ervi

ce,

Pre

sent

ski

ts fo

r as

sem

blie

s,vo

lunt

eer

orga

niza

tions

, or

Cha

mbe

r of

Com

mer

ce.

Stu

dent

s w

ork

asre

port

ers,

inte

rvie

wer

s,ph

otog

raph

ers,

etc

. to

com

pile

a p

ublic

atio

nab

out t

he e

ffect

s of

volu

ntee

ring

in th

eco

mm

unity

. Art

icle

sco

uld

be p

ublis

hed

insc

hool

or

loca

lne

wsp

aper

.C

I 4.0

Und

erst

and

and

enha

nce

the

com

mun

ity.

4.1

Dem

onst

rate

pos

itive

attit

udes

tow

ard

com

mun

ity. .

8M

ake

a V

ideo

of t

hesc

hool

nei

ghbo

rhoo

d to

iden

tify

scho

ol/c

omm

unity

nee

dpr

ojec

ts.

(Lin

ks w

ith C

I 3.2

)

( S

ee C

I 3.2

)(S

ee C

I 3.2

)

4.2

Vis

ualiz

e an

d de

scrib

ese

lf as

a r

espo

nsib

le a

ndpr

oduc

tive

com

mun

itym

embe

r.

A(S

ee C

I 3.2

)(S

ee C

I 3.2

)(S

ee C

I 3.2

)

8 7

88

Mid

dle

Sch

ool

CO

MP

RE

HE

NS

IVE

ST

UD

EN

T D

EV

ELO

PM

EN

T C

UR

RIC

ULU

M M

AT

RIX

Stu

dent

Dev

elop

men

tS

choo

l-Bas

ed O

utco

mes

Lvl

Sch

ool-B

ased

Act

iviti

esC

onne

ctin

g A

ctiv

ities

Com

mun

ity v

dunt

eers

are

invi

ted

to s

chod

to h

elp

set

up a

moc

k vo

ting

pdl s

ettin

g.S

tude

nts

visi

t vot

ing

pdl s

ite (

iftim

ely)

cou

rtro

om, l

egal

defe

nder

s of

fice,

etc

. to

lear

n ab

out r

ig)t

s an

dre

spon

sblii

ies

of a

goo

ddi

izen

.

Wor

k-B

ased

Act

Mtie

sS

tude

nts

set u

p an

d ru

n a

moc

k vo

ting

pdl (

coul

d be

scho

d ba

sed

or b

ased

on

curr

ent c

arrp

dgi).

Stu

dent

s ca

n be

cam

pdgn

can

ddat

es,

man

ager

s, p

dlst

ers,

bdl

otm

aker

s, c

ount

ers,

deco

rato

rs fl

yer

wrt

ter,

badg

e m

akes

, etc

.

4.3

Tak

e a

part

in a

ctiv

ities

that

bui

ld a

sen

se o

f prid

e in

his

or h

er c

omm

unity

.

7,8

Less

on a

nd v

ideo

or

appr

opria

te m

ovie

at t

helo

cal t

heat

er a

bout

citiz

ensh

ip, b

eing

a g

ood

citiz

en (

votin

g).

(See

App

M50

)V

isit

a co

urtr

oom

set

ting,

city

cou

ncil,

vot

ers'

regi

stra

tion

offic

e, s

choo

lbo

ard

mee

ting.

4.4

For

m a

pos

itive

wor

king

and

lear

ning

rel

atio

nshi

pw

ith r

espe

cted

and

prod

uctiv

e ci

tizen

s in

the

com

mun

ity.

A(S

ee C

I 4.3

)(S

ee C

I 4.3

)(S

ee C

I 4.3

)

4.5

Kno

w a

nd id

entif

yco

ncep

ts a

nd s

kills

rel

ated

to g

ood

citiz

ensh

ip,

7,8

Less

on o

n id

entif

ied

com

mun

ity le

ader

s, th

eir

orga

niza

tions

, pro

ject

s,w

hat s

ervi

ces

they

've

help

ed to

pro

vide

,P

rese

ntat

ion

from

a lo

cal

lead

er o

r th

eir

fam

ilym

embe

r.(S

ee C

I 1.0

)

Stu

dent

s ar

e as

sign

ed o

rar

e ab

le to

sel

ect

com

mun

ity le

ader

s to

shad

ow le

arni

ng w

hat

and

how

they

do

thei

rjo

bs.

(See

CI 1

.0)

Stu

dent

s by

cla

ssro

omor

gra

de le

vel i

dent

ifyan

d/or

des

ign

scho

olle

ader

ship

rol

es a

ndre

port

to c

lass

abo

utw

hat t

hey'

ve le

arne

d.Le

ader

-of-

the

mon

thco

uld

be a

vot

ed-o

nho

nor

and

publ

iciz

ed.

4.6

Kno

w r

esou

rces

avai

labl

e in

the

com

mun

ityth

at s

uppo

rt p

erso

nal a

ndso

cial

wel

l-bei

ng.

7,8

Vis

it to

loca

l lib

rary

whe

rest

uden

ts le

arn

ofre

sour

ces,

his

tory

,re

sear

ch p

ossi

bilit

ies

asw

ell a

s ab

le to

rel

ate

toco

mm

unity

lead

ers.

(See

CI 1

.0/2

.0)

Stu

dent

s co

uld

link

with

libra

ry to

pro

vide

boo

ks(c

olle

ctin

g, d

onat

ing,

fund

rai

sing

) an

d or

prov

ide

info

rmat

ion

for

volu

ntee

r pr

ojec

t site

s w

ithlib

rary

per

sonn

el(b

ookm

obile

, boo

ks to

the

hom

ebou

nd, h

ospi

tals

)re

adin

g to

the

blin

d, e

tc.

(See

App

M48

& M

49)

(See

CI 3

.5)

N/A

8990

Exceptional Student Education OverviewMiddle School

This Exceptional Student Education guide is an addendum to the Southwest FloridaSchool-to-Careers Consortium Comprehensive Student Development Curriculum.No one set of modifications is applicable to the special needs of all learners. The ESEpopulation represents perhaps the most diverse within our schools, so themodifications suggested represent tangible assistance for many students. Somestudents have needs for changes to the learning situation, others for changes in thelearning environment, others for self-management strategies, and still others forphysical changes in activities. While some special education students areintegrated into classes with all other students, some special education students areengaged in classes that only contain other special education students. However,regardless of learning needs, accommodations required, or classroom setting, allspecial education students are to be served by comprehensive studentdevelopment. Student development (academic, career, and personal/socialdevelopment) is one of many areas in which ESE students are guaranteed accessby law.

Our daily responsibility to these students is to make the often simple modifications,accommodations, and adaptations of the exercises contained in the curriculum.When planning to implement this curriculum, the primary emphasis should be onindividual learning needs. Thus, whenever planning a lesson, an activity, an off-cam pus visit, or working with families to develop short and long-range plans to meetstudents' needs, all counselors and teachers must account for meeting all students'needs. Classroom guests (counselors presenting periodic lessons or outsidespeakers) should talk to teachers in advance to identify any special considerations.Special educators, who recognize and meet their students' individual needs on adaily basis, may be a good source for many supplementary activities andadaptations.

All student learning needs and curriculum adaptations are specified in an annuallyprepared Individualized Educational Plan (IEP). The IEP all specifies the degree towhich students participate in least restrictive environments, an educational practicecalled "inclusion". Inclusion means helping students with learning disabilities andother handicapping conditions to work and learn in the least restrictive environmentthey can manage with reasonable accommodations. This is frequently a regularclassroom setting which affords the opportunity to become as independent aspossible while gaining social skills and exposure to the widest range of goals andpossibilities. All students in the class will benefit through the opportunity to becomefamiliar and accepting of a more diverse range of individuals.


Ultimately, the goal of all children and their families is academic achievement at thestudent's highest capability that leads to eventual independent adult life. For allstudents the relationship between education and the world of work is critical, for ESEstudents that explicit relationship is also critical. The successive career activitiesinvolved in awareness, development, and implementation of careers allows ESEstudents and their families time to explore and plan lives in which the impact ofhandicapping conditions can be minimized. Career development activities canhelp identify careers that are available and plan ways to overcome any barriers tosuccess.

Parents are partners in their children's successes at school and in life. For the ESEstudent, ongoing involvement and partnership with the family is just as essential asfor any other student. Reaching out to families with newsletters, home visits, cabletelevision, and other new technologies keeps parents and teachers informed ofmutual concerns involving students who may need additional support to prepare fora career. Educating parents that their students should be receiving careerdevelopment curriculum and services, and the potential impact of those servicesand curriculum is an important part of that role. Other aspects may includecoordinating with families concerning supportive home activities as well as helpingfamilies access supportive community agencies and programs.

The adaptations suggested in this guide are a sample of the kinds of changes,accommodations, or adaptations that may be required by many students of manyactivities. Not every activity requiring changes was selected an example. AS well,many activities are suggested specifically for ESE populations that do not appear inthe comprehensive student development curriculum. It is up to the educator toinsure that selected activities are planned carefully to serve the needs of theintended population.

Working with ESE Students in the Regular Classroom

1. Reduce the amount of work and concentrate on the correctness of workdone.

2. When the student does a task well, let him be responsible for helping otherswith it.

3. Teach the same subject, but also present it through c6ncrete experiencesand visual media.

3. Teach tasks as much as possible through functional activities such asshopping, making change, reading the newspaper, playing games, etc.

4. Reduce distractions by: having only one task at a time, using worksheets with


9 2

lots of space, providing a quiet work area, giving simple directions orquestions.

5. When homework is given, it is best to give work the student can already dowith which he needs more reinforcement.

6. Pair up the mainstreamed student with another student that has leadership,compassion, and patience capabilities.

8. Move the student to a closer position for teacher supervision.

9. Move distracting or disturbing students/materials.

10. Allow the student to use any necessary crutch to learn; it will be discardedwhen no longer needed.

11. Individualize instruction where needed.

12. Set fair and clearly defined limits for classroom behavior and academicexpectations. Follow through with consistency.

13. Make a definite effort to see that each student has some sort of successeach day.

14. Allow for open communication between yourself and the ESE student.

15. Actively control variables which make learning occur, such as directingattention, arranging tasks, prompting responses, differentially reinforcingbehavior.

16. Be flexible with output; have students write, talk aloud.

17. Provide directions which are simple, specific, and consider the clarity, speed,complexity, and channel of delivery: check for comprehension: havestudent repeat and/or paraphrase.

18. Encourage homework as promoting academic progress, not as a punishmentfor poor achievement,

19. Use a variety of assessment techniques: written, oral, demonstration.

20. Be flexible and ready for change!

, Southwest Florida School-To-Careers ConsortiumComprehensive Student Development CurriculumMiddle School

9 3

The following information was adapted from briefing papers and fact sheetsavailable on http://www.nichcy.org/disabinf.htm. This web site provides a wealth ofinformation concerning different disabling conditions, their characteristics andincidence as well as educational implications and a wonderful list of resources ineach category. You are strongly encouraged to visit this site for more informationabout these and other important topics

Attention-Deficit/Hyperactivity Disorder (AD/HD) is a neurobiological disorder.Typically children with AD/HD have developmentally inappropriate behavior,including poor attention skills, impulsivity, and hyperactivity. These characteristicsarise in early childhood, typically before age 7, are chronic, and last at least 6months. Children with AD/HD may also experience problems in the areas of socialskills and self esteem.

Many children with AD/HD experience great difficulty in school, where attentionand impulse and motor control is virtual requirements for success. Children withAD/HD tend to overreact to changes in their environment. Whether at home or inschool, children with AD/HD respond best in a structured, predictable environment.Here, rules and expectations are clear and consistent, and consequences are setforth ahead of time and delivered immediately. By establishing structure androutines, parents and teachers can cultivate an environment that encourages thechild to control his or her behavior and succeed at learning.

Adaptations which might be helpful (but will not cure AD/HD) include:posting daily schedules and assignmentscalling attention to schedule changessetting specific times for specific tasksdesigning a quiet work space for use upon requestproviding regularly scheduled and frequent breaksusing computerized learning activitiesteaching organization and study skillssupplementing verbal instructions with visual instructionsmodifying test delivery.

Autism and Peryasive Developmental Disorder NOS (not otherwise specified) aredevelopmental disabilities that share many of the same characteristics. Usuallyevident by age three, autism and PDD-NOS are neurological disorders that affect achild's ability to communicate, understand language, play, and relate to others.

Early diagnosis and appropriate educational programs are very important tochildren with autism or PDD. Educational programs for students with autism or PDDfocus on improving communication, social, academic, behavioral, and daily livingskills. Behavior and communication problems that interfere with learning sometimesrequire the assistance of a knowledgeable professional in the autism field who

Southwest Florida School-To-Careers ConsortiumComprehensive Student Development Curriculum

9 4Middle School

develops and helps to implement a plan which can be carried out at home andschool.

The classroom environment should be structured so that the program isconsistent and predictable. Students with autism or PDD learn better and areless confused when information is presented visually as well as verbally. Toovercome frequent problems in generalizing skills learned at school, it is veryimportant to develop programs with parents, so that learning activities,experiences, and approaches can be carried over into the home andcommunity. With educational programs designed to meet a student'sindividual needs and specialized adult support services in employment andliving arrangements, children and adults with autism or PDD can live andwork in the community.

Cerebral oalsv is a condition caused by damage to the brain, usually occurringbefore, during or shortly following birth. "Cerebral" refers to the brain and "palsy" to adisorder of movement or posture. It is neither progressiVe nor communicable. It isalso not "curable" in the accepted sense, although education, therapy and appliedtechnology can help persons with cerebral palsy lead productive lives. It is not adisease and should never be referred to as such. It can range from mild to severe.

Early identification of cerebral palsy can lessen developmental problems andlead to appropriate intervention when it helps the most. Activities for childrenwith cerebral palsy may include:

speech and language therapy;'-- occupational therapy;

physical therapy;medical intervention;family support services;early education; andassistive technology.

As a child gets older and begins formal schooling, the intensity of services will varyfrom individual to individual. Persons with cerebral palsy are usually able to attain asubstantial degree of independence but, in some cases, may need considerableassistance. People extensively affected by cerebral palsy can still be highlyfunctional and independent. The HEATH Resource Center, the clearinghouse onpostsecondary education for individuals with disabilities, states that a significantnumber of students with cerebral palsy are enrolled in colleges and universities.Advanced technology, including computers and engineering devices, has beenapplied to the needs of persons with cerebral palsy. Technological innovdtions havebeen developed in the areas of speech and communication, self-care, andadapting living arrangements and work sites.


95

Another important development has been the increased ability of persons withdisabilities, including those who have cerebral palsy and other severe dfsabilities, tolive independently in the community. Adults with cerebral palsy are now living, withor without assistance, in their own apartments or townhouses. Independent LivingCenters have also proven to be important resources for persons with disabilities.

Hearing impairment is defined by IDEA as "an impairment in hearing, whetherpermanent or fluctuating, that adversely affects a child's educational performance."Deafness is defined as "a hearing impairment that is so severe that the child isimpaired in processing linguistic information through hearing, with or withoutam plification."Thus, deafness may be viewed as a condition that prevents an individual fromreceiving sound in all or most of its forms. In contrast, a child with a hearing loss cangenerally respond to auditory stimuli, including speech.

Hearing loss or deafness does not affect a person's intellectual capacity or ability tolearn. However, children who are either hard of hearinb or deaf generally requiresome form of special education services in order to receive an adequateeducation.

Children who are hard of hearing will find it much more difficult than children whohave normal hearing to learn vocabulary, grammar, word order, idiomaticexpressions, and other aspects of verbal communication. Since the great majorityof deaf children (over 90%) are born to hearing parents, programs should provideinstruction for parents on implications of deafness within the family.

Down syndrome is the most common and readily identifiable chromosomalcondition associated with mental retardation. It is caused by a chromosomalabnormality: for some unexplained reason, an accident in cell development resultsin 47 instead of the usual 46 chromosomes.

Shortly affer a diagnoses of Down syndrome is confirmed, parents should beencouraged to enroll their child in an infant development/early interventionprogram. These programs offer parents special instruction in teaching their childlanguage, cognitive, self-help, and social skills, and specific exercises for gross andfine motor development. Research has shown that stimulation during earlydevelopmental stages improves the child's chances of developing to his or herfullest potential. Continuing education, positive public affitudes, and a stimulatinghome environment have also been found to promote the child's overalldevelopment.

Just as in the normal population, there is a wide variation in mental abilities,behavior, and developmental progress in individuals with Down syndrome. Their


level of retardation may range from mild to severe, with the majority functioning inthe mild to moderate range. Due to these individual differences, it is impossible topredict future achievements of children with Down syndrome. Because of therange of ability in children with Down syndrome it is important for families and allmembers of the school's education team to place few limitations on potentialcapabilities. It may be effective to emphasize concrete concepts rather thanabstract ideas. Teaching tasks in a step-by-step manner with frequentreinforcement and consistent feedback has been proven successful. Improvedpublic acceptance of persons with disabilities along with increased opportunities foradults with disabilities to live and work independently in the community, haveexpanded goals for individuals with Down syndrome. Independent Living Centers,group shared and supervised apartments and support services in the communityhave proven to be important resources for persons with disabilities.

Many terms are used to describe emotional, behavioral or mental disorders.Currently, students with such disorders are categorized as having a seriousemotional disturbance, which is defined under the Individuals with DisabilitiesEducation Act as follows:

"...a condition exhibiting one or more of the following characteristics over a longperiod of time and to a marked degree that adversely affects educationalperformance--

(A) An inability to learn that cannot be explained by intellectual, sensory, or healthfactors;

(B) An inability to build or maintain satisfactory interpersonal relationships with peersand teachers;

(C) Inappropriate types of behavior or feelings under normal circumstances;(D) A general pervasive mood of unhappiness or depression; or(E) A tendency to develop physical symptoms or fears associated with personal or

school problems." (Code of Federal Regulations, Title 34, Section 300.7(b)(9))

The educational programs for students with a serious emotional disturbance need toinclude attention to mastering academics, developing social skills, and increasingself-awareness, self-esteem, and self-control. Career education (both academicand vocational programs) is also a major part of secondary education and shouldbe a part of every adolescents transition plan in his or her Individualized EducationProgram (IEP).

Behavior modification is one of the most widely used approaches to helpingchildren with a serious emotional disturbance. However, there are many othertechniques that are also successful and may be used in combination with behaviormodification. Life Space Intervention and Conflict Resolution are two suchtechniques.


1;

9 7

The regulations for Public Law (P.L.) 101-476, the Individuals with DisabilitiesEducation Act (IDEA), define a learning disability as a "disorder in one or more of thebasic psychological processes involved in understanding or in using spoken orwritten language, which may manifest itself in an imperfect ability to listen, think,speak, read, write, spell or to do mathematical calculations."

Parents and teachers need to concentrate on the individual child. They need toobserve both how and how well the child performs, to assess strengths andweaknesses, and develop ways to help each child learn. It is important to rememberthat there is a high degree of interrelationship and overlapping among the areas oflearning. Therefore, children with learning disabilities may exhibit a combination ofcharacteristics.

Because learning disabilities are manifested in a variety of behavior patterns, theIndividual Education Program (IEP) must be designed carefully. A team approach isimportant for educating the child with a learning disability, beginning with theassessment process and continuing through the development of the IEP. Closecollaboration among special class teachers, parents, resource room teachers,regular class teachers, and others will facilitate the overall development of a childwith learning disabilities.

Some teachers report that the following strategies have been effective with somestudents who have learning disabilities:

Capitalize on the student's strengths;Provide high structure and clear expectations;Use short sentences and a simple vocabulary;Provide opportunities for success in a supportive atmosphere to help build self-esteem;Allow flexibility in classroom procedures (e.g., allowing the use of tape recordersfor note-taking and test-taking when students have trouble with writtenlanguage);Make use of self-correcting materials, which provide immediate feedback withoutem barrassment;Use computers for drill and practice and teaching word processing;Provide positive reinforcement of appropriate social skills at school and home; andRecognize that students with learning disabilities can greatly benefit from the giftof time to grow and mature.

People with mental retardation are those who develop at a below average rateand experience difficulty in learning and social adjustment. The regulations for theIndividuals with Disabilities Education Act (IDEA) provide the following technicaldefinition for mental retardation:

"Mental retardation means significantly subaverage general intellectualfunctioning existing concurrently with deficits in adaptive behavior and


9 8

manifested during the developmental period, that adversely affects a child'seducational performance."

"General intellectual functioning" is typically measured by an intelligence test.Persons with mental retardation usually score 70 or below on such tests. "Adaptivebehavior" refers to a person's adjustment to everyday life. Difficulties may occur inlearning, communication, social, academic, vocational, and independent livingskills. They do learn, but slowly, and with difficulty.

Persons with mental retardation have the capacity to learn, to develop, and togrow. The great majority of these citizens can become productive and fullparticipants in society.As with all education, modifying instruction to meet individual needs is thestarting point for successful learning. Throughout their child's education,parents should be an integral part of the planning and teaching team.

In teaching persons with mental retardation, it is important to:

Use concrete materials that are interesting, age-appropriate, and relevant to thestudents;Present information and instructions in small, sequential steps and review each stepfrequently;Provide prompt and consistent feedback;Teach these children, whenever possible, in the same school they would attend ifthey did not have mental retardation;Teach tasks or skills that students will use frequently in such a way that students canapply the tasks or skills in settings outside of school; andRemember that tasks that many people learn without instruction may need to bestructured, or broken down into small steps or segments, with each step beingcarefully taught.

Children and adults with mental retardation need the same basic servicesthat all people need for normal development. These include education,vocational preparation, health services, recreational opportunities, andmany more. In addition, many persons with mental retardation needspecialized services for special needs.

People with severe disabilities are those who traditionally have been labeledas haying severe to profound mental retardation. These people requireongoing, extensive support in more than one major life activity in order toparticipate in integrated community settings and enjoy the quality of lifeavailable to people with fewer or no disabilities. They frequently have

Southwest Florida School-To-Careers ConsortiumComprehensive Student Development CurriculumMiddle School 9 9

additional disabilities, including movement difficulties, sensory losses, andbehavior problems.

Early intervention programs, preschool and educational programs with theappropriate support services are important to children with severe disabilities.In order to effectively address the considerable needs of individuals withsevere and/or multiple disabilities, educational programs need toincorporate a variety of components, including language development,social skill development, functional skill development (i.e., self-help skills), andvocational skill development

Classroom arrangements must take into consideration students needs formedications, special diets, or special equipment. Adaptive aids andequipment enable students to increase their range of functioning. The use ofcomputers, augmentative/alternctive communication systems, communicationboards, head sticks, and adaptive swttches are some of the technological advancesthat enable students wtth severe disabiltties to participate more fully in integratedsettings.

Community-based instruction is also an important characteristic ofeducational programming, particularly as students grow older and whereincreasing time is spent in the community. School to work transition planningand working toward job placement in integrated, competitive settings areimportant to a student's success and the long-range quality of his or her life.In light of the current Vocational Rehabilitation Act and the practice ofsupported employment, schools are now using school-to-work transitionplanning and working toward job placement in integrated, competitivesettings rather than sheltered employment and day activity centers.

Speech and language disorders refer to problems in communication andrelated areas such as oral motor function. These delays and disorders rangefrom simple sound substitutions to the inability to understand or use languageor use the oral-motor mechanism for functional speech and feeding.

The speech-language pathologist may assist vocational teachers andcounselors inestablishing communication goals related to the work experiences ofstudents and suggest strategies that are effective for the important transitionfrom school to employment and adult life. Communication has manycomponents. All serve to increase the way people learn about the world


100

around them, utilize knowledge and skills, and interact with colleagues,family and friends.

Traumatic Brain lniury (TBI) is defined within the IDEA as an acquired injury tothe brain caused by an external physical force, resulting in total or partialfunctional disability or psychosocial impairment, or both, that adverselyaffects a child's educational performance.

Despite its high incidence, many medical and education professionals areunaware of the consequences of childhood head injury. Students with TBI aretoo often inappropriately classified as having learning disabilities, emotionaldisturbance, or mental retardation. As a result, the needed educational andrelated services may not be provided within the special education program.The designation of TBI as a separate category of disability signals that schoolsshould provide children and youth with access to and funding forneuropsychological, speech and language, educational, andother evaluations necessary to provide the information needed for thedevelopment of an appropriate individualized educational program (IEP).

Careful planning for school re-entry (including establishing linkages betweenthe traumacenter/rehabilitation hospital and the special education team at the school)is extremely important in meeting the needs of the child. It will be importantto determine whether the child needs to relearn material previously known.Supervision may be needed (i.e. between the classroom and restroom) asthe child may have difficulty with orientation. Teachers should also be awarethat, because the child's short-term memory may be impaired, what appearsto have been learned may be forgotten later in the day. To workconstructively with students with TBI, educators may need to:

- Provide repetition and consistency;Demonstrate new tasks, state instructions, and provide examples toillustrate ideas and concepts;Avoid figurative language;Reinforce lengthening periods of attention to appropriate tasks;Probe skill acquisition frequently and provide repeated practice;Teach compensatory strategies for increasing memory;Be prepared for students' reduced stamina and increased fatigue andprovide rest breaks as needed; andKeep the environment as distraction-free as possible.


101

Initially, it may be important for teachers to gauge whether the child canfollow one-step instructions well before challenging the child with asequence of two or more directions. Often attention is focused on the child'sdisabilities after the injury, which reduces self-esteem; therefore, it is importantto build opportunities for success and to maximize the child's strengths.

Middle School

The Student Development Curriculum matrix identifies activities supportingthe four domains: Academic Achievement, Career Development,Social/Personal Development and Community Involvement. ESE students areexpected to successfully develop their individual abilities in all four domains.Since students often have several classes in middle school and may haveseveral teachers and counselors who infuse student development activities,all must be aware of individual student needs, accommodations, andadaptations necessary.

In middle school, academic achievement skills are refined and continue todevelop to meet the challenges of a new school organization and structure.Career awareness continues to career and self-exploration. Social/Personaldevelopment includes skills to manage increasingly complex relationships.Community involvement expands beyond the school.

Specific accommodations may be required to help students who engage incareer inventories, self-awareness activities, computerized career explorationactivities, or competency testing. Counselors and teachers may seek parallelforms of tests or instruments based on lower reading levels or which breaktasks into smaller groups to accommodate the needs of students who havetrouble maintaining focus for long periods of time.


Suggested Modifications for Activities In Middle School Appendices

M1 Appropriate to deliver verbally and discuss for low and nonreaders.Also consider abbreviated version.

M2,5 Specific examples need to be tailored to population.

M3,16 Lower levels might need to work closely under teacher guidance.34,38,50 Role play.

M4 Might not be appropriate for nonreaders or lower functioning students,however, could be simplified and administered verbally.

M6 First Activity: Though some students may need teacher prompting, thisactivity should be able to be delivered in written form.Communication Skills: Checklist needs to be simplified and/orpresented verbally.

M7,9, May need to do verbally and/or simplify. May need to rewrite,19,24 shorten, reword or customize.

M8 Listening Skills: Might be too awkward or complex to accomplish withlower function students. Listening Quiz: For lower students, present as aclass discussion. Brainstorm "What is a good listener?" Make a list ofcharacteristics.

M10 May need to limit or eliminate written portion.

M1 I May be done as a class activity. May need to rewrite, shorten orcustomize.

M12, 18 May need to administer verbally or consider Reading Free InterestInventory replacements.

M13 May need to simplify and do verbally. Need to be tailored to MiddleSchool. Pictures from magazines could replace written goals.

M14 This activity might be abbreviated and/or done verbally.


103

M20 Identifying Your Leisure Time: Simplification with larger time slots. Otheractivities could be done verbally in a simplified format.

M21 Reading level may affect delivery.

M23 Could work as a whole class project with specific clusters assigned toindividuals or small groups.

M25 Scoring might be facilitated in group or as class project.

M26 Teacher may provide simplified research materials. Concepts couldbe presented verbally.

M27, 35 Could be teacher guided all class or small group activity.

M28 Try minimizing or eliminating writing.

M29 May need to modify, simplify, or perhaps do orally.

M30 Would lend itself to small group or all class discussion with role playing.Teacher may need to deliver verbally.

M31 Poster sized shield would support all class or small group activity,utilizing pictures from magazines. Teacher could present each sectionseparately.

M33 Teacher may need to put undefined examples of faces on board.

M36 Magazine cut outs could replace writing. Could be done as an all-class activity.

M37 May need to introduce separately enhancing each concept.

M39 Pages of My Life: Close teacher guidance and simplification might berequired. I Have a Dream: This activity could be accomplished withdrawing or magazine cut outS.

M41 Stand Up and Speak Out: This concept could be presented verballyand reinforced with role playing and repetition. See Yourself: Mayneed to present as an all class activity with discussion.


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M42 Keeping in Balance: Lower level readers could succeed with all classactivities and/or utilizing magazine cut outs and pictures. Do It Today:Could.be written with "key" words. May need to be completed withdirect teacher guidance. Prioritizing Activities: May need to simplify.

M44,45 Speakers and videos should be selected with given ESE populationsinterest and readiness levels taken into consideration.

M47 This activity works as an excellent bridge linking school with thecommunity, leading toward regularly scheduled communityexperience. Some special needs students will need a higher ratio ofadult supervision.

M48 Mentor Section. This might work well with higher functioning specialneeds students.

M49 Significant adjustments or elimination all together of this section mightbest serve the nonreading student. This also might work as aremediation program encouraging overall reading improvement.

Helpful Web Sites For Exceptional Student Education

General, for All Categories

Learning Disabilities

http://cec.sped.org/home/htmhttp://nichy.orghttp://disability.com/links/cool.shtmlhttp://ed/gov/offices/OSERS/I DEAhttp://fndfl.org/brochure.html

http://wwwldonline.comhttp://www.ldmatl.orghttp://www.ncld.org

Attention Deficit Hyperactivity http://www.chaad.comDisorder http://www.add.org

http://add-adhd.org

Emotional/Behavioral http://mentalhealth.org/INDEX.htmhttp://www.aacap.org


105

Mental Retardation http://thearc.org/welcome.htmlhttp://specialolympics,orghttp://aamr.org

Communication/Speech & http://www.asha.orgLanguage http://www.boystown.org

Gifted http://www.prufrock.comhttp://www.eskimo.com/-user/kids.html

Severe and Multiple Disabilities http://www.tash.orghttp://www.asbah.demon.co.uk

Autismhttp://www.syredu/-jmwobus/autism/# libraries

http://www.autism.org/contents.html/# subgrouphttp://www.udel.edu/bkirby/asperger/index.html

Other Health Impairments http://www.cancerkids.org/http://www.jdfcure.com/cdk001.htm

(Juvenile Diab.)http://www.epinet.org.au/ (Epilepsy)

Physical Disabilities http://www.sbaa.org (Spina Bifida)

Traumatic Brain Injury http://www.brainindex.com/tbl.htmlhttp://www.neuroskills.com/-cns/tbi/hdi/gb.html

Hearing Loss http://www.deafworldweb.orghttp://www.agbell.orghttp://www.nad.orghttp://www.gallaudet.cdu:80/-nicd

Vision Loss http://www.afb.org/afb/http://www.az.com/-dday/blindkids.htmlHe


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Why Assessment in Student Development?

Curriculum assessment gets to the heart of the matter in education today;can counselors or any educators demonstrate their worth to the educationprocess and to meeting standards? Accountability is critical as districts andbuildings are increasingly free to select staffing patterns that best meetstudent learning needs. Those who cannot demonstrate their effectiveness interms of student learning and outcomes will be increasingly vulnerable.Assessment is required of any continuous quality improvement process. If ourgoal is truly student development, we have to be ready to examine ourmethods and assumptions in helping students achieve their goals.

Current trends in education see a movement toward increasedaccountability for curriculum delivery and effectiveness. In studentdevelopment curriculum areas, such assessment is not often as simple asstandardized testing nor are skills as discrete as those are in English or math.However, accountability to curriculum goals for student developmentrequires that some assessment practices be incorporated into any curriculumadoption. This guide presents ideas for assessment of the ComprehensiveStudent Curriculum developed for the Southwest Florida School-To-CareersConsortium.

This assessment effort is breaking new ground. Most information aboutstudent development concerns inputs and ounselor/teacher timeaccountability when it is gathered at all. This shifts the focus to studentlearning and the effectiveness of programs ori student decisions andattainment. As a new process, it must be continually revisited, revised andtime/benefits in assessment activities must be evaluated.

Purposes of Assessment

Assessment serves several general purposes that can be broadly definedunder decision making, communication, and accountability.

Decision making Assessment information can be used to help students makeindividual decisions about career paths, and course planning as well ashelping students identify skills, knowledge or attitudes that they still need tolearn. Individual students and their families benefit from such assessment asspecific skills are identified as having been acquired or which need furtherexposure and development. Teachers and counselors can identify students'needs for curriculum planning. They can also use information to improve


1 0 7

instruction and curriculum activities. Schools or districts can use assessmentinformation to continue or improve instruction, programs, and curriculum aswell as to contribute to the school improvement process as a whole. Districtadministrators can use such information in curriculum planning, training,district improvement goals and in setting priorities for meeting student needs.Increasingly, staffing decisions may be made based on assessment data.

Communication Assessment information is already used to communicateprogress toward educational goals to students, parents, communitymembers, and administrators. As well, assessment information is often usedto communicate special strengths or successful features of programs,curriculum activities, or schools. For student development purposes,assessment may also communicate areas of student achievement that havepreviously been ill-defined and may advocate for the importance of suchstudent achievement goals in the overall curriculum and educationalprogram.

Accountability Assessment information is at the heart of school, district andprogram accountability; an increasingly critical factor in all aspects ofeducation's operations. Without assessment, many believe that there is littleaccountability. Little accountability makes staff and their programsvulnerable to criticism, lack of understanding, or reductions in support.

Assessment Approaches

Several approaches to assessment are possible. When consideringassessment methods, it is important to recognize that assessment based onall self-report data may not provide an entirely accurate picture of what astudent really has experienced or learned. The same may be true ofassessment based entirely on a list of inputs. Consider a mixture of datasources and types of assessment to get the most accurate picture of whatindividual students and programs have accomplished.

First, inputs can be assessed. Did curriculum units get delivered? Teachersand/or counselors can be asked to list activities, materials, and annualschedules for student development curriculum delivery. Examples of suchactivities can be obtained by reviewing the Florida's ComprehensiveStudent Development Curriculum for a School-To Career System (1994).

A second approach involves assessing student learning of each discreteactiviiy. For example, when middle school students are engaged in the

Southwest Florida School-To-Careers ConsortiumCornprehensive Student Development CurriculumMiddle School 108

work-based learning activity of touring a hospital to learn about differentoccupations that occur there, they can be asked to list three occupationsthey observed and list the educational qualifications each requires, or eachcan be asked to write an essay to relate a work of fiction about medicine tomatch observations at the hospital. Another example might be, studentsdemonstrating specific career skills as part of the activity itself, e.g.,completing a four-year plan. While such assessment may be readilyadapted to school-to-career curriculum, and are certainly recommended asmuch as possible, such activities may become burdensome to a school dayalready burgeoning with increased curricular requirements and testing.

A third approach is to assess broader student developmentaccomplishments. This type of assessment is by nature more synthetic of abroader range of skills and competencies and would occur after longerperiods of instruction and experiences; i.e., after a year or at transition pointsbetween school levels or between school and work. This approach is moreportfolio or performance based and creates an accountability at the"seams" of a student's school progression. As well, since school-to-careercurriculum activities are often infused into other curriculum areas, separateassessment may be neither appropriate nor convenient. It adds less burdento teachers and counselors and can be used to communicate to _the nextconsumer of a student's skills (teacher, counselor, employer) that the studenthas achieved a specified level of competence in identified school-to-careerobjectives.

Another approach to assessment can be overall program assessment. Suchassessment may be included in school climate surveys of students, schoolpersonnel, administrators, and community members. Or specific surveys toevaluate skill acquisition, career awareness and development, and thedegree to which classroom and community based activities, can bedeveloped and administered. Questions should focus on a variety of areasincluding:

Career awareness, career decision making skill acquisition, and careermaturity;

Personal/Social development goals including those for working withothers, self-management skills, and communication skills;

Involvement of family in academic and career planning and parentalknowledge of the student's progress and school-based activities;

Infusion of academic, career and personal/social development in allaspects of educational program;


Degree to which school-based, linking/connecting or work-basedactivities have been observed or are considered successful.

Gathering and Maintaining Assessment Information

The information collected by methods suggested in this guide may be usedin several ways. Some tracking and inclusion in student records is

recommended. Each segment may be used separately by each level andmay be tracked through student maintained porffolio on a studentdeveloped folder or may be maintained by student services professionals ona paper or electronic portfolio. Each method has benefits and drawbacks.Student maintained portfolios are most effective in terms of staff time andstudent responsibility. However, they are often incomplete, can be easily lostand are not readily available for accountability surveys or programassessment. Such portfolios are commercially available, though costly asconsumable goods. Paper portfolios have advantages in that they areavailable to school staff for program evaluation, provide artifactualevidence of student progress and program effectiveness, and allowindividual student progress and learning needs to be tracked and monitored.However, these can be expensive to maintain and may add to alreadycrowded school files.

Electronic tracking has several advantages in its capability to provideindividual, small group or district aggregate data readily. As well,sophisticated analyses can be performed with other electronicallymaintained data like test scores and grades that create a potential wealthof program and accountability data. It would also readily lend itself to astudent development transcript available for post-secondary institutions andemployers alike. However, only one electronic portfolio system is availableand it is an expensive investment which requires some personnel or trainedstudents to input data to maintain. A one-time commitment of resources tocreate such a portfolio might be worth the investment by a district orconsortium of districts which has immediate interface with other studentrecord systems as a distinct advantage. Ultimately, skill acquisition.and workexperience history benefits students as they progress through school. Astechnology continues to improve, more electronic tracking mechanisms willbecome available and are ultimately considered to be most desirable. Onecommercially available product, Info Tracker (available from Tech Lan, Inc.)can provide an individualized student portfolio of all student developmentaccomplishments and activities, especially those related to school-to-careeractivities and elements, in an electronic format.


Two commercially available products are available for K-12 or 6-12assessment. The first, the Career Maturity Inventory can be used to assessstudent progress and career development needs at key points in

development transition between levels. The CMI provides informationconcerning attitudes and competencies in career decision making skills.Iowa Career Learning Assessment provides information concerning careerdevelopment, school-based learning, work-based learning and connectinglinks. The survey combines information from students, educators, parents andcommunity partners and is geared toward student competencies andcareer maturity as well as degree to which school-to-career type of activitieshave occurred. Both instruments provide individual and group data useful toprogram assessment. In particular, schools that have career developmentcourses in ninth grade can use the instrument to measure aspects of theeffectiveness of the course and related experiences. However, each hasinitial and recurring costs arid individual schools or districts may well wish tocustomize aspects of these evaluation programs or develop individualevaluations.

The following guide will present examples of assessment activities that can beperformed at transition points or in a few cases, a year end. At eachtransition point several types of activities will be recommended and fullydescribed.

Each section of this guide is presented in terms of the overall goals forstudents completing that level of education, specific competenciesexpected by transition and assessment strategies and formats which can beused.


MIDDLE SCHOOL

The middle school experience is one where students engage in exploration ofcareers, continued skill acquisition and increased social awareness andcompetence.

When students enter middle school they are expected to demonstrate thefollowing competencies

When students enter from Elementary school they should be able todemonstrate:

Appropriate grade level reading, mathematics and writing skillsInterpersonal skills including working with others and conflictresolution/mediation skillsDecision making and goal setting skillsCareer awareness:. knowledge of the world or work, how jobsinteract, examples of range of work from local environment and whywork is importantAbility to work cooperatively in groupsAwareness of good physical and mental health practicesBasic keyboarding and other computer literacy skillsAn understanding of the importance of standardized testing

To significant elementary school knowledge, skills, and awareness themiddle school curriculum adds a different experience in each grade.

During 6th Grade the following are covered:Assess entering career, decision making, conflict resolution skill levelOrient students to middle school rules, conduct, class scheduling,attendance and other policiesConduct diversity awareness activities including cultural, varyingteacher styles and expectations, learning stylesBegin career awareness activities: self-assessment of interests,aptitudes and goals e.g., Career Cruiser.Begin middle school portfolio with self-assessment information fromabove activities.Continue computer literacy skill developmentOrient to school rules, homework and attendance accountabilityOrient to employability skills, e.g. attendance, timeliness of

assignmentsContinue planning and goal setting behaviors, ie. using a


41,

planner for time management.Continue development of decision making and problem solvingskills; with focus on consequences of decision makingMaster appropriate academic skills

During 7th Grade the following are covered:Introduce concept of the four-year planIntroduce local job market, career cluster informationContinue computer literacy skill developmentIntroduce resume writing;Continue middle school portfolio developmentOrient to school rules with a focus on homework and attendanceaccountabilityOrient to employability skillsContinue planning and goal setting skills developmentContinue development of decision making and problem solvingskills; with focus on consequences of decision makingMaster appropriate academic skills

During 8th Grade the following are covered:Complete 4 years of 6-year plan of studyOrientation to high school and graduation requirements,Make students aware of scholarship and financial aid opportunitiesContinue computer literacy developmentOrient to school rulesOrient to employability skillsContinue planning and goal setting skills developmentContinue development of decision making and problem solvingskillsMaster appropriate academic skills

When students leave middle school and enter high school they should beable to demonstrate or have the following:

Completed 4 years of 6 year PlanAware of Florida academic and vocational/technical scholarshipopportunitiesAware of high school graduation requirementsCareer knowledge of local job market and career clusters, portfoliodevelopment and resume writingAssessment results from preliminary formal assessment instrument(CHOICES Jr., or some other similar program as designated by the


113

school district).Appropriate computer literacy skillsKnowledge of high school rules concerning homework, attendanceaccountability, behavior, credit accrual and denial policiesKnowledge of employability skills e.g, attendance, timeliness ofassignments.Appropriate planning and goal setting skillsAppropriate decision making and problem solving skillsMastery of appropriate middle school academic skillsAppropriate interpersonal skills

Southwest Florida School-To-Careers ConsortiumComprehensive Student Development CurriculunMiddle School

Assessment Activity Examples

Evaluation of Middle School competencies can be done in several differentways or in a combination of several different ways depending on which isbest suited for your school. They include a checklist, a portfolio, or a menu ofactivities. All students complete a six year plan.

The first option is to have the following checklist filled out by the guidancecounselor and the student. This would hopefully be done annually at mid-year so that any areas of weakness could be addressed before the end ofthe school year.

The second option is to create portfolios that would include keyinformation about students and their work towards mastering thecompetencies.

The third option is to have a menu of grade 6, 7 and 8 activities. Schoolstaff and/or students check off activities that students have successfullycompleted.

Evaluation would be optimally done on all students, however, realisticallycounselors may need to randomly pick 50 100 students with whom tocomplete the evaluation process. This would give an appropriate samplingof the degree of mastery students demonstrate.


1.15

MIDDLE SCHOOL COMPREHENSIVE STUDENT DEVELOPMENT CURRICULUMEXIT EVALUATION OF UNDERSTANDINGS, ATTITUDES AND SKILLS

STUDENT: ID#: BD:

SCHOOL: GRADE:

DATE COMPLETED:

PERSON AND TITLE COMPLETING REPORT:

Evaluation ChecklistPlease complete the following checklist by marking Yes, No or Not Applicable.

Competencies Yes No NA

Student has completed 4 years of 6 year plan.

Student can list 3 Florida academic/vocational/technical scholarshipopportunities.

Student is aware of high school graduation requirements.

Student has participated in Career Day.

Student has completed course that addresses resumes and jobapplications.

Student has completed a formal assessment instrument ie., InterestInventory.

Student is continuing to grow in computer literacy and processing skills.

Student has had an orientation to high school rules, attendance policy,behavior, and credit accrual and denial policies.

Student uses academic planner for time management. .

Student is passing all academic courses needed for high school.

Student works well in cooperative learning groups.

Student follows school/classroom rules

Student is able to cite an example of personal difficulty and then use aproblem solving/decision making process to generate appropriatealternative actions and identify probable consequences

.

Southwest Florida School-To-Careers ConsortiumComprehensive Student Development CurriculumMiddle School 1 1 6

Student can explain the connection between attendance/timelinessof assignments and employability skills

Southwest Florida School-To-Careers ConsorriumComprehensive Student Development CurriculumMiddle School

117

STUDENT EVALUATION PORTFOLIO

The contents of the portfolio would include, but not be limited to the following:

Formal interest inventory or computerized career exploration programresults.Completed four year of six year plan (if required by your district)Sample resumeSample job applicationCourse outline covering computer skillsCopy of three weeks out of the student plannerWritten information covering the high school requirements and rulesTranscript of gradesShort paragraph on why attendance and timeliness of assignments areimportant to future employment. (Normally completed in a LanguageArts class.)Short essay giving an example of decision making/problem solvingincluding the identification of probable consequences. (Normallycompleted in a Language Arts class.)List of at least three Florida scholarship opportunitiesList of Community service or volunteer experiences.List of work or work-related experiences.

The guidance counselor or the student can maintain these portfolios. Piecescan be added to the portfolio whenever completed. Trained communitypartners could be used to make sure the portfolios are complete at the endof 8th grade. Guidance secretaries, data entry or counselors could beresponsible for producing and filing transcripts.


Resources for Comprehensive Student Development and School-To-CareerCurriculum

There are many resources for classroom, school and community basedactivities which will work well to achieve the learning objectives containedthroughout this comprehensive student development curriculum. Theactivities contained in the appendices of this curriculum guide are intendedonly as examples of what can be done with students. Other resources forinformation and activities are listed below.

Assessment

Career Cruiser: www.firn.eduidoe/bin00056/!cruzer.htm or 1-800-342-9271

CHOICES and CHOICES, Jr. Available through Florida Department ofEducation

Crites, J. (1998). Career Maturity Index, Available from Careerware, 1-800-267-1544

Info Tracker, Available from Tech Lan at www.ticom/infotrak.htrn or at Phone800-947-8460; 4900-C Mercer University Dr Macon, Georgia 31210

Curriculum Activities

Broward County Public Schools (1990). Comprehensive guidance andcounseling programs. Ft. Lauderdale, FL: Author.

Center on Education and Work. (1992). Developmental guidanceclassroom activities for use with National Career Development Guidelines:Grades K-12 (4 volume set). Madison, Wisconsin: University of Wisconsin.

Chew, C. (1995). School-to-work transition: Resources for counseling.Madison, Wisconsin, Center on Education and Work.

Commonwealth of Virginia Department of Education, (1998). CareerConnections. Richmond, VA: Author.

Florida Department of Education, (1990). Insights: A self and careerawareness program (three volume set). Tallahassee, FL: Author.


School Board of Volusia County, (1998). K-12 Developmental guidanceplan.Volusia County, FL: Author

Wisconsin Department of Public Instruction. (1996). The Wisconsindevelopmental guidance model. Milwaukee, WI: Author.

National Standards

Campbell, C.A. & Dahir, C.A. (1997). The national standards for schoolcounseling programs, Alexandria, VA: American School CounselingAssociation.

National Career Development Association (1996). National careerdevelopment standards, Alexandria, VA: Author.

United States Department of Labor (1991). What work requires ofschools: A SCANS report for America 2000. Washington, D.C.: U.S.

Government Printing Office.

School-to-Careers, School Counseling and Comprehensive StudentDevelopment

Florida Department of Education (1992). Florida's StudentDevelopment Program: A Framework for Developing ComprehensiveGuidance and Counseling Programs for a School-To-Work System.Tallahassee, FL: Author.

Perry, N. & Ward, L. (1997). Helping students plan careers: A school-to-careers guide for counselors. American Vocational Association: Alexandria,VA.

Web sites of interest: (Many of these sites have hot links to other importantsites too numerous to mention)

American School Counselor Association: www.schoolcounselororq

Association for Career and Technical Education (formerly the AVA):www.avaonline.org

Career Counseling resources: seamonkey.ed.asu.edu/-gail/career.htm


Career Mosaic: www.careermosaic.com

eXploring Careers: www.explore.cornell.edu/

Florida School-To-Work Initiatives: www.stw,ed.gov/Database/State2.cfm

Florida Department of Education Publications:www.firn.edu/doe/bin00051/pub_man.htm

Florida Division of Workforcewww.firn.edu/doe/bin00051/home0051.htm

National Career Development Association: www.ncdaorq

Development:

National Center for Research in Vocational Education: ncrve.berkeley.edu

National Occupational Information Coordinating Committee:www.noicc.gov/

National School-to-Work Office: www.stw.ed.gov/

University of Wisconsin Center for Education and Work: www.cew.wisc.edu/

US Department of Education: www.ed,govl

What exemplary career development programs should look like:ncrve.berkeley.edu/MDS-855


121

aitAtiliii4sererti

It's Everyone's Job! Character-Balla/7g Word for September

RESPONSIBILITYAccountability for your choices, obligations, and duties

WEEK 1 WEEK 2 WEEK 3 WEEK 4

Today's preparation The buck stops here. Responsibility is accepting Stop blaming others. Takedetermines tomorrow's Harry Truman the positive and the negative responsibility for every areaachievement. It's the little things in life consequences of our actions. of your life.

Anonymous that determine the big Popkin Anonymous

Each is responsible for things. If you don't have time to do He who is good at makinghis own actions. Anonymous it right, when will you have excuses is usually little good

H.LHunt Winners never quit and time to do it over? for anything else.Winners make goals; quitters never win. Anonymous Ben Franklin

losers make excuses. Anonymous Every job is a self-portrait It's not over till it's over.Anonymous I never did anything worth of the person who did it. Yogi Berra

I discovered I always had doing by accident, nor did Claude Bristol We are judged by what wea choice and sometimes any of my inventions come The ability to accept finish, not by what we start.it's only' a choice of by accident, they carne by responsibility is the measure Anonymous

attitude. hard work. of the man. Winners are people who do

J. M. Knowlton Thomas Edison Roy I. Smith jobs uncommonly well evenWell done is better then Strive for excellence, not By failing to prepare, you though they don't feel like

well said. perfection. are preparing to fail. doing them at all.Ben Franklin Anonymous Ben Franklin Anonymous

--"AsvoriLmN-4441""

RELATED WORDSAccountable ReliableDependableTrustworthyIndependenceSelf-reliance

AnswerableDutyMaking Choices

RESPONSIBILITY TO:SelfFamilyLearning

Community SchoolCountry Planet

PRACTICAL APPLICATIONSReturning what you have borrowed in the same condition.Taking responsibility for learning,

Getting help when you don't understand somethingDeveloping strategies that can help you learnCompleting homework

Taking the responsibility to be preparedBeing helpful before you are askedTaking care of your possessionsBeing accountable to friends and family, no! Axing excusesAccepting the consequences of one's choices and actionsUnderstanding how respon jes change as we get olderDiscuss what the students ?onsible for th'- schoc year as

well as other employ.6 at the school. iortant is itfor everyone to carry out their responsii

122 BESTCOPYAVAILABLE

C= Community Activities

ActivitiesS= School Activities F = Family Activities

C S F Read and/or discuss a daily quote, on the morning news, in the newspaper, at dinner.

C S F Have students omplete the "Character Cartoon" and/or write their answers to Character ED on the E-mail.

C S F Make a "graffiti" wall, board, poster, with the title " Responsibility is... ". Ask the students to add theirthoughts. Sections can be added for the other months.

C S F Discuss the importance of following through with your responsibilities. What does it mean to do the absoluteminimum or seeing something through because it is the responsible thing to do.

C S F Think about a time you relied on someone and were let down. Reflect on some aspect of this experience.

C S F Make classroom/home expectations clear and hold students accountable for their actions. Practice proceduresthat help the class run smoothly i.e. lining up, greeting visitors, changing activities, turning in homework, etc.

C S Include anecdotes of responsible student behavior in the school newsletter to parents.

C S F Provide opportunities for volunteer service. Tie this into responsibility towards others and the community.

C S F Publicly recognize the work and achievements of "Unsung Heroes"... the custodians, repairmen,teachers,secretaries, cafeteria workers, and volunteers who demonstrate a strong commitment to their responsibilities.

C S F Character Honor Roll - Students observed by anyone in the school/workplace to have demonstratedCharacter can have photo displayed or other recognition.

C S F Encourage students to discuss taking responsibility for their own learning. Encourage students to developmeta-awareness of how they learn best and develop strategies for improvement. For example ask students toremember "Gershwin wrote An American in Paris" and "James Baldwin wrote For Want of a HorseshoeNail" Discuss how they remembered these facts.

C S F Plant Parents- Plant a seed and nurture to mature growth. Tell students it is their responsibility to care for thisliving thing. Talk about how plants responded, in relationship to the time and care they received. Relate this totheir other responsibilities in life.

C S F The Not Making Excuses Jar - Fill a jar with one bean for each minute of class time. Each time a student makesan excuse one bean is removed. Time that is not wasted listening to excuses can be free time at the end of theweek/month. Previously removed beans can be replaced when students demonstrate responsibility.

CSF I Did My Homework - Students who consistently complete and turn in homework could be recognized.

C S F Encourage students to make a responsibility chart, listing responsibilities at school, home, and in the community.

C S F Pick a famous person who showed responsibility. Have a "Who am I?" contest. Add clues daily.

C S F Discuss how taking responsi, ility for ourselves involves accepting the consequences for our actions andchokes. This means that the things we do affect what happens to us. Discuss how the "poor pitiful me" attitudeblax .es others for our chew- zances while giving us an excuse not to take responsibility.

C S F You Are What You Eat - Create activities, discussions targeted at making responsible food choices.

C S F Involve students in the shared responsibility for the appearance and cleanliness of the school.

Points To PonderMath - What is a researchers' responsibility in reporting accurate statistics

or research? Now that anyone can put information on the internet,how can we critically evaluate information? Save, Share, andSpend - Create discussion or activities aimed at responsiblemoney budgeting.

Vocational Education - What are your career goals in relationship toyour responsibilities to yourself, your current family and yourfuture responsibilities? What makes a good employee? - Invitelocal employers to discuss CHARACTERistics of successfulemployees and what they look for when hiring. Character can beas important as know-how on the job.

Literature- What character traits did the characters in the story exhibit?What affect did they have on the character's lives. How would thestory end if the character displayed different traits

One day in 1946, Louis Slotkin, a noted physicist, was nudging pieces of pluto-nium toward one another trying to form a mass large enough to produce a chainreaction. Through his own error he moved two pieces too close together. A chainreaction began and alarms went off as the room tilled with radioactivity. Withouta moments hesitation, Slotkin reached in and pulled the pieces apart with his barehands. In the blink of an eye he had made a critical decision that saved the lives ofhis seven co-workers while costing him his own.

Character Newsletter, April 1993

Parent Corner

In the final analysis, the great need in this world is not for more genius, oreven for more skill. It is for people to be willing to accept the responsibil-ity for what they do. "Ahh!" you might say. "Now we're getting down toit... it's my children's actions that I want them to be responsible for."Once our children are taught basic principles, they should then be taughtthat responsibility for their actions is truly theirs, not ours. We are simplythere to help. Our challenge is to teach children how to cope with actionsthat are a problem, how to control their anger, and how to handle successand failure. Once they have these tools, we must let them take responsibil-ity for solutions to problems regarding their actions. Our tendency is todemand our own solutions arbitrarily.Condensed from Teaching Your Children Responsibility by Linda andRichard Eyre

Strategies for parents:Make your expectations clear. Expect them to take responsibility.

Remember that it is difficult for them to take responsibility if you do notgive it to them. If they know that you will continue to remind them to dosomething, they are likely to leave this responsibility to you. They maywait until you either do it or you lose your temper. Either way you areholding onto the responsibility of seeing that it is done. Instead try statingyour expectations clearly and providing an appropriate consequence after

the first time.Be on the lookout for opportunities to reinforce character in daily

situations. Play the what would you do if ... game. Talk about situationsthey may encounter.

Make sure your behavior is what you want your child to emulate.

BEST COPY AVAILABLE 124

WOWTHE WORLD OF WORK

In the real world of work, being able totake responsibility is a key to success atevery level. When prospective em-ployers review a student's applicationthey look for signs that the applicantwill become a dependable employee.References might be asked questionsconcerning attendance, punctuality,attitude, and effort. (How would yourate yourself on a responsibility scale of1-10? How would others rate you?)

Another aspect of responsibility in theworld of work is the ability to beaccountable for the things that gowrong as well as the things that goright. Everyone makes mistakes. It ispart of being human. Being honestenough to take the blame for somethingyou have done and then take theresponsibility for making it right is aquality of character that often makes thedifference between an employee whogets the promotions and one who doesnot. (When was the last time you said," I really blew that! Don't worry,though, I'll take care of it.")

Taking responsibility on the job meansdoing what needs to be done. Noemployer wants to hear, "But youdidn't tell me to do that." Some call itthe ability to work independently orwithout supervision, while others call itinitiative. Whatever it is called, itmeans being someone who can be reliedupon, someone responsible. (When wasthe last time you did more than you"had" to do just because it was the rightthing to do? How did it feel?)

Being responsible is ore than abuilding block of .,ter, it is also anessential employabiiiiy skill. There areniar-1 other ways in which the ability to

onsible is importan gn youthin Jf some other a.cs cts asponsi-biE:y? What are you ri ht nowthat will either help or r yourchances of getting the j. ou want.

Early Childhood Activitygajnbow Fish to the Rescue By Marcus Pfister 1995Rainbow Fish organizes all the other fish to divert a shark's attention from a striped endangered fish. Together they save

the other fish.Activity: Discuss what it means to be a responsible person: to help someone or to take care of someone. 110Read the bookDiscuss how Rainbow Fish helped the other fish, How he was responsible?Small group - Provide a variety of mediums: markers, colored pencils, crayons, and pastels and precut fish shapes.

Invite the students to decorate the shapes using dots circles and stripes.

ELEMENTARY Stories MIDDLE/HIGH

The Little Red Hen Paul Goldone Where The Lilies Bloom Vera and Bill CleaverWhy Mosquitoes Buzz In Peoples' Ears - Vern Ardema The Lilith Summer Hadley IrwinA Key Into Winter Anderson and Witrnan The Giver Lois LowryIt Takes a Village Jane Cowan-Fletcher Lincoln: A Photobiography FreedmanThe Drinking Gourd F.N. Monjo Island of the Blue Dolphins Scott OdellThe Stories Julian Tells Cameron Voices From the Fields S. Beth AtkinThe Whipping Boy Fleischman Scorpions Walter Dea Myers

The Borrowers Mary Norton Hatchet Gary PaulsonThe Great Kapok Tree Lynne Cherry Homecoming Cynthia VoigtThe Salamander Room Anne Mazer ... And Now Miguel Joseph KrumgoldKeep The Lights Burning Abbie Peter & Connie Roop Shoeshine Girl Clyde Bulla

These books come from a variety of sources; please review them for appropriateness for your grade level.

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Draw your own conclusion

Write Character ED on E-Mail!How would you handle this problem? What would you say to your friend?

Is there any time you were responsible for something and something happened to it? What did you do?

Communities i

It's Everyone's Job!

Character-Building Word for October

RESPECTShowing regard for the value of persons or thingsthrough courteous consideration and appreciation

Don't hurt anyone or anything on the outside or inside.

WEEK 1

If you want to get the bestout of a man, you must lookfor the best that is in him.

Bernard HaldaneBe a major difference inyour own life.

Irene KassoriaTo handle yourself use

your head, to handle othersuse your heart.

AnonymousLife is more fun when youdon't keep score.

AnonymousA friend is one who knowsyou as you are, understandswhere you have been.accepts who you havebecome, and still gentlyinvites you to grow.

Anonymous

WEEK 2

Do unto others as youwould have them do untoyou..

AnonymousCriticizing others is a dan-

gerous thing, not so muchbecause you make mistakesabout them, but because youmay be revealing the truthabout yourself.

Judge Harold MedinaI never met a man I didn'tlike.

Will RogersI don't agree with what you

say, but I will defend to thedeath your right to say it.

AnonymousA friend in need is a friendin deed..

RELATED WORDSCourtesyEsteemHonorHeros

DisrespectConsiderationGraciousnessSelf-concept

Respect for:Self CommunityFamilyLearningTeachersRules

CountryEquipmentHeritageAuthority

Anonymous

WEEK 3

Live and let live.Sir Roger L'Estrange

There is so much good inthe worst of us, and somuch bad in the best of us,that it hardly becomes any ofus to talk about the rest ofus.

AnonymousA good listener is not onlypopular everywhere, butafter awhile he knowssomething.

Wilson Mi:nerTo get respect, you have togive respect.

AnonymousIn giving rights to othersthat belong to them, wegive rights to ourselves.

John F. Kennedy

WEEK 4

Leave everything a littlebetter than you found it.

AnonymousPeople will not alwaysbelieve what you say.but they will alwaysbelieve what you do.

AnonymousOne has only to grow

older to become moretolerant. I see no fault

that I might not havecommitted myself.

GoetheNo man is above the la%and no man is below it.

TheodoreRooseveltMan must go back tonature to findinformation

Thomas Paine

The secret in education is respecting the pupil... EmersonRudeness is the weak person's imitation of strength ...Eric Hoffer

PRACTICAL APPLICATIONSRespect others' right to say noUnderstanding the value of objects in terms of the time and energy

used to replace themTreating others as you would like to be treatedAccepting others without feeling obligated to embrace all of their

ideasBelieving in yourself, understanding your strengthsUnderstanding the connection between respecting -self and

respecting othersRespecting individual differencesConsider how the different expres., od disrespect act iv 'nuers

to anger and violenceTrusting your own judgement, with,..ut letting others ; into

somethingRespecting your body by keeping neat, clean rested and 2.althy

126 Participating in Red Ribbon Week activitiesRecognizing your individual self-worth and value in the community

SchoolPlanetStudentsPropertyOthers



C SF RE PECT- write new words to Aretha Franklin's song.

C S F Have each student put his name on top of a piece of paper. Pass the papers around the room and have eachstudent write what unique qualities contribute to his respect for that person.

C S F Establish a "no putdown" environment. Ask students for examples of putdowns and constructive criticism.Ask children to chart the number of putdowns found on popular TV shows. Compile a list of commonly usedputdowns. Help students understand that putdowns are the result of strong feelings, help them develop skills instaying calm, such as counting, deep breathing, really listening, and trying to see the others perspective. Encour -age students to explore their own strengths as a shield against putdowns. (Additional information available)

S F Respecting Me - have students create news releases about themselves. What would they say now? What wouldthey say in 5 or 10 years?

C S F Taking care of you - Identify ways in which students show self-respect for their bodies and themselves. Tle thisinto Red Ribbon Week activities.

C S F Effective listening shows respect for the felings and ideas of others. You can't listen effectively when you arethinking about the next thing you want to say. Ask students to practice responding to what others are sayingwithout adding thier own agenda. After intently listening ask the listener to paraphrase what has been said.Discuss how this felt for both parties.

S F Keep a respect log. For 24 hours list every example you can find of people showing respect. As a class, listho4many different ways there are to show respect.

C S F Have a Respect for Our Environment Day. Begin by having them clean up their own personal environment -their bookbags and desks; then have a clean-up of the school grounds. (Math tie-in: sort trash and graph results)

C S F List what habits and manners show respect, (please, thank you, excuse me, etc.). Challenge students topractice these manners for a given period of time. Discuss the results. (We assume all children know how tobe polite and respectful; this is not always true. Sometimes these skills need to be taught, at any age.)

S F Have students Journal thoughts about what Character Education quotes and trairs mean to them.

S F Give each student a potato to study. Then have them find their potatoes among others. Discuss how on thesurface all potatoes look different, put under the surface they are all the same. Relate this to people anddifferences in culture, religion, race, etc.

C S F Invite law officers to speak, or take a trip to a courtroom or a jail. Discuss respect for the law and whatwould happen if everyone made his own rules.

C S F Discuss what it means to "agree to disagree". How does this help us show respect for others' opinions?

C S F Discuss the saying, "Treat or-frs the way you would like to be treated". Have students list anddiscuss ways they are treated and would like to be treated.

C S F Pretend Ir are a new owner of a large company. Think about your family and friends. What qualifies do yourespect _ them that could potentially benefit your business. There is a wonderful activity called the Web of Lifethat helps people understand their leadership style and appreciate the contributions of others. (Available uponrequest)

127

Subjects to ConsiderSocial Studies- The Bill of Rights, discuss how rights are related to

respect and responsibility.

Languages- Respect for other cultures as well as our own.Include Information about a country's culture in reports

Science - Respect for the earth's resources. When Aristotleintroduced science, it was so that humans could assume therole as caretakers and stewards of the natural world.Biology is based on the respect for life. The goal ofscience is not only to produce scientists, but also to pre-pare well-rounded, clear thinking, scientifically literatecitizens who will respect the implications of their work.

Literature- Was there a character in the story who did not showrespect for others? How did this affect relationships?

Music- We show respect for our country by standing for the "StarSpangled Banner." Compose a song about respect, i.e.,

Respect each other every day,In what you do and what you say.Show each other that you care,When they need help you're always there.

Health- Discuss: "If I'd known I was going to live so long, I

4110would have taken better care of myself."

Parent CornerExtend Respect and Then Expect Respect

Everyone, Including children, needs to feel like he has some controlover his life. Parents often get into power struggles with kids for this veryreason. When adults respect their ability to make good decisions by offeringtwo positive alternatives, it can cut down on power struggles. For example:"I hear too much noise in the house. You can either find a quieter game insideor play outside." Of course you may still have to follow through with aconsequence, but you can bring home the idea that it was something the childchose, not something you are doing to him. You can also respect their feelingsby saying "I'm sorry that you are disappointed that you can't go out to playright now. Maybe next time you will make a better choice,"

Teaching good habits and politeness is a positive way of showingrespect. They don't come naturally. Using the words "please" and "thank-you" are still very powerful. Somehow, being cool has become more impor-tant than being courteous. Whether we like to admit it or not, we do try toimpress others. But many people don't recognize that the best way we canleave a good impression with others is to treat them the way we would likethem to treat us, with respect and courtesy.

Teach by your own example. To gain respect, we must give it toOothers. Let your children see how you respect them through genuine praise

or recognition of a task well done. Respect their effort, even though ifs notperfect yet, by emphasizing the positive steps they have taken to achieve theirgoal. Ask for their opinion and their help in finding alternatives to difficultsituations.

BESTCOPYAVAILABLE 128

WOWTHE WORLD OF WORK

from 20 Things I Want My KidsTo Know by Hal Urban

Call them anything you want-cour-tesy, respect, politeness, kindness, consid-eration, etiquette, thoughtfulness, gracious-ness, and so on. Your manners are who youare. You'll always be known by the way youtreat others. And the way you treat otherswill always be a key factor in determininghow successful you become. Tom Peter andRobert Waterman, in their famous book InSearch of Excellence write, "Treat people asadults. Treat them as partners; treat themwith dignity; treat them with respect". That'sgreat advice for the business world; it's alsogreat advice for everyday living. In thehistory of the world, no one ever went wrongby being polite.

More recent commentary comesfrom Henry C. Rogers. In 1984 he said, "Ifmanners were an animal it would be anendangered species." Unfortunate] y, Rogers'comment has a sad ring of truth for adults aswell as kids. He's astounded that morepeople don't seem to understand the impor-tance of treating others with respect: "I sim-ply can't comprehend how everyone doesn'tsee that good manners are one of the mostimportant keys to success."

Somehow being cool has becomemore important than being courteous.Whether we like to admit it or not, we do tryto impress others. But many people don'trecognize that the best way we can leave agood impression with others is to treat themthe way we would like them to treat us, withrespect and dignity. Manners are usuallytaught by following the example of others.If this has not been their experience, gentledirections and practice may be helpful. Wecan no longer assum ?hat everyone hasgood manners

If you think atout it, you begin tonoticla that the people you most admire con-sist ise words that are 'aunt andpos.. it's a habit we a e. fit from.

Respcting others leads ft ihing goodrelationships; earning the ;'ct of others;and receiving better true' it from otherpeople. It helps build a solid reputation.

Early Childhood ActivityElmer by David Mckee, 1968Elmer is a patchwork elephant who enjoys having fun. He does not like being different. He colors himself with berry juice

so that no one can recognize him. Rain comes and takes away the berry stain, and he is his old self again, The elephants

decided that he has played a good trick and decided to once a year decorate themselves to look like Elmer and have a par.Activity: Discuss elephants. Ask if anyone has ever seen a multicolored one. Discuss the qualities of being different

Read the book.Discuss the importance of being kind to each other.Small group - Provide a variety of multicolored squares, glue, gray paint, brushes, and precut elephant shapes.

Invite the children to decorate the elephants with the various materials.

ELEMENTARY BOOKS MIDDLE/HIGHThe Indian in the Cupboard Banks Crazy Lady Con ly

Journey to Jo'berg - Naidoo Is That You Ms. Blue? KerrA Day No Pigs Would Die Peck A Raisin in the Sun HansberryThe War With Grandpa Smith Romeo and Juliet ShakespeareAmos Fortune: Free Man Yates Flowers for Algernon KeyesMy Side of the Mountain George Grandfather's Journey SayMrs. Fish, Ape and Me, the Dump Queen Mazer The Indian in the Cupboard BanksThe Great Kapok Tree Cherry Annie John Kincaid

Annie John Kincaid Chicken Soup for the Soul CanfieldCrow Boy YashimaSign of the Beaver Speare

These books come from a variety of sources; please review them for appropriatenessfor your grade level.



Draw your own conciu Sion

How have you shown respect for yourself and others? How does helping others before you are asked show respect?

How do we show respect for our bodies by exercising and eating right, and by keeping them free of harmful substances?129SAFE & DRUG-FREE SCHOOLS

13,001,111

mmunities BuildCHARACTER


Character-Building Word for NovemberCitizenship

The quality of an individuars response to membership in a community

Be aware, be informed, be involved

WEEK 1 WEEK Z WEEK 3 WEEK 4Ask not what your countrycan do for you, but whatyou can do for your country.

John F. KennedyNo man is an island.

John DonneDemocracy is a governmentof the people, by the people,for the people.

Abraham LincolnThe human race is dividedinto two classes. Thosewho go ahead and dosomething and those whoinquire, "Why wasn't it donethe other way?"

Oliver Wendell HolmesThe word American endsin "I can."

Anonymous

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Light is a task where manyshare the toil,

HomerFreedom is a right and aresponsibility.

AnonymousYou will find as you lookback upon your tile that themoments that stand out arethe moments when youhave done things forothers.

Henry DrummondCorning together is abeginning; workingtogether is a success.

Henry FordInjustice anywhere is athreat to justice every-where.

Dr. M. L King Jr.

-...--

I regret that I have butone life to give for mycountry.

Patrick HenryThe strength of die nationlies in the character of itscitizens

Francis BaconEveryone can be greatbecause everyone canserve.

Dr. M. LKing Jr.Act as if what you domakes a difference. Itdoes.

William James

The farther backward youlook the farther forwardyou are likely to see.

Winston Churchill

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Your mind is like a para-chute. It works best whenopen.

AnonymousNever doubt that a smallgroup of thoughtful corn-mined people can changethe world. Indeed it is theonly thing that ever has.

Margaret MeadWe nixd the whole worldas a friend.

Herbert HooverBy union the smallestestates thrive; by discordthe greatest are destroyed.

Sallust

America is a tune: it mustbe sung together

Gerald Stanley Lee

_ .f.\..._HISTORIC QUOTESI have a dream that my four little children will one day live in a nation where they will not be judged by the color of theirskin but by the content of their character.

Dr. Martin Luther King Jr., 1963We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certainunalienable Rights, that among these are Life. Liberty, and the pursuit of Happiness.

The Declaration of Independence, 1776Four score and seven years ago out fathers brought forth on this continent, a new nation, conceived in Liberty, anddedicated to the proposition that all men are created equal.

RELATED WORDSFreedomPatriotismResponsibilityDemocracyServiceAmerican

ConstitutionLibertyHeroesLoyaltyBrotherhood

Abraham Lincoln, 1863

PRACTICAL APPLICATIONS* Participating in school and community activities* Accepting others without feeling obligated to embrace all of their ideas* Contributing to a team or group effort* Understanding an individual's rights and responsibil* Understanding that the choices we make affect other veople as well* Following the strength of our convictions in spite of what peers are

doing* Helping out around school, at home, 1d in the neighh rl

* Recycling and respecting the environment* Respecting authority at school and in the community

.** Developing a personal mission* Voting* Working 130 BESTCOPYAVAILABLE

C S F

C S F

C= Community ActivitiesActivitiesS= School Activities F = Family Activities

Design, develop and implement a service-learning project. Ask students to brainstorm andresearch community needs; collectively choose a project and follow through with a serviceto the community. This activity can be very effective when combined with a journal, and is anopportunity to discuss how the students felt about the experience and what they learned.

Recognize the importance of individuals who have made a difference in history and thesignificance of personal character for both good and evil. Include this in a report to the class

about an "American Hero."

C S F Brainstorm what a "good citizen" looks like, in the classroom, community, and country or"What are you doing to be a good citizen?" Share the lists from small groups with larger group.

S F Ask the students to design a game and write the rules for playing. Discuss why rules are impor-

tant. How do they protect players and provide equal opportunities for all players? Does yourgame have consequences for poor choices or fouls that negatively affect other players? Askstudents to explain how and why they decided on their rules. Relate this to developing our

constitution.

C S F Discuss what we are entitled to as citizens of the United States according to the Bill of Rights.Do all countries entitle the same rights to their citizens? What responsibilities go along with

these rights?

S F Provide incentives for students to use the word of the month in class discussions. For example, astudent may define someone as a good citizen when discussing his/her reading assignment.

C S F Ask students to interview family members or friends who have come to America from a foreign

country. Learn about what citizenship means to them.

C S F Ask students to make brochures describing why our community is a great place to visit or live.

C S F Attend a government or public meeting. Write to public officials about an issue of concern.

C S F Discuss why laws are important to follow. Does the law apply to everyone? Kow does it affectothers when people cheat, or steal? Who really pays the cost of stolen merchandise?

S F Teach the process for democratic problem solving that includes consideration for all points of

view, discussion, debate, and consensus seeking or voting.

C S F Invite members of the VFW, American Legion, or other veterans to speak about whatcitizenship and patriotism mean to them.

C S F Discuss how citizens provide service to the community through different jobs.

C S F Bulletin Board Ideas: Show persons of all colors and nationalities across a map of the U.S.

Provide the header "Liberty and Justice for All" or post articles about good citizens in yourcommunity titled "Meet the Good Citizens of Lee County."

131

Subjects to ConsiderSocial Studies- Have students brainstorm

what they think is included in the Billof Rights. Compare these to thecontents of an actual bill. See if anyextras can be found in one of theamendments.

Discuss ways in which legislativedecisions have impacted ourcommunity (i.e., the net ban).

Math- It is said that we get to live in a freesociety. Does that mean we get to live

in our society for free? Discuss the costsof running government-funded activitiesor organizations. Develop a budget for asmall project.

Journalism- Ask students to interview an adultwho participated as a juror or witness ofa trial. Develop a list of questions to ask.

Literature- Teach the students to analyze themedia critically for hidden messagesand agendas. How does this pertainto the freedom of speech?

Music- Teach patriotic songs and discuss the truemeaning of the words.

Health- Develop a service-learning project andfollow through.

WOW World of WorkLee County business leaders and educators developed thislist of transferable work skills for High School Students.

Character plays an integral part!

Parent CornerWe Live by Choice, Not by Chance

Everything you do is by choice! Hal Urban told a student, "You chose to come to school this morn-ing." He responded that he didn't choose, he had to come. Dr. Urban proceeded to ask what would happen ifhe hadn't chosen to come to school, and the student reeled off a list including grounding, detention, etc."Right, you made a choice. You chose to come to school instead of choosing the consequences of not coming.Some of your classmates are not here they chose not to come for whatever reasons they had -u don't have to

do anything, but you do get to do a lot of things."The following is ,a\list osothe of our most important choices. We're free to choose:

our character - the type of persons we become how at others

how we handle adversity how i , we'll learn

what we'll accomplish our purpose in lifeour attitude the type of citizen we bee.

Discuss with your children what type of citizens they choose to be.From 20 Things I Want My Kids To Know by Hal Urban

BEST COPY AVAILABLE 132

Early Childhood ActivitySwimmy by Leo Lionni,Swimmy, a fish, teaches a tiny school of fish how to use teamwork. As a group they appear to be a large fish,

and they scare a big fish away. This saves the little fish from being eaten.Activity: Discuss what it means to he part of a family, a group, or a class. How can we help each other?

Read the book.Discuss the importance of working together and being part of a team.Small group - Provide a variety of mediums: markers, colored pencils, crayons, pastels, and large drawing

paper. Invite the children to draw many fish in an underwater scene

Elementary BOOKS SecondaryAny Biographies of 14 amous Americans

The Kid's Guide to Social ActionThe Helping Hands Handbook: A Guide for Kids Who Want to

Help People, Animals, and the World We Live In50 Simple Things Kids Can Do to Save the EarthEarth Books for Kids: Activities to Help Heal the EnvironmentSave Our Planet: 52 Easy Things that Kids Can Do Now

Barbara A. Lewis

Adams and MarzolloThe Earthworks GroupLinda SchwartzSusan Levine

The Giver Lois Lowry Nothing But the Truth Avi

Old Henry Joan Blos The Moral Compass William Bennet

The Drinking Gourd F.N. Monjo Kids With Courage Barbara LewisShh! We're Writing the Constitution Jean Fritz Maudie and Me and the Dirty Book Betty Miles

These books come fronz a variety of sources; please review them for appropriateness for your grade level.

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Whose job is it to keep our county clean? What happens when everyone doesn't do his/her part?What are other helpful actions "good citizens" do everyday?

SAFE & DRUG-FREE SCHOOLS © Property of Lee County School Board, 1997

Communities BuildCHARACTER

It's Everyone's Job!Character-Building Word for December

COMPASSIONDemonstrating concern for the well-being of others:

giving support and showing empathyBe kind, treat others as you would have them treat you.

WEEK 1 WEEK 2 WEEK 3 WEEK 4

The only way to have a friend If you don't have Kindness is the oil that A friend in need is ais to be one. something nice to say, takes the friction out of life. friend indeed.

Ralph W Enterfon don't say anything at all. Anonymous AnonymousSpeak kind words and you will Anonymous Always have an attitude of He's not heavy, he's myhear kind echoes. It's smart to pick your gratitude. brother.

Bohn friends but not to pieces. Anonymous . AnonymousThere is no better exercise for Anonymous A friend is one who comes I can live for two monthsstrengthening than reaching Any definition of a in when the whole world on one good compliment.down and lifting people up. successful life must include has gone out. Mark Twain

Anonymous serving others. Anonymous A drop of honey catchesA great man shows his great- George Bush People axe lonely because more flies than a gallonness by the way he treats little Speak ill of no man, but they build walls instead of of gall (vinegar).men. speak all the good you bridges. Abraham Lincoln

Thomas Car/y/e know of everybody. Anonymous There are no unimpor-The more you give love and Benjamin Franklin We are not made rich by tant jobs, no unimportantfriendship away the more you A compliment is verbal what is in our pockets but people, no unimportantget in return. sunshine. by what is in our hearts. acts of kindness.

Anonymous Robert Orben Anonymous Anonymous

Related WordsEmpathy CourtesyKindness LoveBrotherhood CaringConsideration Esteem

*Heroes HonorSupport ConcernAcceptance FeelingsCultural Diversity

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Practical Applications* Realizing that careless or intentional injury to anothe- :nacceptable* Giving to others who are less fortunate.* Willingness to share another person's pain or joy.* Thinking of another person's feelings* Being kind even when others are not.* Including those who are less skillful in group activities.* Treating others as you would like to be treated.* Understanding cultural differences* Understanding that feelings are natural and healthy; it's how we act

1 3 4 upon these feelings that can hurt us and others.


ActivitiesS= School Activities F Family Activities

CSF Encourage Random Acts of Kindness Generosity of spirit in something that incorporates many

character traits. Involving students in activities that benefit others can show how any individual

can matter to others and prevent the "I quit because I don't matter" pattern of development.

CSF Write Thank-You notes as a class assignment. These can be written to parents, teachers, aides, or any-

one who has helped the child. Students can each pick another student's name out of a hat and send them

a thank-you note and letters of encouragement during the week. Contact hospital or convalescent homefor the names of people who would like of receive cards over the holidays.

CSF Ask students to brainstorm the traits they look for in a friend. Ask them to pretend that Character EDhas all of those traits. Ask students to tell what they think he would do in different situations. You can

start with the cartoon, or everyday situations can be teachable moment: "What would Character Ed say

about cutting in line?"

CSF Patience is enduring the skill levels of younger children when playing a game. Tell about a time when

you were patient with a family member or friend. Encourage students in your class to tutor or mentor a

student from another class.

CSF Each day choose a different person that students are likely to interact with, such as a friend, parent,sibling, and teacher. Brainstorm ways to show caring to each of these persons. Have students do one

idea for homework.

IIICSF Role play provide an opportunity for students to walk a mile in someone else's shoes choosing a reperson, someone with a handicap or a character from literature.

CSF Select a recent news story that includes a tragedy and a compassionate response. Discuss how tragedies

often bring out the best in people and why they think that is or isn't so.

CSF Imagine a helpful invention which could probably never become a reality. For example a gadget which

would analyze the world's problems and tell how to solve them. Ask students to demonstrate their

invention to the class.

CSF Make a list of the people that students think care about them. How do these people demonstrate caring?Ask students to put their own names on the top of a sheet of paper, then rotate the papers so that every

one has an opportunity to say something positive about each person.

CSF Practice finding the good in other people by finding the good in even the worst characters in literature.

CSF Teach students active listening skills, body language, rephrasing, and tuning-in to feelings. Pair up

students and ask them to interview each other one at a time. These interviews can be used to introduce

students to the rest of the class, or they can play the "New Friend Game." To play have students sit intwo rows opposite their parners, ask students questions, like, "What type of music would they have on

at home?" Give the teams points for matching answers.

CSF Discuss and give examples of whether or not these old adages are true, " To have a friend you must be

a friend.," or the old adage "Sticks and stones may break my bones but words can never hurt me."

135BEST COPY AVAILABLE

Subjects to ConsiderSocial Studies - Identify themes and dilemmas throughout history:

prejudice and intolerance versus civil rights; treatment ofethnic groups such as Native Americans, Jews, andJapanese during World War II; war and peace; greedvs. giving; attitude towards slavery.

Science -Take care of class pets or a bird feeder. Studyexplanations for the eating habits, illnesses, andbehaviors of the animal you have chosen.

Math - Ask students to keep count and produce charts analyzingthe frequency of kind remarks. This could be comparedto the frequency of unkind remarks.

Language Arts - Ask students to rewrite the end of a story as if acharacter were more compassionate than depicted.

Art - Ask students to design and send holiday or thank-you cards.

Physical Education - Discuss how your team treats the otherteam after a win or loss. What is good sportsmanship?

Music -Discuss and explain the history and tradition of "Love"songs in our culture.

Health- Discuss how reading body language helps us understandeach other better.

WOWWorld of Work

ForgiveThat slight misdeed of yesterday,

Why should it mar today?The thing he said, the thing you did,

Have long since passed away;For yesterday was but a trial;

Today you will succeed.And from mistakes of yesterday

Will come some noble deed.

Forgive yourself for thoughtlessness,Do not condemn the past;

For it is gone with its mistakes;Their memory cannot last;

Forget the failures and misdeeds,From such experience rise,

Why should you let your head be bowed?Lift up your heart and eyes!

Author Unknown

Ask students to discuss in groups theirinterpretations of this poem. Talk abouthow mistakes are how we learn. Relate thisto the World of Work and what employeesneed to do when they have made a mistake.

Parent CornerKIND WORDS COST LITTLE, BUT ACCOMPLISH MUCH

Provide your children with unconditional love. Help them understand that you will always love andsupport their efforts, even though you may not always agree with them or approve of what they are doing, orwhat they have done. The world can be a tough place growing up and everyone needs to feel appreciated andsupported. If children do not get these needs met at home they will find another group of people that they feelmeets these needs, they may even turn to gangs. This does not mean that you overlook or accept "bad"behavior, but consequences can be provided without anger.. Tough problems can be solved together with theresponsibility for correcting or improving the behavior/situation still falling upon the child.

Parents can bring out the best in their children by emphasizing what they have done right or what theycould do, instead of what they have done wrong. Studies have shown that encouraging and expecting thebest in our children is the best predictor of success.

Teach by example. During this month be extra friendly and polite to everyone includ 2 your children.Use please, thank you, and excuse me profusely. Smile a lot and let them know they are lo ,...d. Sit down,look them in the eye, and really listen to what they are saying. Try to put yourself in their place.

Watch television with your child and use this opportunity to talk abou wations in which s' -;harac-ters are mean and hateful. Point out alternative ways that characters could ha' chosen to act.

When your child begins to say things or act in ways that will hurt others, immediately how thatbehavior makes others feel. Clearly establish or restate your family's beliefs or rules for the tre. nt ofothers. For example; "If you don't have anything nice to say, don't say anything at all," or "Trt others asyou would like to be treated." 136

BEST COPY AVAILABLE

Early Childhood ActivityStellaluna, by Janell Cannon. Stellaluna, a baby fruit bat, is separated from her mother and falls into a nest of baby

birds. In order to stay with the other babies, Stellaluna must eat bugs and act like a bird. She eventually is reunitedwith her mother. Stellaluna and the birds learn that you can be very different and still feel alike.

Activity: Discuss caring for each other and treating others the way you want to be treated. Discuss bats and birds.Read the book. Discuss what is different about a bat and a bird; i.e. eating fruit versus bugs, sitting on limbs verses

hanging upside down; flying at night versus during the day.Small group - Provide a variety of soft fruits (mangos, bananas, plums, peaches). plates and knives. Invite the children

to cut up and sample the different fruits. Write words generated through the various tastes.

Grade READING MATERIALSK-2 Koko's Kitten by Patterson A real life story of.a gorilla who cares for a kitten and speaks in sign language.

Frog and Toad are Friends by Lobel Two special friends who go to great lengths to show they care.A New Coat for Anna by Ziefert - After many months a mother's determination produces a beautiful gift.It's Mine by Lionni Three selfish frogs learn the value of kindness from a toad who helps them.

3-5 The Aunt and the Elephant by Peet A small character helps a bigger one solve a problem.The Giving Tree by Silverstein - A story about the selfless act of giving and giving.Sachiko Means Happiness by Sakai A girl deals with loving her grandmother with Alzheimer's disease.Badger's Parting Gifts by Varley The woodland animals share memories when one of their friends dies.

6-8 After the Rain by Mazer A 15-year-old learns to love and appreciate her dying grandfather.Almost a Hero by Neufeld A boy balances responsibility with good deeds in a service-learning project.The Watsons' Go to Birmingham by Curtis An African -American family take a poignant trip together.What About Me? by Rodowsky - A teenager has mixed feelings towards her brother with Down Syndrome.

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These Character Education materialswere used in Lee County for the 1997-1998 school year as part of ourdistrictwide pre-kindergarten throughgrade twelve initiative. If you Would liketo use these copyrighted materials foryour school or district give us a call. Wewill be glad to help support this initia-tive; call The School District of LeeCounty (941) 337-8606.

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Draw your own conc(usion

Are there things that we take for granted that others can not do? What would it be like to not be able to walk around, see or hear? When we

see someone who appears different, how would they like us to react? How does this apply to everyone, not just people with disabilities?

SAFE & DRUG-FREE SCHOOLS 3 7 © Property of Lee County School Board, 1997

CHARACTERIt's Everyone's Job! Character-Building Word for January

COMMITMENTBinding yourself to a course of action despite obstacles:

Make yourself a promise and keep it.

WEEK IGenius is one percentinspiration and ninety-ninepercent perspiration.

Thomas EdisonA journey of a thousandleagues begins with a singlestep.

Lao-tzuLife is like riding a bicycle.You don't fall of unless youstop pedaling.

AnonymousThe difference between theimpossible and the possiblelies in a man'sdetermination.

Tommy La.sordaRemember that overnightsuccesses usually takefifteen years.

Anonymous

RELATED WORDSPerseveranceLoyaltyFaithfulnessTrustworthiness

PersistenceGoalsDedication

Commitment to:Friends and familyLearning/knowledgeBeing the best you canA healthy life-style

Try puttingactivities forfamilies in yourschool newsletter

WEEK 2Be like a postage stampstick to something until youget there.

Josh BillingsWhen you are committed tosomething, you accept noexcuses: only results.

Kenneth BlanchardCharacter is determined bywhat you accomplish whenthe excitement is gone.

AnonymousIf you are not Me whereyou are going, you areliable to end up someplaceelse.

Robert F. MagerLittle strokes, fell greatoaks.

IdealsCommunity

be ExcellenceRelationships

Anonymous

1 3 8 *

WEEK 3The man who does thingsmakes many mistakes, but henever makes the biggestmistake of all-doing nothing.

Benjamin FranklinThe only limitation is in yourown mind.

N. H. MoosClimb high, climb far. Yourgoal the sky. Your aim thestar.

AnonymousI can't imagine a personbecoming a success whodoesn't give the game of lifeeverything he's got.

Walter CronkiteA man can fail many times,but he isn't a failure until hegives up.

Anonymous

PRACTICAL APPLICATIONSBeing willing to finish what we startBeing true to friends and family even when they are not aroundDoing what we say we will do.Being on timeGiving our best effortKeeping promisesFollowing through with something even though there may be

challengesSetting goals for ourselves and persisting in their accomplishment.Having a clear vision of what we want to accoirBelieving that "we can succeed". "We cannot ct .,,stently

perform in a manner inconsistent with our self-image."..Dr.J. Brothers

Understanding the importance of irking independer" well

as the benefits of teamwor..Breaking tough tasks into manageable stepsCommitting to a personal belief and sticking to it eve hen it

may be unpopular (i.e. , not smoking)Making goals and seeing them throughCommitment to relationships and problem solving

WEEK 4One reason for doing the rightthing today-is tomorrow.

AnonymousDo ti! Move it! Make ithappen! No one ever sat theirway to success.

AnonymousA good friend is like tooth-paste. Re comes through in atight squeeze.

AnonymousA jug fills drop by drop.

BuddhaThe rung of a ladder wasnever meant to rest upon, butonly to hold a man's footlong enough to enable him toput the other somewhathigher.

Thomas Huxley

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KEYC = COMMUNITY S = SCHOOL ACTIVITIES F = FAMILY ACTIVITIES

C S F Encourage students to develop short-range and long-range goals and a plan of action.

C S F Discuss the quote " A winner is someone who sets his goals, commits himself to those goals

and then pursues his goals with all the ability given him." Then write New Year'sResolutions and commit to keeping them.

S F Discuss the relationship between commitment and responsibility.

C S F Ask students to think of a goal they would like to accomplish. On a 1-10 number line ask them to

list under the 10 what a person really committed to reaching that goal would be doing (i.e., research, writing letters, interviewing, studying at least 1/2 hour per night, etc.) Under number onehave them list what someone who has given up might be doing. Ask them where they fit on thenumber line on that day. Ask where they would like to be, and what behaviors they would need tcdevelop to affect that change. This exercise helps them see their own responsibility in this process

This process can be used for other traits of character as a whole.

C S F Have students outline the commitment it took to become a free nation.

C S F Discuss a leader that was committed to a certain cause or ethical decision.

C S F Emphasize the :,)ortance of working hard and striving for their best effort. Discuss how our ow

expectations and the expectations of others affect our efforts.

C S F Discuss The Tortoise and the Hare and how it relates to the quote, "The race is not always to the

swift but most often to the one who keeps on running."

C S F Provide and recognize opportunities for students to: "Know what is right in their head (cognitive),

feel the need to do what is right in their heart (emotional), and activate the will to do that which

is right (behavioral)" ...Thomas Lickoma

S F Encourage their commitment to building positive character traits by implementing the Character

Exercise Chart. This is based on the analogy that exercising muscles is to building strong bodies as

exercising good character is to building strong character. Students brainstorm ideas (for example

smile and make a new friend, wait patiently, say 'No' when asked to do something wrong.) Thestudents decide which character building exercises to enter in the 12 boxes on their individualgrids. Let them tally how many times they do each exercise. In order to emphasize that "character

is what you do when no one else is looking." students can keep their own charts.

C S F Read biographies about individuals who have overcome great difficulties to reach their goals, forexample: Helen Keller, Jackie Robinson, Gloria Estefan, Dr. Martin Luther King, etc.

C S Provide extra credit for writing about "What commitment means to me," or the quotes.

S F Discuss what their parents' commitment to them means to them and what commitments they fee .

Discuss commitments students have made outside of school (i.e., music lessons, scouts, sport,

church, pets, etc.) Talk about obstacles that make it difficult to keep these commitments.

1 3 9

Subjects to Consider

Social Studies - Discuss how the commitment offamous historic figures helped mold our country.

Science -Discuss how it took great commitment on thepart of many inventors to work through numerousproblems to attain success. Thomas Edison had manymore failures than successes.

Math - A commitment to memorizing basic facts andformulas will help students become more successful.

Language Arts Ask students to improve their read-ing by making a commitment to read regularly.

Art - Ask students to design and send holiday orthank-you cards.

Physical Education and Health (Wellness) Helpstudents understand the importance of being committedto a healthy life-style, including eating right,exercising and being drug-free.

41110 Driver's Education- Making the commitment tobuckle-up.

WOWWorld of Work

Goals serve as a stimulus to life. They tendto tap deeper resources and draw out of life its best.Where there are no goals, neither will there besignificant accomplishments. It is difficult to resistinstant gratification for a long-term commitment,when you see no future or have no goals.

Here are some suggestions from Hal Urbanthat will help students get started in goal setting.Help students:Understand the difference between a goal and awish. A wish is a vague dream (being rich) that

happens to us. A goal is something we canspecifically plan for.

Write down their goals and make them specific.Writing the goals is the first step towardscommitment. Seeing them on paper is afirst step towards making them a reality.

Categorize and balance their goals. Studentscan include goals related to careers, family,fun, spiritual, etc.

Review and revise their goals. Explain that theymay change as they grow older.

From 20 Things I Want My Kids to Know by Hal Urban

Parent CornerGOALS ARE DREAMS WITH DEADLINES

People with goals succeed because they know where they are going. ...Earl Nightingale

Success is the progressive accomplishment of worthy goals. Success doesn't happen by accident. It

happens by design. Living without goals is like going on trip with no destination. If you don't know where you

are going, you will probably never get there. The following are some of the benefits of setting goals:

Motivation. Goals give us a reason to start moving towards something.Independence. Goals help us take charge of our lives and choose ourpaths, instead of following the crowd.

Destination. We are far more likely to get someplace when we know where we are going.

Meaning. Goals give us a sense of purpose and add meaning to our lives.

Enjoyment. How can you be bored when you have exciting things to do? Our lives become more fun.

Fulfillment. Goals help us reach our potential. Each successful step towards our goal buP onfidence.From 20 Things I Want My Kids To Jw by Hal Urban

As parents one of the greatest gifts we can give our children is to teach them how to turn dreams into goals by

breaking them into reasonable steps that include time limits. For example ni 3am is to be rich. goal is to

get 3.5 average so that I can get into college. The second is easier to plan for zs accomplish. field

suggests putting a drawing of a football field on your refrigerator. Have the whole family put I lames and

his/her goals on paper footballs. When someone in the family accomplishes their goal move thee otball over

the goal post. Celebrate as a family with time together. Everyone celebrating together encourag, each family

member to help each other reach their goals. 140BEST COPY AVAILABI

Early Childhood ActivityThe Little Engjne That Could by Watty Piper. A little red engine is carrying toys and good food to the other side of

the mountain. Her engine quits, but finally a little blue engine comes along to help her over the mountain. As theblue engine pulls its heavy load it says, "I think I can. I think I can. "

Activity: Talk about trains; talk about going over hills, maybe on a bike, talk about going up and over. Talk about howl"it takes hard work and commitments to work to get up the hill.Read the book. Discuss things that may be hard to do but we do them because we want or need to.Small group Provide "train type" materials using linking legos and blocks. Invite children to build hills for the "trains"to travel over. Or ask children to draw pictures on the trains of things they would be willing to work hard to achieve.

Grade READING MATERIALSK-2 The Little Red Hen by Galdone -This folktale illustrates a lesson in the rewards of hard work.

Charlotte's Web by ? -Charlotte demonstrates her commitment to her friends and her young.The Little Engine That Could by Piper The little train was committed to taking the toys over the mountain

3-5 Lesson's Learned from the Uncommon Friends by Foundation Available to all 4th grade teachers.Thomas Edison by Nirgiotis Edison overcame many failures before perfecting many inventionsCharles Lindbergh. Hero Pilot by Collins - The commitment of Lindburgh's solo flight.Jim Abbot. Star Pitcher by Gutman - A star major league pitcher who was born with no right hand.

6-8 Kidstories by Delisle Stories of 20 real kids and the things they did great and small.Hatchet by Paulson After a plane crash, A13-year old boy must figure out how to survive by himself.Homecoming by Voight After being abandoned by their mother, A 13-year-old cares for her siblings.What About Me? by Rodowsky A teenager has mixed feelings towards her brother with Down Syndrome.

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These Character Education materialswere used in Lee County for the 1997-1998 school year as part of ourdistrictwide pre-kindergarten throughgrade twelve initiative. If you would liketo use these copyrighted materials foryour school or district give us a call. Wewill be glad to help support thistive; call The School District of LeeCounty (941) 337-8606.

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Are there times when we would rather do something else than complete the task at hand? What would happen if he didn't finish his project, what

would happen if he did? Talk about how it is sometimes important to pass up short-term gratification or long-term goals. Relate this to drugs .

SAFE & DRUG-FREE SCHOOLS 141 Property of Lee County School Board, 1997

Communities BuildCHARACTER


WEEK 1Honesty is the best policy.

Miguel de CervantesDishonesty is like a boo-merang. About the timeyou think all is well, it hitsyou in the back of the head.

A nonymousHonesty is the first chapterin the book of wisdom,

Thomas JeffersonThis above all; to thineown self be true, and itmust follow, as the nightfollows day, thou canst notbe false to any man.

ShakespeareTo be trusted is a greatercompliment than to beloved.

J. Macdonald

Character-Building Word for FebruaryHonesty

Being truthful

Tell The Truth

WEEK 2Sincerity is the highestcompliment you can pay.

Ralph W. EmersonBetter are the blows of afriend than the falsekisses of an enemy.

Thomas BecketIt takes two to speak thetruth - one to speak andanother to hear.

Henry David ThoreauA man's character is likea fence it cannot bestrengthened by white-wash.

AnonymousThe truth, the wholetruth and nothing butthe truth.

Legal Oath

WEEK 3If he does really think thatthere is no distinctionbetween virtue and vice,when he leaves our homes letus count our spoons.

JohnsonEvery violation of truth is astab at the health of humansociety.

Ralph W. EmmersonI have never known any onewho deserted truth in trifles,that could be trusted inmatters of importance

PaleyTruth is not a matter ofpersonal viewpoint

Vernon HowardNo legacy is so rich asHonesty.

RELATED WORDSDependabilityKeeping PromisesTrustworthynessGenuinenessHonest Praise

Try puttingactivities forfamilies in yourschool newsletter

TruthfulnessFairnessJusticeSincerity

BEST COPYAVAILABLE

hakespeare

WEEK 4Always speak the truthand you will never beconcerned with yourmemory.

AnonymousFlatterers are the worstkind of enemy

TacitusI would rather have youtruthful and brave then tohave a whole orchard ofcherry trees

George Washington'sFather

The truth is mightier thanthe sword. AnonymousLands mortgaged mayreturn, but honesty oncepawned is never redeemed.

Middleton

PRACTICAL APPLICATIONS* Never stealing someone else's possessions or ideas (cheating)* Telling the truth in spite of what you think the consequences will be* Being consistently truthful so that others can trust you* Helping others maintain honest standards* Making sure that our motives are unselfish* Giving praise Only when it is sincere* Giving criticism only when it is constructive* Understanding that truths out of ,( '..etxt can be deceiving* Understanding that "spins" on the . th can be create rther a

particular point of view* Understanding that people can see the same incider. :eport it

differently often causing conflicts* Being a good friend involves honesty

14 Omitting information can be as damaging as outright dishonesty

ACTIVITIESC=Community Activities S=School Activities F=Family Activities

CSF Ask students to develop skits that culminate in honest and dishonest decisions. Ask to include theconsequences in each scenario.

CSF Students can create their own cartoons depicting Character ED in different situations.Cartoons could depict what would happen if ED told the truth and another cartoon depicting whatwould happen if he didn't. Students could do this in teams. This could be tied into literature or

social studies.

CSF Brainstorm the different ways there are to be dishonest. Turn the situations around so that the student is

the one being lied to. Discuss how that feels.

SF On a blank sheet of paper have students trace their hands, draw a large heart inside the palm, anddraw a picture of themselves inside the heart. While they are doing this explain how this depictsthe three areas of character development. The head learns the principles, the heart understandswhy and when to use the principles, and the hand puts understanding into actions. Ask them for

examples of their experiences in thinking through decisions.

CSF Discuss plagiarism and how to give proper credit.

CSF Ask students to think of people in their lives or in literature whom they consider trustworthy. Develop a

list of characteristics.

CSF Have students find examples of advertising that purposely mislead the public. Discuss how the truth canbe misleading: for example, products that claim that they are sugar free but contain other high calorie

sweeteners such as molasses and corn syrup. Students can create honest advertisements.

CSF Discuss who really ends up paying when you cheat or steal from companies.

CSF Write an acrostic using the word Honesty.

CSF Read the Little Boy Who Cried Wolf. Talk about telling the truth, but remember if you,don't

have anything nice to say sometimes it is better to say nothing at all. Ask students to make pop-upbooks with honesty on the outside and a quote or act illustrated as a pop-up.

CSF Find a character in literature or history who has been affected by not telling the truth.

CSF Discuss classroom disruptions. Do they "steal" learning time from other students?

CSF Read and discuss biographies of Presidents Washington and Lincoln. Talk about how they areremembered for their honesty and character.

CSF Admit mistakes and seek to correct them. Discuss why "mistakes are for learning" and how no one doe.anything perfectly the first time.

CSF In a newspaper or magazine, find an example of a person who was honest or dishonest. Write a paragraph

abolit the situation and identify the choices that person made. What were the consequences?

143

Subjects to Consider

ink Social Studies - Discuss historic figures andWhow their honesty or dishonesty changed his-

tory. Discuss presidents known for honesty suchas Lincoln or Washington and how this trait washighly regarded and reported in stories over theyears.

Physical Education - Rainy days or times ofstudent conflict provide an opportunity forstudents to really listen to each other's concernsand brainstorm better solutions. See below.

Language Arts Read Matilda, Who ToldLies, and Was Burned to Death. (Book ofVirtues) Compare this to The Boy Who CriedWolf. Ask students to write a poem or storyabout a lie and its consequences.

Health (Wellness) Being honest with oneselfmeans understanding ourselves and the reasonsfor the decisions we make.

Math Discuss how numbers never lie but canbe interpreted to support different points ofview.

WOW - World of WorkFrom; 20 Things I Want My Kids to Know by Hal Urban

There seems to be an attitude in the world today thatdishonesty is OK, "Everybody's doing it." Seeing what we canget away with has almost become a sport. But dishonesty takesits toll in many ways. Schweitzer once wrote that we can't havereverence for life unless we develop a code of ethics, whichincludes honesty and truthfulness. Dishonest employees costbusinesses money every day. We have been caught in a battlebetween right and wrong and good and evil since the beginningof time. We have choices to make everyday. Employers areinterested in hiring people they can trust. In many cases this maybe more important than skill.

William James, in his book To Thine Own Self Be True,explains that dishonest behavior is at the root of most psychologi-cal problems. Dishonesty is unhealthy for our spirit as well as ourphysical well being. The effort to sustain a false impressionplaces enormous stress on the nervous system, hence the abilityof lie detectors to record dishonest statements.

Dishonesty usually catches up with us. It ruins relation-ships and prevents us from fulfillment. Dishonest habits becomeroadblocks to success in business and experiencing our trueselves.

Honesty affords a peace of mind. We do not have toconstantly cover up or remember the last lie we told to whom.Honesty strengthens relationships and builds trust. We can onlybe all that we are- capable of when we are honest with ourselves.

Parent CornerTeaching Children to Problem Solve Situations

When children get into difficult situations they look for a way that will help them look better to the people

they want to impress or get out of doing something that they don't want to do. By brainstorming other alternativesand their consequences, children can explore better ways of solving difficult situations than being dishonest.

First discuss with your child your family's values about honesty and what you expect. "Actions speak louder

than words." Parents can help their children to become honest adults by being honest role models. Talk to them

about the consequences of being dishonest, not only from their parents, but also about how one lie leads to another

and gets the liar into more and more trouble. Talk about the fable, The Boy Who Cried Wolf, and how it is difficult

to trust someone who has a reputation for being dishonest.Look for teachable moments to help your child brainstorm positive choices. For example, Sally asked Eddie

if he had finished his homework when he wanted to go out to play with the neighborhood kids. He knew that he

-had a couple more math problems and needed to study for hisspelling test, but he said, "Yeah, Mom," and continued

playing. Later that evening Sally found out that Eddie's homework wasn't finished. She dit4 t let him off thehook for lyin; he had to stay in the next day. During that time she asked Eddie to brainstorm ac,. :a- things he could

have done. Eddie responded that he could have gotten started earlier instead of watching television, he could have

told his mother the truth and promised to finish his work after dinner (with tl ndition that this we 1, d be done

on a trial basis; if it did not work out, there would be consequences), or he c save worked ah-

before. They discussed the pros and cons of each choice, and after careful conslueration, Eddie pr

the situation differently next time.Children and adults are faced with difficult choices every day. Helping our children think a.

a variety of responses will help them make more successful choices.

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Early Childhood ActivityPinocchio by Lorenini. A puppet is transformed into a little boy, but when he doesn't tell the truth his nose

grows, and he gets into difficult situations.Activity: Talk about the difference between a lie and the truth. What happens when we lie? Can anyone

remember when that got them into more trouble?Read the book. Discuss things that may be hard to do, but we do them because we want or need to.Small group - Provide a drawing of Pinocchio without a nose. Have the children put a round nose on him ifwhat you say is the truth and a longer triangular nose on him when you say something that is not tnie.

Grade READING MATERIALSK-2 Andy and the Lion by Ormerod A powerful lesson about the value of keeping one's word

The Boy Who Cried Wolf by Aesop A boy learns what can happen when he continuously tells liesPinocchio by Lorenini - This magical puppet/boy's nose grows when he tells a lie

3-5 Max Malone and the Great Cereal Rip-Off by Herman Max is tempted to be dishonest with a youngsterThe Big Lie by Leitner Isabella finds out how leaders during World War II tell "the Big Lie" to victimsThe Animal, the Vegetable, and John D. Jones by Byers - Two families learn honesty and family harmonyMaggie Marmelstein for President by Sharmat - Maggie learns about making campaign promisesNumber the Stars by Lowry A girl, during WW II, is concerned about her parents lying to protect Jews

6-8 The Story of Regulus by Baldwin - The Legend of Regulus keeping his word immortalized him in RomeHonest Abe by Alger - Habits of a truthful heart begin early in lifeThe Emperor's New Clothes by Andersen - Honesty, unlike new clothes never goes out of fashion



Draw your own conclusion0Are there times when it seems tempting to take something that does not belong to you or to tell a lie? What mighthappen if the girl in the cartoon keeps the money? How would you have felt if it was your money she had found?

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CommunitiesCHARACTER

It's Everyone's !oilCharacter-Building Word for March

CourageThe personal strength to face difficulties, obstacles, and challenges

Be brave, make positive choices

WEEK 1If at first you don't succeed,try, try, again.

AnonymousIf fifty million people do afoolish thing, it is still afoolish thing.

AnonymousWhat you believe yourself tobe you are.

Claude M. BristolA man of character finds aspecial attractiveness indifficulty, since it is onlyby coming to grips withdifficulty that he canrealize his potentialities.

Charles DeGaulleAct as if it were impossibleto fail.

Anonymous

WEEK ZThe only thing we have tofear is fear itself.

Franklin D. RooseveltYou only feel the victory ifyou accept the challenge.

AnonymousAll our dreams can cometrue if we have the courageto pursue them.

Walt DisneyIt takes courage to pushyourself to places youhave never been before...to test your limits, to breakthrough barriers.

AnonymousCourage is not the absenceof fear, rather it is theability to take action in theface of fear.

Nancy Anderson

WEEK 3The right angle to ap-

proach a difficult problemis the "try-angle."

AnonymousDon't be afraid to go out ona limb. That's where thefruit is.

ArMur LenehanCourage is what it takes tostand up and speak: it isalso what it takes to sitdown and listen.

AnonymousIn the middle of difficultylies opportunity.

Albert EinsteinMoral courage is a morerare commodity thanbravery in battle or greatintelligence.

John F. Kenned

WEEK 4All glory comes fromdaring to begin.

Eugene F. WareDon't be afraid to take a bigstep if one is indicated.You can't cross a chasm insmall steps.

David Lloyd GeorgeThe men who try to do .

something and fail areinfinitely better than thosewho try to do nothing andsucceed.

Lloyd JonesThe key to your universe isthat you can choose.

Carl FrederickIngenuity, plus courage,plus work, equals miracles.Bob Richards, pole vaulter

2 Olympic gold medals

RELATED WORDBravery FortitudeFearlessness ChallengesFirmness ChoicesSelf-determination

If courage alwaysprovided an immedi-ate reward, everyonewould be courageous

PRACTICAL APPLICATIONS

* Planning options to face something that takes courage.* Understanding the difference between courage and foolishness.* Telling the truth in spite of the consequences.* Believing in our abilities, despite odds.* Doing what we feel is right even in a crowd that does,-* Apologizing and admitting mistakes, and accepting the consequences.* Resisting the temptation to do wrong.* Willing to replace our wrong decision, ;th the right ones.* Taking the first step in a difficult or n? task.

Following our dreams and goals.* Having the courage of our convictions.* Taking reasonable, positive risks.* Taking pride in being unique

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Community ActivitiesActivities

School Activities F Family Activities

CSF Given sample situations, ask students to decide which choices are courageous and which are foolish.For example: Walking away from a fight vs. fighting, making fun of someone vs. standing up for someone,doing something because your friends expect it vs. doing what you know is right.

CSF Have students interview someone who has come here from another country. Ask them to tell about the courageit took to move to a new place.

SF In cooperative learning groups, have students study a quote and explain it to the rest of the class through a skit,story, artwork, poster, etc.

CSF What would the world have missed if Walt Disney or Thomas Edison had not had the courage to follow theirdreams?

SF Play telephone; have the students pass a whispered message around a circle. Discuss having the courage to be apeacemaker; understanding the whole story before you follow the crowd; why it is important not to listen or acton rumors, and having the courage to talk to the source directly to clear up any misinterpretation ormisinfbrmation. Discuss how students sometimes alter or start rumors as a form of peer pressure.

CF Watch a favorite TV show and report about whether the characters were demonstrating courage or foolishness.

CSF Discuss having the courage to address difficult situations. Teach students how to define the problem and look fora variety of solutions. This process can be practiced with examples from students, literature, or history. This canbe related to conflict resolution and mediation to help students find the courage to solve individual problems.Successful people often have more than one alternative.

SF Discuss obstacles in our lives and how it takes courage to overcome them. Read about and discuss Helen Keller,Stevie Wonder, Franklin Roosevelt. Discuss the meaning of bravery.

CSF Invite survivors of the Holocaust to speak to your students about incredible courage.

CSF List what someone with courage looks like as a group activity. Explain how the purple heart has long been asymbol of soldiers being courageous in battle. Have the students cut out their own purple heart and list or drawthings they have done that took courage.

SF Discuss or write about: "What would you do today if you knew you couldn't fail?"

SF Discuss the phrase, "Have the courage of your convictions." How can students show this?

CSF Develop a student group that meets to write and produce skits and vignettes using the quotes and/or orieinalmaterial about the character traits.

SF Discuss: To dream anything that you want to dream. That is the beauty of the human mind.To do anything that you want to do. That is the strength of the human will.To trust yourself to test your limits. That is the courage to succeed ....Bernard Edmonds

CSF Encourage goal setting. Discuss the quote: "We all live under the same sky, but we don't all reach for the samestars." Encourage students to develop their own short and long-term goals.

I . Define the goal (that is within the Student's ability to influence)2. Outline the steps needed to achieve the goal.3. Consider possible blocks and ways of dealing with them.4. Set deadlines, break up the task if necessary and set deadlines for parts. ...Quest

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Subjects to ConsiderDiscuss the difference between a celebrity and a hero and the differenttraits that make them famous. Celebrities are made famous by the media.They make news but not necessarily a positive impact. Heroes are knownfor achievement, portraying ideals, and making a difference in the lives ofothers. Heroes have the courage to overcome or persist in order to achievetheir goals. Heroes may not be great to everyone, but they have a power-ful impact on the people around them.

History Ask students to report about someone from history whothey considered a hero. How did this person exhibit courage? How wouldthey solve a related problem today? Discuss the courage it took to bringabout change in the history of our country or the world.

Literature Ask students to write about people in literature or people intheir own lives that they consider heroes. How did they exhibit courage?

Healthior. Discuss having the courage to say no to peer pressure. Encouragestudents to set long term goals and discuss what they will need to do toachieve these. What may they have to give up along the way?

Discuss the difference between courage and risky behav-

Creative Writing Write a story about a character who has to make achoice that requires courage.

0 Social Studies Bring in or have students interview people that they thinkare heroes in their community.

WOW - World of WorkIt Takes Courage to Be Successful!

It takes courage to apply for ajob, walking into the unknown. One wayto help this is with practice. Practicefilling out applications and role playinterviews. Employers want to knowwhat you can offer their business, notwhat their business can do for you. Thinkabout your answers to questions theymight ask in advance. Like: Why wouldyou like to work here?

It takes courage to admitmistakes. Covering up mistakes on thejob can lead to more problems! None ofus are born experts. We made severalmistakes before we learned to walk, butfrom each of those mistakes we learned toeventually master the task of walking. Inthe world of work ask questions whenyou are not sure. Learn from the mistakesyou make so they are not repeated.

It takes courage to try some-thing new, a new job or a new task.Very often once we master a task at work,we are given more difficult things to do;that's what getting promoted is all about.

Parent CornerTeaching Children to Be Brave (But Not Foolish)

Courage is taking reasonable risks. Encourage children to make good decisions by allowing them to practice gooddecision making at home. Offer choices; let them see that the choices they make have positive and negative conse-quences. For example, if your son is bouncing the ball in the house you can ask him to either bounce the ball outside orfind something quieter to do in the house. If he continues, he needs to understand that this was a poor choice, the conse-quence of which is that the ball will be taken away. When decision making is encouraged early and consistently, childrenare more able to muster the courage to stand by the decisions they make.

This includes helping children and young adults develop a resistance to negative peer pressure by helping themlearn to evaluate their choices. lt is often difficult to chose between immediate pleasure, what is easier or feels goodnow, and long tenn goals; what actions would have positive future consequences. Young adults can get into difficultsituations when they do not have the courage to ask about what others are inviting him to do.

Courage is not something we can demand from children; it grows from the experience of making good choicesthat provide successful outcomes. Children and young adults need to feel capable of handling difficult situations. Helpthem think through several alternatives; very successful people have fall-back options. For example. .t. son suggeststhat he doesn't want to go to school because someone is picking on him on the bus. Ask him to list smile solutions to thisproblem. List them all including not going to school, or hitting the other boy first, until you get some more workablealternatives. Go over the list with him and ask what would happen or be the consequ:. :s of each alternative. 'fave himchose the Ones that will most likely provide a positive consequence.

Clarify the difference between courage and loudness and lack of courage and snyness. This will ' ',.) yt ir childsee that courage is a quality of character, not personality. Explain that there is a quiet courage the coura. .: I say no tosomething that is wrong or to say hello to a child who has no friends.

We all make decisions every day. It is important that we help our children have the courage to think through theirchoices and resist the pressures from others in order to do whalt14)8ceel is right.

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Early Childhood ActivityAmazing Grace by Mary Hoffman and Carolyn Binch. Grace is a young girl who loves to act out stories. Auditioning

for Peter Pan, her classmates tell her that she can't get the part because she is a girl and she is black. Her Nana proves to

her she can be anything she wants to be. Grace goes on to give a great performance as Peter Pan.Discuss: facing problems, being brave, things we can't do yet, but will be able to do someday.

Read the book. Discuss what Grace accomplishes and introduce the word courage.SmaIl group - Provide a variety of mediums: markers, colored pencils, crayons, pastels, paints, and large drawing

paper. Invite the children to draw/paint pictures of things they can do. Label the pictures.

ELEMENTARY BOOKS SECONDARY

BookChicken LittleThe Book of ThreeHansel and GretelMy Brother Sam Is DeadThe Brave MiceThe Sign of the BeaverMiss MaggieChild of the Silent NightVery Last First TimeFreedom Train; Harriet TubmanThe Lion, Witch, and Wardrobe

AuthorLorenziniAlexanderThe Brothers GrimmCollier/CollierAesopSpeareRylantHunterAndrewsSterling

Lewis

BookThe MinotaurI Heard the Owl Call My NameIfCrackling DayThe Frog PrinceMissing MayRosa ParksThe Road Not TakenA Raisin in the SunThe Pearl

AuthorAndrew LangCravenRudyard KiplingAbrahamsThe Brothers GrimmRylantKai FrieseRobert FrostHansberryJohn Steinbeck

Roll of Thunder Hear My Cry Taylor

LAT ER.



Do you sometimes feel that your peers are encouraging you to do something you do not want to do? What are some other things we can

do to avoid a fight and still save face? What situations are courageous, and what situations are foolish?

SAFE & DRUG-FREE SCHOOLS

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C Property of Lee County School Board, 1998

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It's Everyone's Job!Character-Building Word for April

IntegrityAdhering steadfastly to a casonal sense of honorable and ethical behavior

Sticking to what you know is right

WEEK 1A person's true character isrevealed by what he doeswhen no one is watching.

AnonymousAbility will enable a manto go to the top, but it takescharacter to keep himthere.

AnonymousWhen you walk what youtalk... people listen.

AnonymousThe greatest thing in thisworld is not so muchwhere we are, but in whatdirection we are moving.

D.W. HolmesCharacter is not aninheritance; each personmust build it for himself.

Anonymous

WEEK 2Real integrity stays inplace whether the test isadversity or prosperity.

Charles SwindallA person's true idealsare those he lives by,not always those hetalks about.

AnonymousThe height of youraccomplishments willequal the depth of yourconvictions.

Willian F. ScolavinoKeep pace with thedrummer you hear,however measured orfar away.

Henry David ThoreauA good conscience is acontinual feast.

Sir Frances Bacon

WEEK 3The man who cannot believein himself cannot believe inanyone else.

Roy L SmithWhat lies ahead of us andwhat lies before us are smallmatters compared to what lieswithin us.

Ralph Waldo EmersonIntegrity is the glue that holdsour way of life together.

Billy GrahamOne person with a belief isequal to the force of ninety-nine who only have interests.

AnonymousPeace is not something youwish for; it's something youmake, something you can do,something you are, andsomething you give away.

Robert Fulghum4

WEEK 4What you value is whatyou think about What youthink about is what youbecome.

Joel WeldonWhen you know what yourvalues are, makingdecisions becomes easier.

Glenn Van EkerenIf you don't stand forsomething, you'll fall foranything

AnonymousSuccess is knowing whatyour values are and livingin a way consistent withyour values.

Danny CoxThe evil of the world ismade possible by nothingbut the sanction you give it.

Ayn Rand

RELATED WORDS PRACTICAL APPLICATIONSRespect Humility Justice * Putting all of the character traits into action.Responsibility Loyalty Uniqueness * Doing what you feel is right, whether or not others are watching.Citizenship Reliability Honesty * Behaving in such a way that people trust you.Compassion Kindness Courage * Doing what is right even in a crowd that doesn't.Commitment Self-control * Admitting that we are wrong and accepting the consequences.

* Being accountable for our choices.

Character is what

you do when no

one else is looking.

* Apologizing, admitting mistakes, and acceptin he

consequences.* Resisting the temptation to do wrong.* Willing to replace our wrong (lc; ;ions with the right -s.

* Keeping promises and commitn -nts.* Thinking before acting.* Being a responsible member of our community.* Being fair and just to others.* Taking pride in being unique.

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CSF Write a story or draw a picture about someone who demonstrates integrity. Examples couldinclude: Abraham Lincoln, Joan of Arc, Aristotle. Florence Nightingale, Francis Bacon, MotherTheresa. Mahatma Gandhi, Jesus Christ, Plato, Confucius, or someone you know. Tell how he/

she showed integrity.

CSF Discuss: I'm the one who writes my own story. I'll decide the person I'll he. What goes in the plot, andwhat does not is pretty much up to me. (Author unknown)

CSF Make a chart on the board with four categories: HOME, SCHOOL, WORK, WORLD. Havethe students list activities associated with the four areas which exemplify integrity or are the

antithesis of integrity.

CSF List at least 10 ways of stealing besides actually holding someone up or robbing a house, for

example forgetting to return money or belongings, or plagiarism.

CSF Ask students to think about a time when they took a stand concerning something. Maybe they sawothers doing something wrong, or were involved in a discussion and they stated their views even thoughthey were unpopular. Discuss how that can feel scary and ask for examples of positive outcomes.

CSF List and discuss the ethical dilemmas caused by computers/advanced technology. How does thisrelate to the quote, "A person's true character is revealed by what he does when no one else is lookin

SF In cooperative learning groups, have students study a quote and explain it to the rest of the class

through a skit, story, artwork, poster, etc.

CS5 Discuss campus "issues of character" on a regular basis (vandalism, good deeds, etc.).

SF Provide students with the opportunity to practice integrity. Discuss and practice the "STAR"ethical problem-solving method: this gives students a process or system to think through

potential actions or review past actions for alternatives, it includes;Stop, take time to think through an action about to be takenThink, make a mental list of the options available in a particular situation

Act, choose the best alternativeReview, will my action get me further from or closer to my goal, and how will it affect others?

This can be used as a short activity also. Ask the class what STAR means; provide a situation;for example, pretend you find a dollar bill on the floor, then ask them to go through the STAR

steps when deciding what to do. ...from, The Case For Character Education by David Brooks

SF Have students trace each other on a large sheet of paper or draw a quick self-portrait. Askstudents to label their drawings "A person of integrity." Write around the edges or in the centeradjectives or adjective phrases describing what they feel or do that shows integrity. They couldalso do this as a generic activity, or draw "Character ED" listing what integrity means to them.

SF Write about a special event in your life. How did it affect your character?

CSF Ask the students to ask their parents what integrity means to them; share these responses.

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Subjects to ConsiderThe new Sunshine State Standards includes Student Perfor-

mance Standard 5 which focuses on developing ethical and responsibleworkers. Students are expected to display positive and constructive socialskills by following school rules and customs and by respecting the rightsand property ofothers. According to Dr. Philip Fitch Vincent, in his book,Developing Character in Students, there are 5 things teachers can includein what they are alrCady doing that will support Standard 5;

Develop rules that are expectation of appropriate behavior.Practice these until they become a habit. If disrespectful behavior is aproblem in your classroom, develop a rule that lets students know whatis expected. Actually practice this rule during classroom discussions,until it becomes a habit.

Cooperative Learning provides an opportunity for students topromote social behavior. Through structured activities and clear expec-tations, students will learn how to take individual and team responsibilityfor outcomes and develop better relationships and understanding of otherstudents.

Teaching for thinking. When students are taught to brainstorm,compare and contrast, understand cause and effect, develop goals, makechoices, and interpret and evaluate information, they practice assessingwhat is stated related to their own experience. This practice will help themmake responsible decisions in the future.

Reading for character. Good literature requires readers toreflect on the actions and circumstances of individuals and their ideas.Through good literature students vicariously experience the lives of

0 characters and develop a storehouse of moral models as guides for futureactions.

Service Learning provides an opportunity for students to prac-tice the art of caring about others. When students can decide what servicethey would like to provide, plan the activity and have an opportunity toreflect on the experience, it is much more meaningful than just bringing

in cans for the hungry or getting volunteer hours over with.

WOW - World of WorkIt Takes Couragc to Be Successful!

" Ability will enable el Ma 11 10 go to the top, butit takes character to keep him there." AuthorUnknown.

Employers today are looking for em-ployees with good character. They can trainthem in the skills they need for the job, but

integrity, honesty, respect, compassion, andresponsibility are necessary for employees tomaintain employment and gain advancement.This is true no matter what the job, front thehighest levels of government to baby-sittingjobs. If the people who put you in office or thepeople who trusted you to get a job done havegood reason to question your integrity it willnot matter how well you do the joh. You couldbe the best computer programer, with a greatamount of knowledge and expertise, but if youcheat the company, or cannot be counted onto make responsible choices and decisions,you are a liability rather than a asset.

"Character is not an inheritance: Each personmust build it for him/herself.- Author un-known

Life is a daily series of choices. Thedecisions we make and the actions we takedemonstrate to others our integrity. When wetreat others with honesty, responsibility,courage, compassion, and respect, we build areputation that employers can depend on.

Parent CornerTalk to Your Children About Your Family's Values

Explain to your children which values are important in your family. Here are some examples:

In our family, we all work together to get jobs done for the good of the family.

In our family, we talk to each other with respect.In our family, we let others know where we are going so that they do not get worried.

In our family, we tell the truth.

These could go on and on, but it is important for your children to hear you say them. These are expectations that

children need to hear often and be held accountable for. It is also a positive way to handle discipline. For example whentWo kids appear ready to get into an argument, remind them that in our family, we expect everyone to treat each other with

respect and solve differences without hurting one another. Or when you ask your child to help with the yard work and they

give you one of those faces or claim they have more important things to do, remind them that the are part of a family and

that we all work together to get things done.Saying, "If you don't have anything nice to say, don't say anything at all," over an overagain will eventually sink

in. It's a positive way of telling them to stop picking on one another. We hear adults say, "My Mom always said..." What

do you want your children to say?


Early Childhood ActivityJamaica's Find by Juanita Havill. Jamaica, a little girl, finds a toy dog and a hat in the park. She turns in the hat, butkeeps the toy. Her mother tells her the toy probably belongs to a little girl just like her. He turns in the toy, meets the

owner and finds a new friend.Discuss: What it feels like to lose something. What you would do if you found something that did not belong to you.

Making good choices.Read the book. Discuss the benefits to Jamaica for being honest (showing integrity)Small group - Provide a variety of mediums: markers, colored pencils, crayons, pastels, paints and large drawing

paper. Invite the children to draw/paint pictures of their favorite toys. Label the pictures.

Reading MaterialsK-3Mike Mulligan and His Steam Shovel, by Virginia Burton; Mike stays faithful to his old stem shovel, despite new machines.

The Legend of Bluebonnet, by Tornie dePaula; An Indian girl offers her precious doll to end drought and famine.

Mufaro's Beautifill Daughters, by John Steptoe; Tribal history is woven into a tale about pride going before the fall.

4-6The Indian in the Cupboard, by Lynne Reid Banks; A young boy learns about life from an Indian who come to life.Helga's Dowry: A Troll Love Story, by Tomie dePaula; Helga is so poor that her love will not marry her; when she works

hard to become wealthy she has choices to make.My Side of the Mountain, by Jean George; A 13-year-old tests his independence by living alone in the wilderness.

6-8Stealing Home: The Story of Jackie Robinson, by Barry Denenberg; The first black baseball player 's fight for equality.

The Sign of the Beaver, by Elizabeth George Speare; A 12 year-old, befriended by Indians must make a difficult choice.

Roll of Thunder, Hear My Cry, by Mildred Taylor; An unforgettable story of black pride and heritage.

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These Character Education materialswere used in Lee County for the 1997-1998 school year as part of ourdistrictwide pre-kindergarten throughgrade twelve initiative. If you would liketo use these copyrighted materials foryour school or district give us a call. Wewill be glad to help support this initia-tive; call The School District of LeeCounty (941) 337-8606. .

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WHow would the STAR process work in this situation?(see activities) Has anyone ever spread stories about you? How does it make you

feel? How can you find out the truth before you jump to conclusions? What are some reasons kids like to spread rumors?

SAFE & DRUG-FREE SCHOOLS 15 3 © Property of Lee County School Board, 1998

m

Everyoetei Job!

WEEK 1Better safe than sorry.

AnonymousDiscipline is doing whatdoes not come naturally.

AnonymousEven a woodpecker oweshis success to the fact thathe uses his head.

AnonymousIt is wiser to choose whatyou say than to say whatyou choose.

AnonymousA man is never in worsecompany than when heflies into a rage and isbeside himself.

Anonymous

Character-Building Word for MaySelf-Control

The managing of your actions and emotions

Think before you act

WEEK 2Swallowing angry words ismuch better than having toeat them.

GritI complained I had noshoes until I met a manwho had no feet.

Arabic ProverbNature gave us one tongueand two ears so we couldhear twice as much as wespeak.

EpicetusChoice, not chance deter-mines destiny.

AnonymousYour body is for use - notabuse.

Anonymous

WEEK 3Anyone who angers youconquers you.

Sister Kenny's MotherWe cannot direct the wind,but we can adjust the sails.

Anonymous

He who throws dirt, losesground.

AnonymousWe cannot control eviltongues, but a good lifeenables us to disregardthem.

CatoEducation is the ability tolisten to almost anythingwithout losing your temperor your self-confidence.

Robert Frost

WEEK 4Anger is only one lettershort of danger.

AnonymousAnger is a momentarymadness, so control yourpassion or it will controlyou.

Horace, EpistlesDoubt what you will, butnever yourself.

BoyceFor every minute youremain angry you give upsixty seconds of peace ofmind.

Ralph Waldo EmersonNo man can think clearlywhen his fists are clenched.

Anonymous

RELATED WORDS

Self-disciplineTemptationPeer PressureConflict ResolutionTemperanceObedienceAbstinenceModerationRestraintAdaptable

PRACTICALAPPLICATIONS* Controlling one's temper.* Eating and drinking what is good, not just what tastes good.* Avoiding participating in gossip and name calling.* Counting to ten or taking several deep breaths.* Resisting the temptation to do wrong.* Not talking back to teachers or parents.* Share your feelings with someone you trust.* Doing the right thing when parents and teachers are not around.* Setting aside time for homework, in spite of distractions.* Not hitting back.* Thinking before you act.* Believing that you can make a difference in your own life.

Understanding that things don't just happen to you, but that you havesome control over circumstances.

Every action you take is an expression of the choice you have madeabout the effect you want to have on the world..... Constance Dembrowsky

Community Activities


Bulletin board idea! Put a student figure going up stairs and on each step write techniques for self-

control: such as, count to ten, STAR, stop and think, make wise food choices, consider the

consequences, etc:

CSF Discuss verbal and nonverbal communication. Can nonverbal communication stir strong emotions in

others? Which is harder for us to control?

CSF Discuss putting off short-term gratification for long-term goals. How does this relate to drinking,

smoking and sex?

CSF Discuss ways we learn self-control at various stages in our lives.

CSF Have students collect/generate examples of both physical and verbal self-control. Create skits and role

play situations that show the different consequences when people use or do not use self-control.

CSF Explain to students that feelings are OK, it's the way we respond to these feelings that can get us into

trouble. It takes a lot of self-control to do things differently from the way we have done them before.

Ask students to brainstorm a list of emotions then list good choice actions and bad choice actions for

each emotion. Discuss the different consequences of each.

Provide character awards for students as part of the graduation ceremony.

SF Ask students to describe what a conflict is. Discuss that to resolve conflicts it is necessary to make a

plan to solve the disagreement or problem in a helpful, not harmful manner for everyone involved.

Sometimes it takes a lot of self-control not to act in an angry manner, but instead to think about

solving the problem without attacking the person. Read The Wolfs Chicken Stew and discuss the

conflict and how it was resolved in that story.

SF Help students relate self-control to the expression of emotions. Read On Monday When It Rained.

Have students write or discuss appropriate ways of expressing each emotion discussed in the book.

CSF Discuss the quote, "Discipline is doing what does not come naturally." Discuss the similarities and

differences between self-control and self-discipline.

CSF Discuss how anger is only one letter away from danger.

CSF Teach children to take control of and responsibility for their own learning. Provide strategies that will

help them address learning difficulties in a way that will help them control frustrated behaviors and

replace them with helpful behaviors: for example., if students have trouble remembering verbal informa

lion while you are talking suggest that they take notes about, draw pictures of, or highlight information

to remember.

CSF Discuss how characters in literature have displayed self-control. How would the end of the story been

different if they had made other choices? 1 55

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Subjects to ConsiderHealth - Identify tbods that represent healthy choices. Ask students to

chart and/or discuss how they feel when they eat healthy andexercise. Ask them to experiment by leaving out one unhealthyfood they eat a lot of for one week, ask if they feel different.

Social Studies - Discuss examples of persons who lost their freedomand the control over their own lives. Ask students how theywould feel if their choices were taken away.

Physical Education Talk about athletics and the kind of self-control it

takes to become good enough to get million dollar jobs. Pointout that self-control is a learned skill, just like sports.

Language Arts - Write about an incident in which you practiced sel f-control and the outcome of that incident. Titles could include: Ithought it over and decided not to do it, or I acted impulsivelyand regretted it.

Some ideas have been adapted from Teaching jar Character by Dotson and Dotson

Science - A dramatic demonstration of the spread of sexually transmitteddeseases. Provide enough clear glasses for each student. In onetenth of the glasses put a one molar solution for Sodium Hydroxide, in the rest of the elasses put plain water. Fill all less than halfway. Have the students mark their names on the glasses. Without telling students what is in the water have them move aroundthe room sharing liquid with four other students, by pouring oneglass into the other and then pouring half back. Put a drop or twoof phenolphthalein in each glass. The ones that turn red have theSodium Hydroxide in them. Explain how many glasses "carriedthe disease" originally. Discuss how sexual diseases are trans-mitted. Tie this into a discussion of self-control.

Adapted from Activities that Teach by Tom Jackson.

WOWWorld of WorkAs we travel from the world of

home and school to the world of work webecome more responsible for our ownactions and success. The nurturing schoolor home environment is replaced in thework place with greater expectations ofindependence and self-control. Thefollowing are examples of self-discipline ina mature, responsible employee:

Behaving and performing from aninternal desire to succeed, not becausesomeone else stands over you to make ithappen.

Understanding and projecting oneselfinto another person's world, thereforedeveloping greater understanding, accep-tance, and compassion for others.

Making up one's own mind about theboundaries of behavior and respectingthose boundaries regardless of pressurefrom others.

Being able to forgo one's own pleasureand immediate gratification for the greatergood.

Setting goals and working hard towardthem.

Taking responsibility tbr one's mistakesand working to correct the situation.Adapted from 20 Teachable Virtues by Unell/Wyckoff.

Parent CornerThe following is a list of old and new messages that children receive from adults. The new messages will help

children and adults develop self-control and reduce conflicts. Adapted ti-um Parents Teens and Boundaries by Jane Bluestein.

Old Messages New Messages

If only my kids, friends, parents, would change If my current behaviors aren't helping me reach my goals. I

my life would be better. am willing to change them.

Other people's words actions, and attitudesmake me feel good or bad, and therefore causeme to act certain ways.

My reactions to other people's actions, words and attitudescreate my feelings; I am responsible for my subsequentactions.

This is just the way I am. I can't help it. I always have choices about my own behavior and attitude.

Sometimes you have to act angry, helpless orsad to get what you want.

I avoid using my feelings to try to change other people.

I am responsible for my children's behavior,appearance, and performance.

I can guide and support my children and still leave themresponsible for their own behavior.

Peace at any price. I am willing to risk conflict to draw necessary boundaries formy children.

My house, my rules. We all live here together. While I may have the final say in alot of situations, their needs and feelings always matter.

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Early Childhood ActivityThe Very Grouchy Ladybug by Eric Carle. A ladybug is very grouchy to a variety of animals as she travelsseeking food. At each encounter she asks the animal if it wants to fight. She eventually ends up where shestarted and is invited by another ladybug to share aphids.Discuss: sharing; being kind; what it means to fight; using self-control.Read the book. Discuss how the ladybug put herself in a dangerous position; discuss thinking before you act.Small group Provide red paint, small paper bowls, pre-cut black dots and wing shapes and feelers, glue, andblack pipe cleaners for legs. Invite the children to make ladybugs.

A special thanks to Judith Schulman for sharing her ideas in the monthly Early Childhood Activity section.

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These Character Education materialswere used in Lee County for the 1997-1998 school year as part of ourdistrictwide pre-kindergarten throughgrade twelve initiative. If you would liketo use these copyrighted materials foryour school or district give us a call. Wewill be glad to help support this initia-tive; call The School District of Lee

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Do students get angry with each other on the bus? How can you use self-control when other students are trying to get you angry?

Who controls the way you feel? What are some strategies for dealing with bullies?

Save your character words for next year.We would like your Feedback about the Character Education Initiative!

Which parts of the newsletter were the most helpful to you?In our classroom we discussed Character on an average of times a month.Character education has had a positive impact in my classroom, yes or noSuggestions for next year.

Please send to Meg Krieg/Curriculum, call 337-8606, or e-mail.

SAFE & DRUG-FREE SCHOOLS 1 5 7 Property of Lee County School Board, 1998

LEE COUNTY'S WORK SKILLS PROGRAM

A Partnership of the School District of Lee County, The Faundationfor Lee County Public Schools, Inc. and Local Business Partners

What is Work Skills?

Work Skills is an extra curricular, enhancement activity for high school students interested inskilled, technical and engineering careers related to the construction, manufacturing andmaintenance industries. It's not a class, but an opportunity to participate in projects sponsoredby local industry.

Work Skills initiatives support four basic premises:

There is a need for skilled, technical and engineering professionals.

Students and educators are unaware of the diversity, opportunities and requirements for

skilled and technical careers.

Students need to possess a responsible work ethic.

The private business sector can and will provide work and school based learning

opportunities.

History

Locally, Southwest Florida is faced with a shortage of skilled workers in the construction,manufacturing and vehicle service industries. The Work Skills Program is a public school basedinitiative designed to address this need for skilled and technical workers. Originally funded byState "Break the mold" grants, the Work Skills Program provides a variety of initiatives for highschool students, teachers and administrators to become familiar with skilled trades andengineering careers. The program was piloted at Fort Myers High School during the 1996-97school year and expanded during school year 97-98 to include Estero, North Fort Myers andRiverdale High Schools.

Goal

The Work Skills Program is designed to bridge the gap between the employer's needs and thestudent's skills by identifying transferable work skills, teaching those skills in a career-focusedenvironment and validating a student's mastery of those skills. By providing a direct linkbetween the high school and the workplace through school and work-based learningopportunities, the Work Skills Program can improve student motivation and academicperformance and prepare students to choose and follow careers in skilled trades, technologyand engineering. Through the strong support of over 60 local employers and professionalorganizations, Work Skills combines school-based enhancement activities and work-basedlearning opportunities to encourage student participation.

1 5 e BEST COPY AVAILABLE

Program Components

Current Work Skills initiatives include: Project Work Skills, Student Work-Based Learning, Summer Institute forEducators and Transferable Work Skills ("Golden 25").

Project Work Skills: Several times throughout the schOol year, students in grades 10-12 work side by sidewith skilled tradespeople from local businesses to learn about technical and skilled trade careers. During schoolYear 97-98 students completed industry designed projectS in: electrical wiring, plumbing, carpentry,autornotive technology, commercial construction, heating and air conditioning, auto cad, masonry, heavyequipment operation and golf course maintenance.

Student acceptance into the Work Skills program is based on career interest, academic success, attendanceand teacher recommendation.

StUdents must:Have a sincere desire to learn about skilled trade.career opportunities.Maintain a minimum GPA of 2.0.Have a good school attendance record.bemonstrate good conduct at all times.Attend all project and Work Skillevents.Keep a Work Ski& journal.Participate in showing appreciation to the business sponsors.Accept responsibility for making up missed classroom work.. .

Work Skills Student Work-Based Learning: During Summer break students will have the opportunity togain work-based learning experience in a skilled trade related area. Business partners involved with the WorkSkills Program will offer summer employment to interested students.

Work Skills Summer Institute for Educators: The purpOie of the Work Ski& Summer Institute is tofamiliarize teachers and counselors with skilled trades and technical careers available in southwest Florida.Educators spend one week employed in a helper capacity ouf"in-the field" with a skilled trade or technicaltrade employer. From this experience, they design two curriculum projects that will incorporate real worldproblems that they witnessed during their workweek.

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Golden 25" Work Skil& Local business leaders and educators met and chose the top 25 work skills thathigh school students should master. These skills are described as "transferable skills" do to the fact that theyare applicable to almost any industry and future employment situation. The majority of these skills are alsovery relevant to what it takes to be a successful student. Work Skills students are expected to master theseskills in order to receive a "Gold Card" that indicates successful completion of the program. Several localbusinesses recognize this Gold Card and offer hiring preferences and incentives to the holder of such a card.

The Influence of the "Golden 25" has spread beYond the Work Skills Program. Many Lee County teachers areusing them regularly in their classrooms and the "tolden 25" list can be seen prominently displayed innumerous local business offices.

The Work Skills "Golden 25":

: Demonstrates promptness and dependability.

Understands the importance of workplace safety and health rules.

Demonstrates good listening skills.

Works effectively as part of a team.

Has taken and passed a drug test.

Demonstrates logical reasoning and analytical skills.

Understands and practices good customer service skills.

: Responds promptty to instructions with a positive attitude.

Demonstrates a responsible attitude toward work assignMents.

Follows the social expectations within the work place.

: Possesses a valid Florida driver's license.

Understands the effect of a criminal record on employment options.

Shows initiative.

Accepts change (flexible).

: Understands technical and trade opportunities and career paths.

Dernonstrates respect and tolerance fOr different races, cultures and sexes.

Accurately uses common linear, weight and volume measurement tools.

Demonstrates good time management skills.

: Demonstrates good organizational skills.

Recognizes the need for continuing education.

: Solves ratio and proportion problems common to the work place.

Solves problems involving use of time inCrements (fractions).

+ Solves workplace pertinent word problemS.

: Solves basic math problems without calculator Or pencil and paper.

Correctly changes fractions to decimals anddecimals to fractions.

Developed by Lee County Business and Education Leaders August 15, 1996

For information, Call Nancy Smith, Work Skills Program Administrator, at (941) 337-0433, FAX (941) 337-7077or e-mail at [email protected]

1 5 0

Developmental GuidanceClassroom Activities

for use with the

National CareerDevelopment Guidelines

High School

Edited byJudith A. RogalaRoger LambertKim Verhage

CENTER ON EDUCATION AND WORKUniversity of Wisconsin-Madison

School of Education964 Educational Sciences Building

1025 W. Johnson StreetMadison, Wisconsin 53706-1796

PHONE: (800) 446-0399 or (608) 263-2929FAX: (608) 262-9197

WEB SITE: http://www.cew.wisc.eduE-MAIL: [email protected]

©1991-92 University of Wisconsin System Board of Regents

16 1

APP M1

STUDY SKILLS QUESTIONNAIRE

Read carefully each of the following questions and answer them honestly with ayes or no response.

1. have a quiet place to study?

2. I write down all my assignments?

3. I want to make good grades?

4. I spend enough time studying?

5. I study the harder subjects first?

6. I pay attention in class and don't daydream?

7. I keep up with all my classwork?

8. 1 eat a well balanced breakfast?

9. I keep a neat and organized notebook?

10. I get enough sleep?

11. I always review material before a test?

12. I have the proper supplies when I go to class?

13. I am in good shape?. .

14. I take good.notes in class and when I read to learn?

15. I set goals foi myself?

16.. I afWays read the summaw at the end of.fhe chapter first?,

17.. fVly friends are concerned about their schoolwork?

18. I am happy most of the time?

19. I am protid of what I d6 in school?

20. I.jOln in clas% discussions?

21. If I'm..absent, I call on someone for my homework?

22. I study the illustrations in the textbook?

23. I study some every night?

24. I take short breaks when I get tired?

25. I know the importance of a good education?

26. 1 test myself?

27. I use flash and index cards?

28. I ask the teacher for help if I don't understand?

29. I review often?

30 . I am willing to make sacrifices to reach my goals?

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App-M4

TEST TAKING #1

Purpose: Assist students in becoming "testwise."

Materials: "Your Test Attitude"

Introduction: "Would you like to see television pictures of yourself takinga test? Watch a group of your friends testing and you willprobably see yourself.

"Sweaty palms? Nervousness? Sleeplessness? Lack ofconcentration? Do any of these or possibly even othersymptoms describe you as you walk into a classroom to takea test?"

Hand out "Your Test Attitude." Read the instructions andallow the students enough time to complete the survey.

After students have completed the survey discuss theresults.

"What steps can you take to help prevent the classic testanxieties?

1 . "Be prepared"--scouting motto works for testing.Confidence does great things to help get rid of testingfears.

2 . There are test-taking hints for the two different typesof tests - objective and subjective. We will learn thosein later sessions.

3. Avoid last-minute reviews. Plan to review over aperiod of several days. Try to be so well prepared thatyou could go to a movie the night before a test.Cramming usually gains little for improving-a test score.

4. Keep your regular schedule for sleep and meals.

"What happens If you've done all the right studying butupon entering the test room a panic attack for no realreason hits you.

Your heart beats like your chest Is going to explodeor your stomach feels queasyor you begin to perspireor you start breathing faster and shalloweror your mind seems confused or agitated.

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163

"Possibly all of these symptoms hit you. What can you donow? The old expression "Mind over matter!" could work foryou.

"Learn to relax. You can relax anywhere. But it doesrequire regular practice and use. Let's try it now. Pretendyou are in a classroom ready to take a test.

1. Make yourself comfortable.

2. Close your eyes; focus on your breathing. Listen tothe soft sound of the air as it flows In and flows out.Make sure you are "belly breathing."

3. After a minute or two of concentrating on yourbreathing, start counting up to ten inhalations and say"Relax" as you exhale. As you inhale say "oner seethe number one in your mind, then as you exhale saythe word "Relax" and see the word "RREELLAAXX" inyour mind. Continue counting until you feel your mindis focused and not bothered by outside thoughts. Thecounting process is a good way to focus your mind andprevent outside thoughts from bothering you. It Isdifficult for,a person with an active mind to focushis/her attention.

4 . There are many different activities that students canuse to focus attention and relax.

1 . Walk through an English garden2 . South Pacific island beach.3 . Hiking in the mountains.

Use any one that works for you.

"Test fears are real and students must learn how to preventthem from disabling them at test times."

Summary: Remember:

I will be prepared for a test.I can relax.I can control my mind.I can concentrate on my studies.I can perform to the best of my ability.

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164

YOUR TEST ATTITUDE

Directions: Below are statements that could relate to your feelingsabout taking tests. Read the statement thoroughly. Choosea letter from the continuum that best matches your ownfeelings about test taking. Place the letter in the blank at thebeginning of the statement. There are no correct orincorrect answers.

A

Always Almost Sometimes Almost NeverAlways Never

1. The more important the test, the worse I seem to do.

2. I like a book better if I don't have to read it for a class.

3. I work best under pressure.

5. Essay tests are easier for me than multiple choice exams.

6. Being nervous while testing helps me to do better.

7. I don't think it's fair that classes with labs should have tests in boththe class and lab.

8. When I am not prepared for a test, I get upset and do even worsethan I really should.

9. As I take an exam being nervous keeps me from doing as well as Icould.

10. Once I start a test, nothing distracts me.

11. I do better in courses for which the grade depends primarily onone test.

12. I look forward to taking tests and exams.

13. By the time I start a test, I am so tired from worrying that I don't carehow well I do.

14. In a class where I have been doing poorly, my fear of getting a badgrade on the test reduces my ability to do well.

15. I would prefer to take self-paced classes over more traditionalclasses with three tests and a final exam.

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16. I may seem to be nervous before a test; but once I begin to test, Iforget all about being nervous.

17. It is more fun for me to take a hard exam rather than an easy one.

18. The pressure of trying to finish a test on time causes me to doworse than others in my class.

19. If I were given a choice, I would rather write a paper than take anexam.

20. My mind seems to go blank at the beginning of a test, and it takesme a few minutes for me to recover and start to answer thequestions.

21. I seem to do better on the more important tests.

22. Getting a good night's sleep is more important to me than stayingup and cramming for a test.

23. If I have difficulty on a hard question at the beginning of an exam, itupsets me enough that I have trouble answering even the easyquestions.

24. I don't think closed-book tests are as fair as open-book exams.

25. I don't seem to understand exam questions, and I must rereadthem many times so they will make sense.

166

SAMPLE TEST

Follow all directions exactly. Work this test in 20 minutes.

I. If any of the following statements are True, circle F after it.

1. Only smart students do well on tests.

2. A course in study skills is an important part of of all school programs.

3. Tests never scare people.

4. This material guarantees you an A on every test.

5. Nobody feels that tests are fair. T F

II. Answer

1.

2.

3.

4.

5.

these problems in fractional form.

.5 + .25

3/8, 418,

.75 .25

.25 x .25

.5 .25 =

What is the next number in this sequence: 1/8, 2/8,

III. Complete each of the following sentences with a word beginning with the letter a.

1. Students who know how to take tests often find them

2. Among the tests that can have the biggest influence on your life are those that we call

3. Since you are studying this material, you probably take tests

4. Students who have scored much higher on earlier tests find that when they face a newone, they feel it will be

IV. In the following statements, underline each noun that is a subject, circle each subject that isnot plural, x out each noun that is not a subject, and put a dot beside every subject that isnot a noun.

1. Teachers always give tests when students least expect them.

2. Tests are sometimes used as punishment.

3. Many students are afraid of tests because they did not study.

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s

to

V. Arrange the answers to these problems in numerical order, biggest to smallest.

1 . 7 + 4 =

2. 15 20 =

3. 3 + 3 =

4. 16 4 =

5. 1 x 7 =

VI. In these 'fill-in-the-blank sentences, do not fill in the blanks.

1. You are probably studying this material because you are about takingtests.

2. Students wfio know how to take tests are called

3. The best pattern to follow for studying and test-taking is preview, , review.

4. Session II of this material details hints about taking objective types of

5. If you have filled in the blanks in the above questions, you are in

VII. With a pencil, connect the words in Column A with those in Column B that have the samenumber of letters.

A B

worry pencil

study scale

percentage wrong

right pen

try oral

write test

answer worry

figure number

survey directions

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VIII. In the following sentences, circle the words that do not contain an a.

1. Define what is meant by being testwise in terms of the intelligence of the test taker,the ability to read instructions, and the approach to the test itself.

2. Outline the best procedure for studying and for taking tests.

3. Compare and contrast the difference between the way you take tests and the way atestwise student does.

4. Explain why you are studying this material.

5. The instructions told you only to circle the words that did not contain an a. If youfollowed those instructions, why? If not, why not?

lX. Define the following words that have fewer than four letters.

1. perfect

2. fear

3. contrast

4. try

5. grade

X. To this list of words relating to testing, add six relating to history.

grades

review

test

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Xl. The following paragraph contains a number of errors. Ignore the errors and circle any wordthat applies to test taking.

Tests (1) je a way of grading students. (2) Being as they are a means of judging a (3) students'potential, (4) you ought to be (5) edmiring various elements (6) regarding as how tests can be(7) of beneficial to anyone as a test taker. Testwise students know how to approach (8) exams,jaing_uesi to the process. Once you have learned how to take examinations, it will be easierfor you to (9) dslacezt on tests. (10) Consequence shows that ability to pass examinations(11) will be greatly enhanced.

1 7.

2. 8.

3. 9.

4. 1 0.

5 1 1 .

6. 1 2.

XII. Read all these questions before answering any of them. Answer by circling the correctletter, or letters.

1. To do your best on a test you should(a) Study.(b) Preview first.(c) Be careful.(d) Not panic(e) All of the above.

2. Test taking is(a) Hard.(b) A skill in itsetf.(c) Easy when you know how.(d) Something that takes practice.(e) All of the above.

3. You can do well on a test if(a) You haven't studied.(b) You are scared.(c) You've done poorly before.(d) You don't know the answers.(e) All of the above.

4. This material will(a) Not give you all the answers.(b) Help develop your study skills.(c) Help you feel better about tests.(d) Share secrets of testwise students.(e) All of the above.

5. Do not answer any of the above questions. Answer only this item. You have nowlearned that(a) You don't follow instructions as well as you thought you did.(b) You do follow instructions well.(c) Sometimes all the answers on a multiple-choice test are "correct.'(d) Instructions are a crucial part of any test.(e) None of the above.


INSTRUCTIONS?

The following are not the answers to the preceding quizzes! Rather, they areanalyses of the instructions to those quizzes.

I. The instruction was to circle F for every true answer. Did you do that?

II. The instructions asked for answers in fractional form. What form did youuse?

III. The test taker was directed to use only words beginning with e. Howmany did you think of?

IV. Did you answer each statement by filling in the blank? Or did you followeach direction. Read the instructions again, word for word, to see howyou did.

V. In what numerical order did you put your answers?

VI. Anyone who filled in the blanks failed this test.

VIII. Did you answer each question--or instead circle all the A-less words, asthe instructions asked?

IX. How many words did you define? According to the directions, "try" is theonly word you should have.

X. You could have added any six words, as long as they had nothing to dowith tests or grades.

Xl. What did you do herecorrect the grammar or circle all test-relatedwords?

XII. If you answered any question before 5, your answer to the last questionis 5a, c, and d. If you did not answer any question before 5, your answeris 5b, c, and d--and Congratulations!

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Students who are testwise would have done perfectly on all of those ridiculousexamples because they would have read the directions completely. It is thatimportant to read and understand the instructions provided with any tests.

Any time you do not understand all of the instructionsaski It is to youradvantage to guess on some tests, but it is never to your advantage to guess atinstructions. The worst that can happen when you raise your hand for help isthat the teacher will say, "You have to figure that out for yourself"--but you are noworse off. The best that can happen is that you will receive help that will enableyou to work the test properly--in which case, you are better off.

If the test is an oral one, and the teacher dictates the questions, you need to payeven closer attention. Jot down a few key words of each question so that youcan remember them should you have to go back. If you need to, ask the teacherto repeat the question. And again, if you are confused, ask, no matter how sillyyou may feel. You will feel even sillier if you mess up because you didn'tunderstand something.

172

PREVIEW, VIEW, REVIEW

On the board write "Preview, View, Review." Using the techniques indicated inthese three words can help you do better taking tests.

Preview Before beginning a test, read or listen to the instructions carefully.No matter what the test, the instructions are part of it. You could also take noteof the following:

1. Did the teacher say write on every line?

2. Where was I supposed to put my name? Was it last name first?

3. For multiple-choice, underline, circle, or X or put the right answer orwrong answer?

4. Time limit?

5. Use pen or pencil?

6. Work the test in any order?

7. Use complete sentences for essay questions?

8. Is it safe to guess?

The next step for Preview is to survey the test and allot the time for each section.Remember different types of questions require different amounts of time toanswer. Also, as you survey the test if you think of important items jot themdown on scrap paper or in the margins for further recall.

The last step of Preview is to relax. There are some exercises to help you relax-.Here are a couple.

1. Take a deep breath, close your eyes, and count to ten. Repeat threetimes.

2. Clench every muscle in your body, hold your breath, count to ten,gradually relax each section of your body from your head to your toes,start breathing slow deep breaths.

Many students think Preview wastes time, but test experts all tell us yourunderstanding of the instructions and your overview of the questions enableyou to contend with the test effectively.

View Now you are ready to take the test.

1. Answer easiest questions first. This will give you time to mull over theharder ones.

2. Go back to the harder questions. Reread and think about them` trying torelate them to something you've learned in class. Don't think '11 can't doit instead think I can do itl" Open your mind and let the ideas flow out.Look for clues in the question itself. For example, sometimes there isonly one answer that will fit grammatically.

3. If you find something on the test that you do not understand--askl

4. Remember your time allotments. If you find a question that you cannotanswer often trying all the above items--let it go. However, if the test formallows, put something down that shows you made an attempt; and youmay get some credit for showing you tried.

Review No matter how confident or insecure you felt about a test, nothingis ever lost by going back over your test answers. Look for:

1. Two answers circled or darkened.2. Numbers look like the numbers you intended them to be.3. Did you miss any answers.4. Is your writing legible.5. Use all the allowed time. Sometimes this makes a good impression.

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GENERAL TEST-TAKING TIPS

1. Arrive early and make sure you have all the needed supplies.

2. Make sure you understand the instructions. If anything is unclear, ask.Underline key words in the instructions. Make certain your name isclearly written on answer sheet.

3. Survey the test before you start. If you think of something, write it down.

4. Plan your time. Pace yourself so you will have enough time to answer allthe questions.

5. Do the easier questions first so you can have more time for the moredifficult ones.

6. Read questions carefully, underlining key words or times, and decidewhat you are expected to do. Make certain your answer respondsdirectly to what the question asked.

7. Attack each question systematically.

8. Draft your answers so you can firid mistakes more easily.

9. Take your time, don't tense up.

10. Have a strategy for regaining confidence and control in case you panicduring the test.

11. Write something down for every question.

12. Review, check, proofread, and correct your test answers before handingit in.

13. Use all your time.

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Introduction - Human Bingo

Goal: To help students get acquainted.

Instructional Objective: Students will get to know each other.

Materials: 1. Handout "Human Bingo"

App-M5

Procedures: 1. Follow instructions on handout "Human Bingo"

HUMAN BINGO

Directions

1. Find a person who meets the qualifications of each item below.

2. Have that person sign your card in any square.

3. Write the letter of or information you found out in the same square.

4. You cannot use any person or any letter more than twice.

Find a Person

a. last name begins with the same letter as yours

b. born in same state as you

c. born in different state

d. owns a cat

e. owns a dog

f. is on a diet

g. has never smoked

h. shares your favorite food

i. lives in an apartment

j. has been to a foreign country

k. is in a physical fitness program

I. shares your favorite TV program

m. was born in this state

n. wearing something the same color as you

o. has the same color eyes as you

e

4)

I'

i

-

1 7 8

App-M6

COMMUNICATION SKILLS

Purpose: To assist students in understanding the importance of goodcommunication skills.

Materials: Communication Skills Checklist

Introduction: First define communication. Allow students to make theirown suggestions. As they continue to suggest "talking,"model nonverbal commnication with them. For example,stand in the front of the room and demand silence withoutsaying a word. Finally, define communication as"understanding between two or more people." Introducethe Communication Skills Checklist. Allow studentsenough time to complete.

179

so

4)

s

COMMUNICATION SKILLS CHECKLIST

Introduction: How good are your communication skills? Remember to communicate well youneed the following skills: listening, speaking, and writing. Let's see how wellyou do by evaluating your communication skills. Respond to the followingstatements according to the way it describes you by placing the appropriateletter by each statement.

"A" = Always

DO YM= Sometimes "N" = Never

Think about what you are going to say before you say it?

Have a good vocabulary?

Avoid using complex words that your listener may not understand?

Make your points in a clear and concise order?

Listen attentively while others are speaking?

Write exactly what you want to say or mean?

Ask a speaker questions if you are not sure what he/she is trying to say?

Restate a speaker's ideas to be sure you have understood the message?

Build on you listener's past knowledge?

Try to communicate on a higher level with those you communicate with more often?

Make a habit of sending constructive messages?

Avoid using slang?

Use good eye contact when talking to others?

Reread your written communications in order to avoid mistakes?

Avoid any type of behavior that blocks communication?

Check your grammar and spelling in your written communications to insure correctness?

Use positive body language to enhance your verbal messages?

Reply to notes and letters in a reasonable amount of time?

Use neat handwriting when communicating through letters and memos?

Try to speak to others in a manner that makes them feel at ease?

Give your self two (2) points for each "A" response and one (1) point for each "S" response. Addup your points. If you scored 35 or more you are an excellent communicator; 30-34 very good; 25-29good; 24 or less, you need to practice your communication skills.

180

INTERPERSONAL SKILLS

Purpose: To assist students in developing interpersonal and socialskills needed for positive interaction with others.

Materials: Getting Along With People - A - WorksheetGetting Along With People - B - Worksheet

introduction: "More people lose their jobs because they cannot get alongwith others, than because they do not perform the skillsrequired. Snobbishness, quarreling, and gossiping arethree activities workers must avoid. Getting along withothers is not always easy. Often one must work as hard atgetting along with others as they do with the job itself.

Follow-Up:

"Let's brainstorm some guidelines for getting along withothers."

Examples:

Treat others as you wish to be treated.Do not gossip.Be cheerful.Avoid sarcastic remarks about other peopleBe a good listener.Practice good manners at all times.

Hand out "Getting Along With People - A" Worksheet.

After students complete the worksheet, go over eachstatement. Enlist class participation.

Homework assignment - "Getting Along With People - B"Worksheet.

During the following class session, divide the class intosmall groups and have them role play incorrect and correctways to handle the different situations.

Note: This represents an excellent time to have thepersonnel director of a local company speak to the class toreinforce the concept that interpersonal skills play animportant role in the workplace.

181

App-M7

GETTING ALONG WITH PEOPLE - A

Directions: Read each statement below. Mark the column which best describes yourfeelings. Be honest.

Some-Usually times Never

1. I find it easy to talk with people my own age.

2. I keep the same friends for several years.

3. I try to make new friends, too.

4. I try to understand why people act as they do.

5. I feel comfortable talking with people of the opposite sex.

6. I repeat only the good things I hear about others.

7. I try to say things just as they are rather than makebig stories to gain attention.

8. I look beyond appearance to see what a person is really like.

9. I show an interest in what other people are saying.

10. I let other people do as much talking as I do.

11. I keep my promises.

12. I stay to finish a job even when others leave early.

13. I work as quickly as I can without bothering otherworkers unnecessarily.

14. When others give me directions, I listen carefully andask only the questions I need to ask.

15. I am cheerful even when things have not gone well for me.

16. When there is a misunderstanding, I try to get itstraightened out before anyone gets angry.

17. I try hard to please everyone around me.

18. I try to be honest in all things.

19. When others treat me badly, I try to overlook their actions.

20. I try to avoid arguments.

21. Three statements listed above that I need to improve are:

1.

2.

a

Reprinted with permission from Illinois Career Guidance Handbook, Illinois State Board of Education.

182

GETTING ALONG WITH PEOPLE - B

Directions: Suppose you come upon each of the following situations. What should youdo? Write your answer on the line.

1 . You saw Mr. Smith and Mrs. Jones, who work in your otfice, having lunch together.

2. Ycu fed gurpj. Ake says, IV

3. Joe Nfiisties al the tire. You carmt think

4. You promise to work on Saturday, but Ann asks youto go shopping.

5 . Marvii intemxts all the time when you are talichg.

6. Art asks you to cb his wait so he= go fishng.

7. You wart to get into a grew, bit they da not want you.

8. Mae said one thing you know wf-iat she saki is nct true.

9 . Bil and ..lin called you a narne wttich you do nct ike.

1 0. You work with an oider lady wbo byes to talk about her grandchildren.

11 . Agri ElSk3 cizrb questicosEd the tine.

183e

12. Two of the people you work with are angry at each other because of a misunderstanding. YouWow the %bole stay.

13. Mary wants you to help her; Tom needs your help, tco, at the same 'time. (

1 4. The boss is in a bad moat `far ward the weekend df.

1 5 . The snrke from your frierds cigarette Whets you.

Reprinted with permission from Illinois Career Guidance Handbook, Illinois State Board of Education.

184

GOAL SETTING/DECISION-MAKING

The goal of this unit is to provide counselors and classroom teacherswith ready-to-use activities that can be utilized In small groups orclassroom settings.

These Goal-Setting and Decision-Making activities are designed to givethe instructor a tool to use in helping students acquire greaterunderstanding of themselves, their interests, their abilities, and theirvalues in terms of setting goals and making decisions.

Goal-Setting and Decision-Making requires a process of integrating twoconstructs: Self (values, interest, abilities, lifestyle) and the world ofwork (career exploration and selection). The activities In this unit willassist students in making educated career choices and acquiring a betterunderstanding of a whole life pattern as it relates to their needs, work,and lifestyle.

The objectives of these Goal-Setting and Decision-Making activities areto enable students to:

Identify career activities as a way to reach life goals.Demonstrate their ability to use the decision-making process.Relate personal characteristics in determining and evaluatingcareer alternatives.Identify major influences that affect career decisions andlifestyle selection.Make a step-by-step education plan of action enabling them toreach their goals and determine alternatives.Determine the difference between: 1) short-term and long-termgoals and 2) critical and routine decisions.Learn how to solve problems and make decisions In a groupsetting.

Goal-Setting and Decision-Making Is something most of us do throughoutour lives--it Is a continuing process of changing values, lifestyles,Interests, careers, and wants and needs.

185

Purpose:

Materials:

LISTENING SKILLS

App-M8

To assist students in gaining knowledge of effectivelistening and attending skills.

Listening QuizFlip Chart/Marker Board/OverheadAttending Skills Handout

Introduction: Teacher introduces the lesson as a follow-up to theCommunication Skills session.

Follow-Up:

"A study of people in various occupations shows that 70percent of their waking time is spent In communication.Here's how we spend our time: (illustrate on flip chart,overhead, or board)

Waking Time

Listening - 45%Talking - 30%Writing - 9%Reading - 16%

"Notice that communication has two major components orparts: expression (talking) and listening, or the give and thetake. How well we listen greatly affects our:

Quality of friendships.Family relationships.Effectiveness in school or work.

"How well do you listen? Here's a quick listening quiz tofind out." Hand out the "Listening Quiz."

"Although we like to think differently, few of us are reallygood listeners. Researchers claim that 75 percent of oralcommunication Is Ignored, misunderstood, or quicklyforgotten. Rarer still is the ability to listen for the deepestmeanings in what people say. Listening is a combination ofHEARING and INVOLVEMENT. You may say, 'My friendsLISTEN to what I say; my parents HEAR me talk." Get thedifference ???


"If listening is the major portion of communication and themajority of us do not listen well, what can be done toImprove our listening abilities? The handout I am going togive you now includes three clusters of skills that relate toimproving your listening skills. Today we'll look atATTENDING SKILLS."

Handout: Attending Skills

Go over the handout with the students.

Continue with the following activity:

Divide students into pairs. Instruct them to place their hands, palms up,on their knees; sitting facing each other, close enough that knees almosttouch but do not. Ask one of the pair to look at the other without talking,laughing, or looking away. Try to have students continue in this pose forthree minutes.

"Attending In communication is giving your whole person,physically, to the other. It has tremendous impact. Itshows you are interested in what he/she has to say.Nothing can make you feel better than when your are tryingto say something and knowing you have the full attention ofthe listener.

"Attending is often one of the most effective behaviors wecan offer when listening to someone. Make a consciouseffort to attend to someone important to you today. Watchfor any positive behavior responses."

167

LISTENING QUIZ

One of the most important parts of communication is listening. Poor listeninghabits are usually the cause of communication problems. Rate your listeninghabits on the scale below by circling one of the numbers (1-5) after each item.

USUALLYNOT HARDLY

OFTEN SOMETIMES USUALLY EVER

1. After only a short period oflistening, I start thinking aboutwhat I'm going to say next.

1 2 3 4 5

2. If I don't like the person, Idon't really listen to whathe/she is saying.

1 2 3 4 5

3. I interrupt others beforethey are finished talking.

1 2 3 4 5

4. I fake attention. 1 2 3 4 5

5. I talk mostly about myself. 1 2 3 4 5

6. I ask questions. 1 2 3 4 5

7. I give other people achance to talk.

1 2 3 4 5

8. I try to see things from theother person's point of view.

1 2 3 4 s

9. I maintain good eyecontact when listening.

1 2 3 4 5

10. I get so busy taking notes, that 1 2 3 4 5I miss some of what is said.

11. I get distracted easily. 1 2 3 4 5

12. I let my mind wander or 1 2 3 4 5I daydream when someoneis talking.

Add the circled numbers to get your score.

45-60 You are a good listener. More than likely, people enjoy talking to you and beingwith you.

31-44 Not bad, but there is room for improvement.

12-30 You need to improve your listening skills. You have probably lost some friends ormade mistakes at work because of your poor listening habits.

188

App-M9

ATTITUDE

Purpose: To assist the students in learning the importance attitude playsin their success.

Materials: Attitude ChecklistStudy Skills Questionnaire

Introduction: Introduce the idea that attitude makes the person. Explain howa positive attitude results in success, while a negative one canresult in anger. Assign the Attitude Checklist, then the StudySkills Questionnaire.

Follow-up: Go over the checklist, then the questionnaire. Discuss or roleplay different situations and how attitude can get the student inor out of trouble. For example, a student/teacher conflict,student/student, and parent/ student. Go through the entirequestionnaire. Many good, open discussions can result infinding solutions. Allow other students to help with the badattitudes. Stress the idea: "If you believe it will happen, it will. Ifyou believe it won't happen, it won't. "

189

ATTITUDE CHECKLIST

Directions: Consider each of the following questions carefully and try toanswer with an honest yes or no. Write a Y for yes or N for noon the line provided. If after careful consideration you can'tmake up your mind then write NT for not sure.

1. Are you in school only because you have to be?

2. Do you dislike more of your courses than you like?

3. Do you dislike more of your teachers than you like?

4. Do you arrive late or cut class frequently?

5. Are you certain there are some classes that you will fail?

6. Are you convinced you are frequently picked on or treated unfairly?

7. Do you believe school is a waste of time?

8. Are most of your classes boring?

9. Does studying or homework upset you?

10. Are you unable to.bring yourself to study or to do assignments?

11. Are school and studying less important than most of the things youhave to do?

12. Are you grouchy, argumentative, belligerent, or difficult to get alongwith at school?

13. Are you withdrawn or fearful in class?

14. Do you arrive at midterm or final exams with a massive amount ofwork undone?

15. Do you regularly miss assignment deadlines?

16. Are you secretly pleased or relieved when others do poorly?

17. Do you panic at exam time?

18. Are you frequently absent with minor ailments or because you aretired?

19. Do you rely on others for completing assignments?

20. Do you actively seek excuses to miss class?

21. Generally speaking, do you consider yourself a failure in school?

22. Do you feel you are not as bright as most other students?

23. Are you frequently in trouble at school?

24. Do you feel that no one in school likes you?

25. Do you sneer at or make fun of students who do well?

Follow-up: If you have more than just a few answers with Y or many NTanswers, it would be a good idea for you to review your generalattitude toward school. You should probably review yourfeelings and outlook on school with a school counselor or otherprofessional, your parents, or a trusted friend.

190

STUDY SKILLS QUESTIONNAIRE

Read carefully each of the following questions and answer them honestly with ayes or no response.

1. I have a quiet place to study?

2. 1 write down all my assignments?

3. I want to make good grades?

4. I spend enough time studying?

5. I stu4 the harder subjects first?6. I pay attention in class and don't daydream?

7. I keep up with all my classwork?

8. I eat a well balanced breakfast?

9. I keep a neat and organized notebook?

10. I get enough sleep?

11. I always review material before a test?

12. I have the proper supplies when I go to class?

13. I am in good shape?

14. I take good notes in class and when I read to learn?

15. I set goals for myself?

16. I always read the summary at the end of the chapter first?

17. My friends are concerned about their schoolwork?

18. I am happy most of the time?

19. I am proud of what I do in school?

20. I join in class discussions?

21. If I'm absent, I call on someone for my homework?

22. I study the illustrations in the textbook?

23. I study some every night?

24. I take short breaks when I get tired?

25. I know the importance of a good education?

26. I test myself?

27. I use flash and index cards?

28. I ask the teacher for help if I don't understand?

29. I review often?

30 . I am willing to make sacrifices to reach my goals?

101

App-M10

THE ME POSTER

Purpose: To enable students to explore themselves and appreciatetheir uniqueness.

Materials: PosterboardMagazinesArt Supplies

Introduction: In order to explore student's uniqueness, they must beprovided with an opportunity to be creative. This exercisecan be done with paper and pen or can become aninvolved seeking-and-discovering exercise withposterboard, magazines, and markers. In either case, allowstudents ample time to think and complete the workproperly.

Follow-Up:

Instruct the students to reveal themselves on paper. Theyare to create a collage of words and images. Have themwrite, draw, and/or cut out words and pictures that describethemselves. They should also be required to write aparagraph, poem, rap, etc., about themselves.

Have the students present their posters to the class. Askquestions to draw them out and praise something unique tobuild their self-esteem. This is critical at this point in theclass.

192

App-M11

Establishing Priorities

Establishing goals for your life also involves establishing priorities. Suppose, forinstance, that you want very much to become a fashion designer, but you are failingEnglish. Your immediate priority is to figure out how to pass English. Yourecognize that if you don't pass the course, you will not graduate from high school.Very few employers will hire someone who hasn't graduated from high school.

A typical list of things to do follows. Pretend that you must arrange them in orderof priority. Put the most important item first.

Get a date for Friday night

Clean up my room

Change the strings on my guitar

Study for the history midterm exam to be given tomorrow

Buy tickets to next Sunday's concert

Explain to the coach why I missed practice yesterday

Go shopping for jeans

Complete the algebra problems that are due tomorrow

Talk to my parents about increasing my allowance

Recopy my English essay that is due by fourth period today

Although priorities will vary among people, most students will agree that theEnglish essay, the algebra problems, the history exam, and the discussion with thecoach are very high priorities. The exact order of these priorities would depend onfactors like the following:

How long the English essay is and whether you have a study hall before fourthperiod

How much studying remains to be done for the history test

How long the algebra, problems should take to complete

How upset the coach gets when you miss practice

At any given time, some activities are more important than others. Once you get inthe habit of establishing priorities, you can use this skill to set goals for yourself.

BEST COPY AVAILABLE

183

App-M12

CAREER INTEREST CHECKLIST(Student Copy)

1 .

Would NotLike (-)

Don't Know(0)

WouldLike (+)

ReallyLike (++)-

a.

b.

c.

d.e.

f.g.

h.

i.

j.

Design the plans for a new building

Paint walls, ceiling, and trim of a house

Lay the tile and carpet

Install all electrical wiring in a buildingInstall and service the heating

Help the mason mix cement and lay bricksBuild cabinets for a kitchen

Lay the shingles on a roof

Install the glass and screens in a home

Assemble sink, pipes, and toilets

I 2 .

Would NotLike (-)

Don't Know(0)

WouldLlke (+)

ReallyLike (++)

a.

b.c.

d.

e.

f.

g.

h.i.

j.

Repair the engine of an airplane

Put new rings and bearings on an engineDesign and build a new special wrench

Repair toasters, vacuum cleaners

Troubleshoot and repair broken radios orTVsFix the diesel engine of a truck or tractorWork with metal on a drill press or lathePlan, cut, sew, and install auto seatcoversInstall a car door on the assembly line

Design a new type of engine that savesfuel

..

.

,

.

194

3.Would Not

Like (-)Don't Know

(0)Would

Like (+)Really

LIke (++)

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Write poems, stories, or articles for peopleto readBe in a play, movie, dance, or play aninstrumentSet the type, prepare the artwork, and printa bookMake leather, silver, or clay jewelry andarticlesPlan, take, develop, print, and displayphotosTeach others to dance, sing, act, or playmusicBe in charge of a play, TV program, ormovieDesign the background, clothes orcostumes for a moviePlan, buy, and set up the total inside of ahouseDesign and paint signs for customers

_

.

-

4.Would Not

Like (-)Don't Know

(0)WouldLike (+)

ReallyLike (++)

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Work with formulas, test tubes,microscopes, and chemicalsDiscover a new star using an optical orradio telescopeLearn the complete chemical makeup ofthe human bodyLocate a new deposit of aluminum inside amountainFind a mountain range under the sea

Watch and plan for the movement of theweather in the U.S.Discover a new kind of light ray

Learn how cavemen and cavewomen livedand how that helps usPlan for the needs of people

Design a new air route from Africa to theSouth Pole

- .

.

195

5 .

Would NotLike (-)

Don't Know(0)

WouldLike (+)

ReallyLike (++)

a.

b.

c.

d.e.

f.

g.

h.

I.

Pilot an airplane that carries passengersSell tickets or serve food to passengers

Cut and style hair for men and women

Fix cavities or make false teeth for patientsHelp people solve personal or jobproblemsHelp people with speech, vision, oremotional problemsAssist a doctor, dentist, or psychologist inhis/her workGive help to a family with social or religiousproblemsTeach people to read, write, or solve mathproblems

...

6 .Would Not

Like (-)Don't Know

(0)Would

Like (+)Really

Like (++)

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Sell a car, rug, TV, or book to an interestedpersonDo all the figuring and math for a hotel,bank, or businessType or file for a business

Order, sort, file, and check out books,papers, or filesRun a computer or design a program thatmakes a computer workBuy, stack, or sell groceries in a store

Sell health, auto, and life insurance

Help people plan and get tickets for planeor boat tripsGreet people or answer the phone for acompanyRun a large office of secretaries, stockclerks, and file clerks

, ..

196

I 7 . Would NotLike (7)

Don't Know(0)

WouldLike (+)

ReallyLike (++)

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Work in the operating room of a hospitalAssist in taking blood pressure,temperature, and informationAssign rooms and see to the confort ofovernight guestsRun an efficient and pleasant hospital orhotelCook for, serve, or clean up after a well-fed, happy guestComfort and care for the needs of a personwho is sickDiscover the cause of a person's illness

Help a person learn to walk, breathe, or talkafter an illnessOperate the machines that bring heatthback to sick peopleAssist in keeping order and cleanliness in ahospital or hotel

,

I 8 . Would NotLike (-)

Don't Know(0)

WouldLike (+)

ReallyLike (++)

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Plant and care for fruits or vegetables

Breed, feed, and care for dairy and beefCattleWatch over and help nature in developinga new forestProtect fish, wild animals, and nationalparksPlan and carry out programs to make surewe have clean airTrain animals for entertainment or forobedienceGrow flowers and plants that are bought forenjoymentExamine and test the soil for disease orfertilizingCare for sick birds or animals in a zoo

Be in charge of a park with trees, flowers,grass, and water

.

.

.

197

CAREER INTEREST CHECKLIST(Teacher Copy)

,

_1. BUILDING SERVICESWould Not

Like (-)Don't Know

(0)Would

Like (+)Really

Like (++)

a.

b.c.

d.e.

f.

g.

h.

I.

j.

Design the plans for a new building

Paint walls, ceiling, and trim of a house

Lay the tife and carpet

Install all electrical wiring in a building

Install and service the heating

Help the mason mix cement and lay bricks

Build cabinets for a kitchen

Lay the shingles on a roof

Install the glass and screens in a home

Assemble sink, pipes, and toilets

,

,

2. MECHANICAL AND INDUSTRIALWould Not

Like (-)Don't Know

(0)Would

Like (+)Really

Like (++)

a.

b.c.

d.

e.

f.

g.h.

i.

j.

Repair the engine of an airplane

Put new rings and bearings on an engineDesign and build a new special wrench

Repair toasters, vacuum cleaners

Troubleshoot and repair broken radios orTVsFix the diesel engine of a truck or tractorWork with metal on a drill press or lathe

Plan, cut, sew, and install auto seatcoversInstall a car door on the assembly line

Design a new type of engine that savesfuel

,

,

-

,

.

198

3. CREATIVE ARTSWould Not

Like (..)Don't Know

(0)Would

Like (+)Really

Like (++)

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Write poems, stories, or articles for peopleto readBe in a play, movie, dance, or play aninstrumentSet the type, prepare the artwork, and printa book'Make leather, silver, or clay jewelry andarticlesPlan, take, develop, print, and displayphotosTeach others to dance, sing, act, or playmusicBe in charge of a play, TV program, ormovieDesign the background, clothes orcostumes for a moviePlan, buy, and set up the total inside of ahouseDesign and paint signs for customers

.

,

.

4. SCIENTIFICWould Not

Like (-)Don't Know

(0)WouldLike (+)

ReallyLike (+4.)

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Work with formulas, test tubes,microscopes, and chemicalsDiscover a new star using an optical orradio telescopeLearn the complete chemical makeup ofthe human bodyLocate a new deposit of aluminum inside amountainFind a mountain range under the sea

Watch and plan for the movement of theweather in the U.S.Discover a new kind of light ray

Learn how cavemen and cavewomen livedand how that helps usPlan for the needs of people

Design a new air route from Africa to theSouth Pole

. ,

,

.

5. PERSONAL SERVICESWould Not

Like ()Don't Know

(0)Would

Like (+)Really

Like (++)a.

b.

c.

d.e.

f.

g.

h.

I.

Pilot an airplane that carries passengersSell tickets or serve food to passengers

Cut and style hair for men and women

Fix cavities or make false teeth for patientsHelp people solve personal or jobproblemsHelp people with speech, vision, oremotional problemsAssist a doctor, dentist, or psychologist inhis/her workGive help to a family with social or religiousproblemsTeach people to read, write, or solve mathproblems

.

;

,

-I

-

16. CLERICAL AND SALES .

Would NotLike (-)

Don't Know(0)

WouldLike (+)

ReallyLike (++) .

a. Sell a car, rug, TV, or book to an interestedperson ,

b. Do all the figuring and math for a hotel,bank, or business

c. Type or file for a business

d. Order, sort, file, and check out books,papers, or files

e. Run a computer or design a program thatmakes a computer work

f. Buy, stack, or sell groceries in a store

g. Sell health, auto, and life insurance

h. Help people plan and get tickets for planeor boat trips

i. Greet people or answer the phone for acompany

j. Run a large office of secretaries, stockclerks, and file clerks

.

200

7. MEDICAL, HOSPITALITY, ANDFOOD SERVICES

Would NotLike (-)

Don't Know(0)

WouldLike (+)

ReallyLike (+4.)

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Work in the operating room of a hospitalAssist in taking blood pressure,temperature, and informationAssign rooms and see to the contort ofovernight guestsRun an efficient and pleasant hospital orhotelCook for, serve, or clean up after a well-fed, happy guestComfort and care for the needs of a personwho is sickDiscover the cause of a.person's illness

Help a person learn to walk, breathe, or talkafter an illnessOperate the machines that bring healthback to sick peopleAssist in keeping order and cleanliness in ahospital or hotel

-

,

.

I 8. OUTDOORS (PLANTS ANDANIMALS)

Would NotLike (-)

Don't Know(0)

WouldLike (+)

ReallyLike (++)

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Plant and care for fruits or vegetables

Breed, feed, and care for dairy and beefcattleWatch over and help nature in developinga new forestProtect fish, wild animals, and nationalparksPlan and carry out programs to make surewe have clean airTrain animals for entertainment or forobedience

.

Grow flowers and plants that are bought forenjoymentExamine and test the soil for disease orfertilizingCare for sick birds or animals in a zoo

Be in charge of a park with trees, flowers,grass, and water

,

.

_ _

INTEREST, APTITUDES. AND ABILITIES

Purpose: To show students how interests, aptitudes, and abilitiesrelate to career planning.

Materials: 'Self-Awareness" Worksheet

Introduction: "The knowledge or self enables individuals tomake better decisions--not only personaldecisions, but also career decisions. One needsto understand and accept uniqueness of self Inorder to make sound decisions. An interestinventory or self-awareness test will reveal usefulinformation." Assign the self-awareness test.

Follow-Up: Discuss the assignment. Have students come up with somecareers that might allow them to do these things while theyearn a living.

0 02

SELF-AWARENESS

1. List ten activities you like to do.

2. Rank them according to what you enjoy the most to the least.

3. Then, check whether you do the activity alone or with others, whether money is needed,whether a skill is required, whether you might be doing this activity tenyears from now.

4. Finally, add up your checks in each column and put the number in the TOTALS box.

Activity

Is a 10 YrsRank With Money Skill From1-10 Alone Others Needed Req. Now

2.

3.

4.

5.

6.

7.

8.

9.

10.

TOTALS

5. Using your totals, what can you conclude about your present lifestyle and what you enjoydoing?

6. What might this indicate about the kind of career choice you could make?

203

Purpose:

LEARNING ABOUT YOURSELF

To enable students to discover who they are and to learnhow their personal interests influence their career choice,and what they do in their leisure time.

Materials: "What Are Your Personal Interests"

Introduction: This activity is designed to help you learn more aboutyourself and the changes that take place as you grow inyour personal development and relationships. Yourpersonal interests can help you choose or identifyoccupations that will be interesting to you.

WHAT ARE YOUR PERSONAL INTERESTS

Directions: Look at the statements below and place a check to indicate yourlevel of interest using the following scale:

VM - very much SW - somewhat PN - probably not NAA - not at all

STATEMENT VM SW PN NAA1. I want to use artistic talents. -

2. I like to have a routine to follow.3. I prefer to work alone.4. I would like to travel.

5. I like to work with tools and machines.6. I like to work with people.7. I like to do close, precise work.8. I like acting.

9. I like working with children.10. I prefer outdoor work.11. I like working with animals.12. I want to supervise others.13. I like dancing. .

14. I like sports of all kinds.15. I prefer indoor work.16. I enjoy caring for sick people.17. I enjoy working with plants.18. I like working with plants.19. I like music.

20. I would enjoy doing research.21. I want to use design skills.22. I like to work on cars.

23. I like to do physical work.24. I like to sew.

25. I would enjoy sciencerelated activities.26. I like working with facts and figures.27. I like cooking.28. I enjoy writing.29. I like to draw and paint.30. I enjoy working in the yard.Others:

1

9 05

Review the interests you have checked and choose the five (5) interests thatappeal to you most.

1.2.3.4.5.

Based upon these five interests you have listed, describe a career that you feelwould be ideal for you. Explain why.

Ill. Goals App M13

Goal Area: To explain goal setting procedures to students.

Instructional Objectives: Students will learn and practice goal setting procedures.

Materials:

Procedures:

1. "Goal Setting" Teacher Discussion Sheet

2. Handout - Taking a Look at Yourself

3. Handout - Establishing Priorities

4. Teacher Introduction to Goal Organizer Sheets

5. Handout - Sample Goal Organizer

6. Handout - Goal Organizer

1. Share information on teacher discussion sheet"Goal Setting"

2. After introduction to goal setting distributehandout "Taking a Look at Yourself." Havestudents complete and discuss.

3. Have students complete handout "EstablishingPriorities."

4. Lead discussion based on information contained in"Teacher Introduction to Goal Organizer Sheet"

5. Distribute handouts "Sample Goal Organizer" and"Goal Organizer."

0 07

Goal Setting - Teacher Discussion Sheet

When you define your goals, you provide yourself with a very important sense ofdirection. You become sure about where you are heading and what you need toachieve in order to get what you want out of life.

Explain that many times people do not make action plans for their lives out ofignorance of fear.

Social Psychologist Dr. A. H. Maslow wrote "Let us think of life as a process ofchoices, one after another."

"Cheshire Puss, Alice asked rather timidly. "Would you tell me, please, whichway I ought to go from here?"

"That depends a good deal on where you want to get to," said the cat.

"I don't much care where - said Alice. "Then it doesn't matter which way yougo," said the cat.

Lewis CarrollAlice in Wonderland

When you don't plan a direction in life you make a choice that is, NO CHOICE.

This can lead to dull and sometimes sad consequences.

If you were to talk with the best students in your class about school, you would findthat the majority of them have thought about their short-term and long-term goals.Typically, the best students define good grades as one of their most importantshort-term goals. Being accepted into college or getting a particular job is oftenone of their long-term goals.

Let's examine the role your study habits may play in helping or hindering you inattaining your goals.

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Taking a Look at Yourself

EVALUATINGYOUR STUDYHABITS

Understanding how you study is an important step in the process of improving yourstudy habits in order to achieve academic goals. The word study includes doinghomework and preparing for tests.

The following checklist will help you see where you need improvement. Be honestwith yourself. Fill out the checklist to reflect the way you are, not the way you thinkyou should be.

Study Habits Checklist

1. Do you have goals for yourself?

2. If you have goals, are you working towardachieving them?

3. Do you usually have all the supplies you needto do your work at school?

4. Do you usually have all the supplies you needto do your work at school?

5. Do you usually write down your assignments?

6. Do you usually remember instructions?

7. Do you usually study in a quiet place?

8. Do you usually study without a lot ofinterruptions?

9. Do you have a written weekly schedule?

Yes or No

If your answers are mostly "yes," you probably have a head start on achieving youracademic goals. If you answered "no," you may want to examine the affect of poorstudy habits on your long-term goals.

209

Establishing Priorities

Establishing goals for your life also involves establishing priorities. Suppose, forinstance, that you want very much to become a fashion designer, but you are failingEnglish. Your immediate priority is to figure out how to pass English. Yourecognize that if you don't pass the course, you will not graduate from high school.Very few employers will hire someone who hasn't graduated from high school.

A typical list of things to do follows. Pretend that you must arrange them in orderof priority. Put the most important item first.

Get a date for Friday night

Clean up myroom

Change the strings on my guitar

Study for the history midterm exam to be given tomorrow

Buy tickets to next Sunday's concert

Explain to the coach why I missed practice yesterday

Go shopping for jeans

Complete the algebra problems that are due tomorrow

Talk to my parents about increasing my allowance

Recopy my English essay that is due by fourth period today

Although priorities will vary among people, most students will agree that theEnglish essay, the algebra problems, the history exam, and the discussion with thecoach are very high priorities. The exact order of these priorities would depend onfactors like the following:

How long the English essay is and whether you have a study hall before fourthperiod

How much studying remains to be done for the history test

How long the algebra, problems should take to complete .

How upset the coach gets when you miss practice

At any given time, some activities are more important than others. Once you get inthe habit of establishing priorities, you can use this skill to set goals for yourself.

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III. Teacher Introduction to Goal Organizer Sheets

When Jodi was in fifth grade and went to her first high school football game, she knew thatshe wanted to be a cFieerleader someday. Being a cheerleader seemed exciting andglamorous to Jodi. .

By the time Jodi entered high school, she was aware that there were girls in her class whowere more coordinated and, perhaps, more popular than she was. Most of them alsowanted to become cheerleaders. This did not discourage Jodi. She was certain that shewould become a cheerleader.

To make the squad, Jodi realized that she would have to work very hard. She would haveto be able to do each cheer better than anyone else trying out. She kneW that she wouldhave to project her enfhusiasm, her personality, and her spirit.

1odi also realized that she had to make sacrifices. Instead of spending her free time withher friends after school, Jodie worked for at least an hour practicing the cheers androutines. After mastering one cheer, she would begin preparing and practicing the nextone.

Jodi's practice and preparation paid off. She was selected to be on the freshmancheerleading squad and, later, she became the captain of the varsity squad.

You, too, can get what you want. Like Jodi, you must first establish goals and then work toachieve them. Jodi's long-term goal was to be a cheerleader, and her short-term goals wereto master the cheers. You will find that short-term goals are necessary in order to achievelong-term goals.

Let's assume that you know what you want to do when you finish school: you have decidedto become a veterinarian. To become a veterinarian, you probably know that first you mustgraduate from high school with good grades. After high school you must go to college andget good grades there. Finally, you must be accepted at a school of veterinary medicine.Because so many students want to become veterinarians, getting into such a school isextremely difficult. The programs are highly competitive, and only the best students areaccepted.

Once you realize that becoming a veterinarian is not an easy process, you are faced with thechallenge of figuring out how to achieve you goal. Here's the challenge:

Long-Term Goal: To become a veterinarian

Short-Term Goals (These goals may be monthly or yearly, but they must be achieved inorder to reach the long-term goal.):

1. Take the required science courses.

2. Get good grades throughout four years of high school.

3. Impress your teach7c with your performance so that they will recommend you forcollege.

4. Begin saving money for college expenses.

If you don't have any long-term goals, don't be discouraged. This is perfectly normalfor a young person. Begin by getting uSed to thinking about your. future. Once you doset some long-term goals for yourself, don't be afraid to change them. It is normal tochange goals as you mature.

211 BEST COPY AVAILABLE

Here is a sample Goal Organizer. It has been filled out to show you how a typical student mightestablish his or her goals.

fter you understand how the sample Goal Organizer has been filled out, complete your ownioal Organizer.

If you do have long-term goals, fill them in. If not, focus on short-term goals such as getting agood grade in your science class. Remember that a good high school record will permit you tochoose what you want to do with your life.

Please note that weekly and daily goals have also been filled in on the sample Goal Organizer.Students who choose to establish daily and weekly goals for themselves will become "superorganized." They probably will find that they have more free time than they realized!

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212

SAMPLE GOAL ORGANIZER

LONG-TERM GOALS

1. Graduate from high school with a B average or better.

2. Become a starter on the varsity basketball team.

3. Qualify for a college scholarship.

4. Become a lawyer.

SHORT-TERM GOALS

1. Receive a minimum of B on the next English book report.

2. Complete a review of the first six chapters in the history text.

3. Copy biology notes for the two days absent last week.

4. Receive a minimum of B on the next algebra test.

WEEKLY GOALS

1. Complete all science problems by Thursday.

2. Compare history notes with Joan.

3. Read a minimum of thirty pages in the novel for the nextbook report.

4. Review Spanish vocabulary from previous weeks.

DAILY GOALS

1. Check to make sure I have written down all assignments.

2. Be sure to huot.1 in daily Spanish sentences on time.

3. Check to make sure I have all science handouts.

4. Get to gym class on time!

213

GOAL ORGANIZER

2.

3.

4.

LONG TERM GOALS

1.

2.

3.

4.

SHORT-TERM GOALS

1.

2.

3.

4.

WEEKLY GOALS

1.

2.

3.

4.

DAILY GOALS

214

III. Setting Goals

Goal Area: To increase awareness of goal setting to students.

Instructional Objectiv.e: Students will practice writing short and long term goals.

Materials: 1. Handout "Goals"

Procedure:

2. Pencil

1. Explain to students that by setting goals, one has adirection to follow. Setting goals gives us purposeand achievement.

2. Goal setting should be ongoing, we need dailygoals as well as weekly, yearly, and future goals.

3. Give students handout and ask students to list atleast three goals they would like to accomplishtoday.

Example: 1. Return call to Judy2. Buy paper3. Get to bed by 10:00

4. Ask them to think about goals they would like tohave accomplished by this week.

Example: 1. Save $5.002. Finish report3. Visit Mom

5. Tell them to continue with longer term goals (thinkwithin a year).

Example: 1. Pass with a "B" average in allsubjects.

2. Stop biting nails3. Save $260.00

6. Finally, have students think about and write at least3 longer term goals for their future.

Example: 1. Own a car2. Have beautiful nails3. Open several IRA's

215

GOALS

1 want to accomplish . . .

1.

2.

3.

TODAY

2.

3.

THIS YEAR

2.

3.

THIS WEEK

1

2.

3.

IN MY FUTURE

9 16

App M14

INTEREST, APTITUDES, AND ABILITIES

Purpose: To show students how interests, aptitudes, and abilitiesrelate to career planning.

Materials: "Self-Awareness" Worksheet

Introduction: "The knowledge or self enables individuals tomake better decisionsnot only personaldecisions, but also career decisions. One needsto understand and accept uniqueness of self Inorder to make sound decisions. An interestInventory or self-awareness test will reveal usefulinformation." Assign the self-awareness test.

Follow-Up: Discuss the assignment. Have students come up with somecareers that might allow them to do these things while theyearn a living.

217

SELF-AWARENESS

1. List ten activities you like to do.

2. Rank them according to what you enjoy the most to the least.

3. Then, check whether you do the activity alone or with others, whether money is needed,whether a skill is required, whether you might be doing this activity ten years from now.

4. Finally, add up your checks in each column and put the number in the TOTALS box.

Activity

Is a 10 YrsRank Wtth Money Skill From1-10 Alone Others Needed Req. Now

2.

3.

4.

5.

6.

7.

8.

9.

10.

TOTALS

5. Using your totals, what can you conclude about your present lifestyle and what you enjoydoing?

6. What might this indicate about the kind of career choice you could make?

LEARNING ABOUT YOURSELF

Purpose: To enable students to discover who they are and to learnhow their personal interests influence their career choice,and what they do in their leisure time.

Materials: "What Are Your Personal Interests"

Introduction: This activity is designed to help you learn more aboutyourself and the changes that take place as you grow inyour personal development and relationships. Yourpersonal interests can help you choose or identifyoccupations that will be interesting to you.

219

WHAT ARE YOUR PERSONAL INTERESTS

Directions: Look at the statements below and place a check to indicate yourlevel of interest using the following scale:

VM - very much SW - somewhat PN - probably not NAA - not at all

STATEMENT VM SW PN NAA1. I want to use artistic talents.

2. I like to have a routine to follow.,

3. I prefer to work alone.4. I would like to travel.5. I like to work with tools and machines.6. I like to work with people.7. I like to do close, precise work.8. I like acting.

,

9. I like working with children.10. I prefer outdoor work.11. I like working with animals. .

12. I want to supervise others.13. I like dancing.

14. I like sports of all kinds.15. I prefer indoor work.16. I enjoy caring for sick people.17. I enjoy working with plants.18. I like working with plants.19. I like music.

20. I would enjoy doing research.21. I want to use design skills.22. I like to work on cars.

,

23. I like to do physical work.24. I like to sew.

25. I would enjoy science-related activities.26. I like working with facts and figures.27. I like cooking.28. I enjoy writing.

29. I like to draw and paint.30. I enjoy working in the yard.

-

Others:

,

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220

Review the interests you have checked and choose the five (5) interests thatappeal to you most.

1.2.3.4.5.

Based upon these five interests you have listed, describe a career that you feelwould be ideal for you. Explain why.

2 2 1

*CAREER CRUSIER

STATE OF FLORIDA / DEPARTMENT OF EDUCATIONTALLAHASSEE, FLORIDA

ORDER FROM DEPARTMENT OF EDUCATION.

222

APP M 1 5

App M16

HIDDEN TEST

PURPOSE: This self-awareness test can be used to allowstudents to think about themselves and the wayothers see them.

MATERIALS: Have students take out a blank piece of paper and apen or pencil.

TIME: 1/ 2 of a Class period.

INSTRUCTIONS: Have students number their paper froin 1-3. Next tonumber one, have them write down their favoritecolor. Next to their favorite color, have them writedown 3 adjectives that describe that color. (Make surethe students know that adjectives are words thatdescribe. For example, if their color is red, oneadjective could be bold, since,that is an adjective thatone might think of in association with that color).Explain to the students that it is important that theydo not share their answers with their classmates atthis time.

FOLLOW-UP:

Next to number two, have the students write down thename of an animal, and 3 adjectives that describe thatanimal.

Next to number three, have the students write down abody of water. This does not have to be specific theycould write ocean, stream; lake, etc. Then they are towrite 3 adjectives that describe that type of water.

After the students have completed all three items,explain to them how to interpret this "test":Item one reveals how they see themselvesItem two reveals how others see themItem three reveals how they see their live

Allow students to discuss their answers andinterpretations with each other and with the group.Ask how many students agree and disagree withthe interpretation.

`4?23

App M21

Reading the Want Ads(

The want ads 'in your newspaper may be a gold mine of information about jobopenings. Most job hunters head for the want ads first.

The front page of each newspaper usually tells you on what page to find thewant ads (classified ads). Once you've found the right section, look under"Help Wanted" or "Employment Opportunities." Sometimes want ads arelisted alphabetically. For example, jobs advertising for accountants would benear the beginning and those for zebra keepers near the end. Sometimes theads are grouped under headings such as "Administrative," Sales," or"Technical."

What should you do when you open the newspaper and find hundreds of jobslisted? How can you decide which jobs to go after? Look at the informationshown in the ad below.

TYPE OF JOB

WORK EXPERIENCEREQUIRED

PERSONAL EQUIPMENTREQUIRED

HELP WANTEDAuto Mechanic Needed. HS req.,2 yrs exp., 8-5, 5 days/wk.TOOLS A MUST. $8,000 guar.Phone 444-4444, BOB'S SER-YICE SPOT.

EDUCATION OR

TRAINING REQUIRED

WORKING HOURS

AMOUNT OF PAY

JOB LOCATION

Look for these kinds of information each time you read an ad. By doing thisyou will have a good idea of what the advertised job has to offer. You may beable to tell if it's the right job for you.

You won't find all of this information in every ad. Sometimes ads give verylittle information but sound like they're advertising terrific jobs. Read aboutFran's experience.

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224

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App M24

TIME WHEEL

PURPOSE: To determine how students spend their time (on anygiven day), and how students can better use theirtime to accomplish certain goals.

MATERIALS: Class set of "How I Spend My Time" WorksheetColored pencils

TIME: 1/2 Class Period

INSTRUCTIONS: Discuss with students that time is a preciouscommodity because we can never "BUY" more time.How we spend our time daily can determine whatgoals we can accomplish. For example, if a studenthad an after school job, that student would have tobe disciplined enough to set time at night tocomplete homework instead of watching 4 hours oftelevision.

Read aloud to the students what each colorrepresents on the wheel, and have them add to thelist if they have any special activities (i.e.. football,karate, piano lessons, etc.). Then have them colorthe time wheel with what they feel represents theirday.

FOLLOW-UP: Discuss results when students are finished. Surveythe student to see if most of them use their time inthe same manner. On the back have the studentswrite suggestions on how they could improve theirtime usage. 1/ftt..4...

sritig 4.5" 1"-1'd--d- -71- e-xed/cas

227

Career

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HOW I SPEND MY TIMEIZa",

App-M24

zi1. Each slice of the wheel represents one hour.

2. Typical wheel includes: sleep, school, at work, with Mends, onhomework, alone, on chores with family and on the telephone.

228 Black i sleepthgRed schoolGreen workOrange a choresBlue tionevork

Brown watchin.Purple 2 using the

telephoneYellow with frie

or family

Take a Close LookPurpose:To increase awareness of factors that influence self-concept,including messages from other people and one's own strengths andweaknesses. The students will know that how they feel aboutthemselves has a direct relationship to their behavior, includingtheir use of drugs.

Materials/Preparation:Corresponds with student handout, "Take a Close Look."

APP M25

Self AwarenessActivity 7

Instructions:As a class, brainstorm a list of people who have an effect on buildingself-image of students.

Write this list on the board.

Ask the students to complete the handout "Take a Close Look."

Alk the students to score their paper.

Scoring criteria: total all odd statements; total all evenstatements.

Dis_cuss with the students the following personality profiles for oddand even statements, asking them to determine which profile describesthem best.

Score on the odd statements -

A score of 0-10 on the odd statements would mean you are a"Self-Assured Susan." You do not need a great deal of approvalfrom other people. You are honest about your accomplishments andare able to deal responsibly with disappointments.

A score of 11-statements wouare a "VascillValerie." Youfeel positivebut often letopinions swaybe able to askhelp, but feelyou do so.

20 on the oddId mean youatingsometimes

about yourselfothers'you. You mayothers forinferior when

BEST COPY AVAILABLE 229tile. "board

App-M25

A score of 21-30 on the odd statements would mean you are a"Nervous Nancy." You may not feel good about yourself, or you mayhave a poor self image. You tend to allow others' opinions todirect your feelings and actions.

/core on ±ht_eitz_l±a±smInia

A score of 0-10 would mean you are an "Anxious Andy." You maynot feel very good about yourself, or you may have a poorself-concept. Perhaps you are unable to act assertively, unsureabout taking responsibility, or let other people affect how youfeel about yourself. Making decisions may be scary for you andyou may decide to do what others would want you to.

A score of 11-20 would mean you are a "Wavering Willy." You mayoften feel good about yourself, but If something negative isattributed to you, your self confidence may drop. You can actassertively, but it is very hard for you. You may feel nervouswhen in new situations and tend to put down your ownaccomplishments. You may welcome making your own decisions, butsometimes feel pressured to make a decision that will pleaseothers.

A score of 21-30 would mean you are a "Steadfast Stuart."- Youfeel good about yourself and do not need approval from others.You are able to let others know your feelings, takeresponsibility for yourself and do not feel the need to criticizeothers in order to make yourself feel good. Your self-concept isstrong enough that you do not feel you must make decisions thatplease others.

aiaLlul with students the following questions:

How does peer pressure Influence self-image and behaviors such asdrinking at school functions, drinking and driving, and mixingalcohol with other drugs?

How can setting personalgoals help to raiseself-esteem?

*What are some characteristicsstudents would like tochange?

OHow does self-Image affectbehavior and drug usedecisions?

230

App M25

Score each statement by writing the appropriate number in the blank:

0: not true 1: somewhat true 2: largely true 3: true

1. It is very important to me to please others.

2. I feel at ease around most people.

3. I often exaggerate my accomplishments to build myself up.

_ 4. I accept praise without embarrassment.

5. I get angry at others when my decisions don't turn out as I

expected.

6. I am able to ask for help when I need it and it doesn't meanthat I am inferior.

7. I don't like to make deci'sions.

8. I eagerly anticipate new situations.

9. I feel inferior when I lose.

10. I am able to let others know what is Important to me.

11. I have a hard time waiting for things I want now.

12. I feel good about my accomplishments.

13. I often feel like people are criticizing me.

14. I take responsibility for the consequences of my decisions.

15. I feel nervous in new situations.

16. I accept responsibility for myself and do what I believe isright.

17. I am often critical of others.

18. I am able to let my family know I care about them.

19. I have a strong need forrecognition and approval.

20. I am not prejudicialtowards people who aredifferent from me.

SCORING CRITERIA:

Total from all pdd statements

Total from .f I I Julia statement

PURPOSE:

MATERIALS:

TIME:

INSTRUCTIONS:

FOLLOW-UP:

App-M26

CAREER GUMBALL MACHINE

To explore different careers to determine the schoolsubjects required for employment.

Colored construction paper cut into circles.Colored markers or Crayons.Bulletin board with large gumball machine (Seeattached diagram).Resource Materials: Occupational Outlook Handbook.encyclopedia Of Careers, Occufile..

1 Class Period.

Give each student a different colored gumball andhave them write the following on their gumball:1. Career choice or any career2. Subjects required in school to prepare for thiscareer.

shorthand

SECRETARY

typingEnglish

Circulate around the room to encourage students toselect a wide variety of careers (to avoid duplicationof research). Allow students to use the availableresources for help in their research.

Have students place their gumball on the bulletinboard. Discuss with students the different careers onthe board and the subjects required.

These careers may be.used later as choices for theresearch paper. 2 3

App M27

The ABCs of Careers

Using the newspaper, the dictionary, or the yellow pages of thetelephone book, identify-t4o-careers4for each letter of the alphabet.

A

KIMT COPY AVM

233

ON THE J013ATTITUDES'

App M

PURPOSE: To understand the attitudes necessary for success inwork and learning.

MATERIALS: Attitudes at School and Work (Handout)School Situations... Is Your Attitude Showing? (Handout)Career Situations... Is Your Attitude Showing?(Handout)Dictionaries

TIME: 1-2 Class Periods

INSTRUCTIONS: 1. Write the 10 attitudes on the board.

2 . Divide the class into cooperative learning groupsand have each group use the dictionaries to look upthe definitions of the attitudes. (Depending on thenumber of groups, some may need to define twowords.)

3. Discuss the definitions of the attitudes with theclass and arrive at a consensus of their meanings.

4. Distribute the Attitudes at School and Workhandout at each group.

5. Using the School Situations... Is Your AttitudeShowing? handout, read each story to the class, orhave a different student from each group taketurns reading them aloud.

6. After each story is read, the students are to decidewithin their group which attitude they believe isdisplayed by the behavior described in the story,or which attitude needs to be developed by theperson or persons in the story. The studentsshould place their choices on the blanks providedunder "School" on the Attitudes at School and Workhandout.

FOLLOW-UP:

o

App M

7 . After all 10 stories have been read and discussedby the groups, the groups should share theirresponses with the class. ,

8. Distribute the Career Situation... Is You AttitudeShowing? handout. Follow the same procedure asabove, reading the situations to the class andhaving the groups determine the attitude involved.Groups now place their choices under "Career" onthe Attitudes at School and Work handout.

9. Discuss the groups' choices after the exercise iscompleted.

Have each student write an example of one time theydisplayed one of the positive attitudes from thislesson.

235

App M2 8

ATTITUDES AT SCHOOL AND WORK

A. Honesty F. Willingness to learn ,

B. Acceptance of criticism G. Enthusiasm

C. Patience H. Loyalty

D. Dependability I. Willingness to follow directions

E. Cooperation J. Initiative

1.

2.

3.

4.

6.

I.

8.

9.

5. 10.

CAREER

1. 6.

2. 7.

3.

4.

5.

0 36

4)

App M28

CAREER SITUATIONS ....

Is Your Attitude Showing?

1. Carol, an airline stewardess, was scheduled for a flight to New Yorkdeparting at 9:00 p.m. Stewardesses are required to check in an hourbefore flight time. When Carol did not check in or call by 8:30, hersupervisor had to make arrangements for someone else to take herplace. At 9:00 p.m. Carol came rushing in, explaining that she hadoverslept. The supervisor placed Carol on probation for not notifyingthem that she would be late. Her negligence caused an inconvenienceto another stewardess and a delay of the flight.

What attitude did Carol fail to display? (dependability)

2. John, 20, worked at Graham's Garage. He was unusually slow inperforming brake jobs for customers. When his supervisor tried toshow him how he could do it faster, he refused to listen. He said thathis way was the best, even though it was slower. John had shown asimilar attitude about other jobs around the garage, always insistingon doing things his way, whether his way was best or not.

Which attitude does John lack? (willingness to learn)

3. Jimmy works in an office where he is paid by the hour. He wants togo skin diving in the Keys during the weekend with his friends butdoesn't want to lose two-houli' pay. He tells his boss he doesn't feelwell and wants to go to the doctor. The boss gives him permission toleave without losing pay.

Which attitude is Jimmy lacking in this situation? (honesty)

4. In a large department store during the holiday season the managerrequested that the sales personnel take their lunch breaks from 11a.m.-12 noon or 1-2 p.m. because of heavy customer traffic between12 and 1. Sue had been eating lunch with her boyfriend from 12-1since she had begun working at the store. She felt that she had earnedthe right to choose her lunch time; however, she changed her lunchtime along with the other employees.

Which attitude best describes Sue's behavior? (cooperation)

5. In a machine shop, directions for the use of each machine and thesafety precautions are posted above the machines. Frank, as a newemployee, was told to read and follow the posted instructions very


App M28

carefully. In his eagerness to show he could finish faster than theother employees, Frank neglected to wear his safety glasses whileoperating his machine. As a result, Frank had to be taken to theemergency room at the hospital where a piece of metal had to betaken from his eye.

Which attitude did Frank fail to display? (willingness to followdirections)

6. Maggie, 18, has just completed high school and has her first job as areceptionist in a savings and loan company. She appears to enjoy herjob and smiles amiably at everyone who comes into the bank. Manypeople stop to chat with her just because she seems so friendly. Shelooks forward to going to work every morning and is sorry when herworkday is over. Maggie can hardly wait to get home each night totell her fainily and friends about the interesting and exciting thingsthat happen to her at work.

What attitude does Maggie display? (enthusiasm)

7. Jack was a checker in a large supermarket. He was a good worker,very dependable, and never late for work. However, he made at leastone mistake a day on his cash register receipts because he tried to ringup the groceries too fast. The manager became weary of seeing notesin Jack's cash register each day explaining his errors. So he decided tospeak to Jack about it. He suggeSted that Jack should slow down andtry to be more accurate. Jack realized that the manager was onlytrying to help him to do a better job.

Which attitude did Jack display? (acceptance of criticism)

238

ENVIRONNENTAL FEELINGS

SELF

APP M34

MATERIALS/RESOURCES

Magazines

Mural Paper

Paste/Glue

Oaktag (12 x 18)

Scissors

Magic Markers, Crayons, Water Color Sets(optional)

DETAILS

LEVEL: Intermediate

TYPE:

TIME:

Entire ClassIndividuals

Two/Three ClassPeriods

INSTRUCTIONAL OBJECTIVEHaving collected and identified pictures that show positive as well as negative feelingsfor the environment, students will create collages contrasting the two types of feelings.

PROCEDURESPRIOR TO BEGINNING ACTIVITY

Teacher should bring a collection of magazines to the classroom. All types of magazinesmay be included in the collection, but those representing outdoor themes are a particu-lar necessity. Motivation for the initial discussion could be that of placing repre-sentative positive and negative environmental scenes on a bulletin board with thecaption, "How does this picture make you feel?" The teacher can also solicit magazinesfrom the students for a classroom collection, again making a point of stressing environ-mental/outdoor publications.

1. Begin activity by discussing environmental objects or situations that evoke or conveya particular mood or feeling:

- a setting sun over a mountain lake

(peace, serenity, nostalgia)- a weeping willow tree

(sadness, death, melancholy)- a mountain stream

(cleanliness, youth, energy)- graffiti carved on an oak tree

(destruction, intrigue)- a dried up river bed

(death, neglect, concern)- a landscaped garden

(care, love of nature, work)- a bird building a next

239(necessity, pride, curiosity)

DEVELOPED BY PROJECT BICEP, BARNSTABLE PUBLIC SCHOOLS

SUPPLEMENTARY RESOURCESTEACHER

Elardo, Phyllis and Cooper, Mark. AWARE: Activities For Social Development. Reading,MA: Addison-Wesley Publishing Co., 1977 (BICEP 3274).

Paulson, Wayne. The Values Corner, An Independent Learning_ Center for Grades 2-5.Minneapolis, MN: Winston, Press, Inc., 1976 (BICEP 3403).

STUDENTS

Johnson, Ann Donegal. The Value of Caring - Eleanor Roosevelt. LaJolla, CA: ValuesCommunications, Inc., 1977 (BICEP 9024).

Johnson, Spencer. The Value of Kindness - Elizabeth Fry. LaJolla, CA: ValuesCommunications, Inc., 1976 (BICEP 9028).

FOLLOW UP ACTIVITIESStudents may wish to research (and possibly interview) agencies and organizations inthe community whose purpose is that of promoting friendship and support among members.Examples of these types of agencies/organizations could include:

- Rotary InternationalKiwanis

- Benevolent Order of Elks- Parents without Partners- American Field Service- Senior Citizen Clubs

(No attempt is made to include or excludeall these types of organizations in thisactivity. Teacher should focus on thosemost active in his/her locality.)

3tudents may wish to work with church and civic agencies to adopt "friends" in healthcare facilities and local sanitariums/hospitals.

TEACHER'S NOTES

PROCEDURES Continued APP M34 -m

- a dog greeting his/her owner

- a rose bursting into bloom

- a polluted stream

- refuse on a city street

- a harvest scene

(love, friendship, loyalty)

(birth, beauty, warmth)

(neglect, anger, concern)

(abuse, carelessness)

(thankfulness, pride, labor)

Choose any of the above objects or situations (particularly one where obviousemotion is displayed by the class as a whole). Encourage more students to elaborateon this list.

Have magazines ready to distribute or readily accessible. Direct students to finda picture that illustrates the object or situation chosen in Procedure 112.

Allow students to search magazines with the overall objective being that of anenvironmental scene that evokes positive or negative feelings. Personal valuesand experiences will become an integral part of the searching process. The sharingof ideas and the reasons for positive or negative feelings should be encouraged bythe teacher.

Provide materials for designing personal collages and direct students to createtwo collages, one showing positive feelings toward the environment and one de-picting negative reactions.

1111

. Encourage students to find appropriate scenes from available magazines. However,allow the option of personal illustrating if so desired. Some students may evenwish to complete their collage with a quotation from a famous environmentalist ora poem.

. Prepare a place in the classroom where collages can be displayed and shared bytheir creators.

. Culminate activity by stimulating a discussion about environmental awareness andconcerns. Questions to initiate discussion could include:

- Why do some young people trample and destroy flower beds and shrubbery?

- Why do certain people take pride in maintaining their property?

- Why do some people break off tree branches without just cause, orpick lady slippers?

- What satisfaction is to be gained from feeding the birds?

- Why do some people unnecessarily harm animals?

- Hpw can individuals create pleasing environmental surroundings?

BESTCOPYAVAILABLE

241

/ELOPED 8.1' PROJECT BICEP, BARNSTABLE PUBLIC SCHOOLS

SUPPLEMENTARY RESOURCESTEACHER

Elardo, Phyllis and Cooper, Mark. AWARE, Activities for Social Development. Reading,MA: Addison-Wesley Publishing Co., 1977 (BICEP 3274).

Weber, M. C. Solar Safari and Seventy Other Simple Science Games for Children.Nashville, TN: Incentive Publications, Inc., 1978 (BICEP 3114).

STUDENT

Fun With The Environment. Washington, D. C.: United States Environmental ProtectionAgency, 1977 (BICEP 3272).

FOLLOW UP ACTIVITIESStudents can draw their own positive.feelings for their environment on constructionpaper by designing posters expressing the idea of "Protecting the Environment."

TEACHER'S NOTES

67

/ELOPED BY PkOjECT BICEP, BARNSTABLE PUBLIC SCHOOLS

pooperationAPP M35

Fg Eil7CCUITCE3

Conceptual focus: Cooperation

SOCIAL SITUATIONThe classroom is a social group. Each of us isexpected to be a member of this group.Everyone has reason to want the classroom to:be a good place in which to study and learnnew things.

if the classroom is going to be a, goodplace to study and learn new things, classmembers must cooperate with one anotherand with the teacher.

We cooperate when we share ideas, thethings we own, and when two or more of uswork together to complete a task.

Nine ways for cooperation in theclassroom are listed below. Use the spacethat is provided after each item to explain why:.the behavior identified requires cooperation.

I . When we play games, we cooperate.

2. When different class members dodifferent things to build a bulletin board,we cooperate. How? ____

. .

3. When we do the work the teacherassigns, we cooperate. How? _

When we participate in a classdiscussion, we cooperate. How? ..._

When we collect money to pay for a bus,and take a field trip, we cooperate. How?_

. When small groups of students do anexperiment in science, we cooperate.How?

7 .'Whert We help break Up fights betweenclassmates, we cooperate. HoW?

8. When each of us brings something for aclass party, such as potato chips, wecooperate. How?

9. When we plan and do a group project, wecooperate. How? . .

The Classification Format of the Value Sheet

243

APP M35

IndividualDecision

Sheet

Complete this decision sheet working alone. Nine ways in whichmembers of a class may cooperate are listed below. All nine can beimportant. Some are probably more Important to you than others.Your task is to rank order these froM the one that is most important tOthe one that is least important.

Playing games.Building bulletin boards.Completing assigned work.Speaking.and listening during class discussions.

5Collecting money for field trips.Conducting science experiments.Helping enemies become friends.Sharing cookies and other good things for a party.Planning and doing a group project for the class.

The Classifidcition Format of the Value Sheet

244

APP M35,

Group 0

Decision::Sheet 2

The three least important ways in which we might cooperate are:A.

B.

C.

Suppose members of your class never cooperated in these threeways. How might this make your class a bad place in which to studyand learn?

These three are least important because

The Classification Format of the Value Sheet

245BEST COPYAVAILABLE

APP M44

Working with CommunityService Organizations

Mentors and role models are very important for young people, espedally at-riskadolescents. Shadowing and internship opportunities are very meaningful butfinding volunteers can be difficult and time consuming. Yet many people Inbusiness are interested in helping young people prepare for the working world. So,if you haven't already, why not consider recruiting one of the serviceorganizations in your community to sponsor your school's program.

FINDING THE RIGHT SERVICE ORGANIZATION TO APPROACH

If you aren't familiar with the different community service organizations in yourcommunity, contact your local Chamber of Commerce to get a list. They will havethe names and phone numbers of the president and the program chairperson foreach organization in your community.

Some of the organizations you should consider contacting include:Altrusa lions ClubAmerican AssodatIon of University Women RotaryBusiness and Professional Women SoroptimistKiwanis Zonta International

These organizations are made up of professional and career-oriented individualswho will probably be particularly interested in helping young people becomeready for the work force.

Do some homework before you contact someone within the organization. Try tofind out which organizations within your community are particularly interestedin supporting either youth or education. Use your network of friends andprofessional acquaintances to research this information. If you have an advisoryboard, they will be helpful with this task.

RECRUITING THE SERVICE ORGANIZATION

Once you have determined which organization(s) would be most interested Inbecoming involved with your school's program, contact the program chair andoffer to give a presentation at one of their meetings. For the organizations whichhave weekly meetings (usually at lunch), program chairs are constantly on thelookout for interesting presentations about the community. Your call will be mostwelcome.

24 13

Speakers' Bank

The topics for discussion in Career Choices raise many opportunities for guestspeakers to come into the classroom. It is up to the individual instructor, of course,to decide who to use and how to use them. But, to make things a bit easier, wehave compiled a chart listing possible speakers for the entire course. Since you areunlikely to be personally acquainted with experts and resource people in all theseareas, tracking them down could be time-consuming. Therefore, we recommendusing this chart to get some help.

You might simply want to make photocopies of the chart and pass them aroundto friends and co-workers who might be able to supply some names and phonenumbers. If you belong to community organizations such as the Kiwanis,Soroptomists, or the Rotary, you might pass a chart around at the next meeting.If you enjoy public speaking, you could make a presentation about your class tosome of these organizations, and then ask for help from the members. Or youmight get community people involved by bringing your request before the schoolimprovement team. The list can be easily tailored to reflect community needs orthe needs of your students.

On page 178 we have outlined a description of a "Director of Mentors." Perhaps,the person who holds this volunteer position could be enrolled to assist in locatingand scheduling guest speakers.

If you conduct this class many times throughout the day, it may be difficult to findindividuals who can devote that amount of time. We suggest scheduling yourguest speakers in the morning, a half hour to forty-five minutes before the schoolday begins. Most working adults are used to breakfast meetings, and it should notinterfere with their work day. Therefore, it should be easier to get guest speakers atthis hour. While students may groan about the earlier hour, you could point outthat schedule adjustments are common in the work world and that flexibility oftime is a mandatory requirement of most jobs. The expectations should be dearand this should be seen as part of their homework.

Arrange for the presentations to be held in the school theater so many classes canbe accommodated. Be sure to advise the other faculty members of your scheduledpresentations. Perhaps they would like to attend.

If the school has a video recording service, arrange for a student to video thepresentations. This way you can keep the better ones on file and can share themwith the counseling office for individual counseling situations.

It might be helpful to lend each speaker a copy of the text Career Choices so he orshe can review the appropriate section and be familiar with the concepts thestudents are studying.

247

References for Speakers' Bank

Successfully retired IndMduals (3-5)

Real estate professional

Travel agent

Insurance agent

AFDC parents (2-3)Person who gave up an opulent lifestyle

to do something meaningful

Prychologist

Entrepreneur

Handicapped individual who copes well

Individuals who overcame adversIV:High school dropoutTccn motherRecovering substance abuser

IndMduals still struggling:High school dropoutTeen motherRetired person

Women successfulfr mixing:*Career and famifr

Professional

Blue collarImmigrant entrepreneurCommunq social service resource specialistUnited Way staffperson

Bank manager

Stockbroker

*Personnel specialist

. -Career counselorVocational counselorCollege placement officerMilitary recruiterUnion directorEmployment development directorOwner of recruiting firm

4 8

APP M44

or's Elam ir4ocusaNAPLES AREA CHAMBER OF COMMERCE

3620 North Tamiami Trail, Naples, Florida 34103-3724Phone: (941) 262-8374 Fax: (941) 262-8374

VISITOR CENTER895 Fifth Ave. South

Naples, Florida 34102-6605Phone: (941) 262-6141 Fax: (941) 435-9910

E-mail: [email protected]: www.naples-online.com

LOUIS ACHILLEAchille & Company165 Barefoot CircleBonita Springs, Florida 34134(941) 992-1333 FAX: (941) 992-6993

TOPICS: Customer and Human Relations,Communications, Team Building,Personal Growth.

EXPERIENCE: Seventeen years public speaking andtraining; Regional Coordinator, Chrysler Corp.; MBA.

BETH SULZER-AZAROFFThe Browns Group5555 Heron Point DriveNaples, Florida 34108(941) 591-4512 FAX: (941) 591 -4757

TOPICS: Enhancing quality of performance on the job.EXPERIENCE: Professor Emeritus, University of

Massachusetts, Amherst; Specialty: PerformanceManagement; extensive experience in business:safety, quality, production; also education.

JAMES D. and JAINE M. CARTER, Phd's.Carter & Carter Enterprises, Inc.720 Turkey Oak LaneNaples, FL 34108-8550(941) 566-7720 FAX: (941) 566-9955

TOPICS: Communications-business; employee motivation;sales; working couples.

EXPERIENCE: Phd. Business Administration; over 22years business consulting; over 12 years faculty;AMA's President Association.

2 4 9

DAVID LAWRENCE CENTERFOR MENTAL HEALTH, INC.

Public Information Office6075 Golden Gate ParkwayNaples, Florida 34116-7454(941) 445-1031 FAX: (941) 455-6561

TOPICS: Marriage and family, stress management,depression, professional and personal effectiveness,drug and alcohol issues at home and the workplace.

EXPERIENCE: Center professionals include.psychiatrists, psychologists, licensed clinical socialworkers, certified addiction professionals, licensedmental health counselors and health professionals.

SARA M. McCALLUMNaples Day Surgery1051 5th Ave. SouthNaples, Florida 34102-6413(941) 262-1776

TOPICS: Out-Patient Surgery as an Excellei.Z Alternativeto Hospitalization; cost savings, quality care, etc.

EXPERIENCE: Registered Nurse 18 years:Administrator of 10 Naples Community Hospitalvolunteers.

DR. JEROME NOLLFoot and Ankle Associates of North Naples, P.A.10621 Airport Road North, Suite 4Naples, Florida 34109(941) 592-0700

TOPICS: Foot health care, specific problems withdiabetes; diseases and deformities of the footaffecting children and adults; medical ethics.

EXPERIENCE: Past Associate Professor of Surgery,Barry University of Miami.

EARL F. RECTANUS, JR, PH.D.Associates in Counseling and Health Psychology3200 Bailey Lane, Suite 1555Naples, Florida 34105(941) 262-6700

TOPICS: Mental Health, Wellness, Mincl7Body Therapy.EXPERIENCE: Psychologist, author, presenter.

JOHN GARBOCollier County Bay Days

(941) 947-2022 FAX: (941) 947-1788TOPICS: Problems and solutions to cleaning up Naples

Bay.EXPERIENCE: Member, Collier County Bay Days Committee

JEROME GROVEThe Art Gallery at The Registry475 Seagate DriveNaples, Florida 33940(941) 597-8001 FAX: (941) 597-3147

TOPICS: Visual Arts, Design, Collecting Art.EXPERIENCE: BA, Art, University of Minnesota; BFA,

Minneapolis College of Art and Design; completedGraduated program in Educational Management,Harvard; retired President of the Center of CreativeStudies - College of Art and Design, Detroit; owner oflocal gallery.

JOHN IZAD, D.V.M.Cat Care Clinic of Naples3400 Radio Road, Suite 103Naples, Florida 34104(941) 643-4090 FAX:

TOPICS: Health Care of Your Cat.EXPERIENCE: 11 years private practice specializing in

"feline" medicine; member American Association ofFeline Practitioners.

KENNETH THURSTON HURSTFriends of the Library of Collier County359 Bay Forest DriveNaples, Florida 33963(941) 566-7466

TOPICS: Book Publishing-How American Books WentAbroad; Our Library System in Collier County; AnEnglishman Looks at America.

EXPERIENCE: Retired President Prentice-Hall bookpublishing company; author.

ROBERT LEE (BOB) CHARTRAND430 Widgeon PointeNaples, Florida 33942.(941) 649-1928 FAX (941) 649-1928

TOP/CS: Politics for Our Time: It's Humor, Ho-humsand Horrifics. The political process has been thegreatest show on earth. It regales audiences with itschanging nature, why we should (and have to) care,


LYNN SCHNEIDEREye Centers of Florida4101 Evans AvenueFort Myers, Florida 33901(941) 939-3456 FAX (941) 936-8776

TOPICS: Cataracts and Cataract Surgery; ExcimerLaser and/or Radial Keratotomy Surgeries, DiabeticRetinopathy, Macular Degeneraton and other RetinalDisorders, Oculoplasty; Dry Eye; Glaucoma; CornealTransplants; and Worker's Eye Safety.

RAVEN LAMOREAUX-DODDGolden Signature, Inc.745 12th Avenue South, Suite ANaples, Florida 34102(941) 643-3644 Home (941) 947-7432

TOPICS: Lifestyle Management; Understanding the mind-bodyInteraction; Goal setting, developing creativity andAchieving success in your business & per=nal life.

Experience: International workshop leader, licensed massagetherapist for 13 years. Extensive study & experience of thehealing arts of other cultures..

FRED MAEHRVenice School of Massage Therapy, Inc.10915 Bonita Beach Road S.E., #2121Bonita Springs, Florida 34135(941) 495-0714

TOPICS: Preventative health practice, Nutrition, Natural Remedies,Swedish Massage, Hydor and Heliotherapy and Colon Therapy.Fitness Training, Esthetics/Skin Care, Rehab Exervcise.Video presentation available.

EXPERIENCE: Teaches preventative health practice, natural remedies& massage techniques. Founder/Director of Venice School of Massage Therapy,

Inc. Graduated from Rutgers University in 1996, experienceat Weimar Institute, Weimar, CA, Uchee Institute, Seale AL, Certified

Neuromuscular Therapist.

INGRID D. MC BRIDEI.D.M. Productions4140 Ashcroft Court, # 523Estero, Florida 33928(941) 498-9569 FAX: (941) 498-5818

TOPICS: The development of a T.V. Show Producing a T.V. commercial.EXPERIENCE: 22 years theater background. Met with ladies groups and civic

groups. Interact with group on how television works.

Community Pride

Linking activities with community library( Source of videos, local historical information and local mall )

Poster Contest displayed in local mall*Students draft a request letter to marketing

director of mall stating display dates, set up andtear down schedules(See request letter)

Bookmark Contest and display at local library

IRENDSOF TH

ILIBAkY

FRIENDS OF THE LIBRARYof

COLLIER COUNTY, INC.

253

APP M45

Bookmark ContestSponsored by the

Friends of the Library

Theme: Communicaffon Station:Tune In At Your Library

Rules: 1. All entries must be done on thebookmark form on this page.

2. All bookmarks must be done inblock crayon, pen, or marker.No colors, please.

3. Each entry must have your name.phone number, grade In school.and the name of your branchlibrary.

4. Do not staple, tape, glue, punchholes In, or fold your design.

5. Only two entries per person.

Judging: Bookmarks will be judged on creativityand originality. Two winners vial bechosen from each libraryone fromgrades 1 through 3, and one fromgrades 4 and 5. Two county-widewinners will be chosen from allwinning entries.

Deadline:

Prizes: All winning bookmarks will becommercially reproduced andused in the library during the year.The two county-wide winners willeach receive a $50.00 U.S.Savings Bond.

Name

Grade you will entering in the fall

Phone number

Branch Library

25 4

APP M45

APP M45

4110CAREER VIDEOS

"Career Discovery Field Trips"

PURPOSE: To learn about different careers by taking a "field trip"through the use of video tapes.

MATERIALS: "Career Discovery Field Trip" video set

TIME: 1 1/2 Class Period

INSTRUCTIONS: Contact Learning Resources for availability

The teacher should preview the videos in order toprepare follow-up questions. Each video lastsapproximately 22 minutes. The videos can be usedtogether or to supplement previous lessons.

FOLLOW-UP: Discuss the videos or have students complete writtenessays concerning the content of each video.

255

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Letter Writing Exercise(to Invite speakers)(Thank you note exercise to thank speakers)

Lesson on letter writing:* Give explanation and demonstration of letters ( ask for input / ideas)

* Sample Letter

* Quiz on letter writing

Example:

Sunrise Middle School1640 Sunrise Blvd.

Ft. Lauderdale, Fl. 33333

Mr. John Stark, DirectorCommunity Chest22 1st St.

Dear Mr. Stark:

Before we begin another school year, we, Mrs. Smiths 7th Grade Class,would be very happy if you could spend some time with us and teach usabout your organization and how we can work on projects together.

We are looking forward to hearing from you.

Sincerely,

Nancy Jones258

lliattLESLIETTEILIEST

App M45 - 47

CHOOSE THE CORRECT ANSWER FOR EACH QUESTION. PLACE THE LETTER OFYOUR CHOICE ON TRE LINE PROVIDED.

I. Which of the following is needed after the greeting in a business letter?a. comma c. periodb. colon d. exclamation point

2. One type of business letter is a letter ofa. request C. opinionb. complaining d. all of the above

3. Which of the following is needed after the closing of a business letter?a. period c. nothingb. colon d. comma

4. Which of the following is a correct closing for a business letter?a. Yours Truly, c. Yours trulyb. Yours truly, d. Sinserly,

5. What size is a business envelope?a. 9" x 4" c. 9 1/2" x 4"b. 8" x 11" d. 7 1/2" x 4 1/2"

6. Which is the correct order for the parts of a business letter?a. Heading, Greeting, Inside Address, Body, Signature, Closingb. Inside Address, Heading, Greeting, Signature, Closing, Bodyc. Heading, Greeting, Body, Closing, Signatured. Heading, Inside Address, Greeting, Body, Closing, Signature

7. In the business world, which of the following is used for a business letter?a. notebook paper c. pastel (colored) paperb. white, unlined paper d. legal paper

8. The heading is made up of which of the following?a. Your name, date, and addressb. The person's name you are writing to, and their addressc. Your home address, city, state, and zip, and the dated. None of the above

9. In block form, where does the closing appear?a. At the top of the paper c. Lined up with the heading,b. Lined up with the heading, . at the left of the paper

at the right of the paper d. None of the above

10. On the envelope, where does the stamp appear?a. In the upper right-hand corner c. In the upper left-hand cornerb. In the center of the envelope d. Anywhere you want it

9 r"- rt4. 0

App M47

The Purpose of the mentoring program / process is toprovide adults who can build personal relationshipswith students. Often students don't have role modelsin their families to help them envision a quality of lifefor themselves.How it Works:* Identify Mentors* Identify Students* Match students and mentors* Hold mentor student meetings* Involve parents* Hold counselor mentor debriefing

Mentoring Program Interest Survey

Name:last

Adress:Name of Business:Business Address:

first middle

Home Phone:Position / Title:Business Phone:

Please describe your general interest (How you spend your free time):

Please describe your personality:

Quiet

shy

HappyOther Comments:

Outgoing Caring Friendly

Talkative Adventuresome Sensitive

Listener Confident

260

Shadow Program Mentor Survey

We are seeking volunteers for a Career Shadow Program for students. This important activity linksyoung people with someone in a career field in which they have expressed an interest. For a day ora portion of a day. they "shadow- that indMdual. Like a shadow they only silently observe. Theyhave been coached not to be obtrusive or to interrupt your work time. All we ask is that you grantI 5-30 minutes for an interview at the end of the day for Questions and follow-up.

Ifyou are interested in allowing a student to "shadow-you for a day or a portion of a day. please

complete the following survey and return to:

The student assigned to you will contact you directly by letter and phone. so the two of you canarrange a convenient time.

Profession

Name

Address

Title

Day phone

Evening phone

Company

Address

A brief description ofyour job duties

Your educational background

0 61

Restrictions on shadowing times (days. times. etc.)

Any preference on ability and motivation of student? (check one)

Please send me only motivated students.

I am willing to work with an at-risk or undermotivated student.

I am willing to work with a handicapped/learning disabled student.

I would be especially good at working with

Undecided

Are you a working parent? Yes

Optional: Would you consider allowing a student to come to your home an hour beforeyou leavefor work to observe howyou mix career and family? Yes No Perhaps

Optional: Would you consider speaking to a high school class on your area of career expertise orother professional experience? Yes No Perhaps

Comments:

262

APP M48

Shadow Program Student Survey

Name Age

High School Grade

Teacher

Class Title Period

Three careers of interest:

st choice

2nd choice

3rd choice

When I can shadow: (circle any restrictions)

Any time Evenings only

Weekdays only Weekends only

Other

Explain any time restrictions such as employment or after-school activities from which you cannotbe excused.

Doyou plan to attend college? Yes No Maybe Undecided

Do you plan to attend trade school? Yes No Maybe Undecided

Why are you interested in these career areas?

0 G3

App M48

Understand and Enhance the Community

Volunteer students (or teens) pair with subjects to help with reading

Questionnaire for Subjects:

Why some students don't like to read(Please check all that apply to you)

1. It's boring

I don't have time

3. It's to hard

It's not important

It's no fun

Volunteers Please

1. Be encouraging

2. Give compliments

3. Be patient

4. Set small goals

5. Smile

6. Have fun

264

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APP M49

Student Evaluation Questionnaire

Name Please return to

Please circle or underline your answers.

1. Did you enjoy meeting with your mentor? yes noPlease explain your answer

2. Did you feel the meetings occurred:a. too often b. not often enough c. about right

3. Did you discuss the mentor program with any of your family?yes no

Please explain your answer

4. How has the mentor prograM helped you?

5. What did you like best'

6. What suggestion do you have for improving the mentor program?

7. Would you recommend the mentor program to a friend?yes no


26 9

Have you encountered any problems?yes no

If yes, explain

Sid you have any problems checking in?yes no

If yes, explain

Were your mentor sessions?a. productive b. need more focus or particular goal in mindc. OK as is

Is there additional information or assistande that would have beenhelpful CO you?

yes noIf yes, explain

How did you feel about the interaction between you and yourstudent?

In what ways did you see the mentor program as being successful?

illo you have any suggestions about how we could improve thementor program?

Do you have any suggestions about how we can make the mentorprogram morc meaningful?

Would you like to participate in our mentor program next year?yes no

If so, would you like to mentor the same student?yes no


Do you know of individuals or a group of individuals who wou !be interested in participating in this program as mentors?

ycs no

BEST COPY AVAILABLE270

APP M49

19. Is there any way our High School personnel

help to improve the program?yes

Please explain

20. Any additional comments:

Mentor Evaluation Questionnaire

Please return to

.:ircle or underline your answers.

' ve you noticed any improvement in attitude, confidence, levelknowledge, or maturity of the student you arc monitoring?

yes no

/id you feel a positive relationship has developed between you.,1(.1 your student?

yes no

Vas the present system of scheduling meetings with your stu-.mt on a regular basis, plus allowing you to make your own ar-

ements, satisfactory?yes no

uld it be easier to make your own arrangements?yes no

yes, explain

',ould mentor/student meetings occur:. more often b. less often e. about the same

Vas the $2.50 per person per lunch:too high b. about right c. other

'Mould items have been added to or deleted from the orientationsession?

yes no

f yes, explain

8. Do you have any other suggestions for how we couldmentor/student contacts more meaningful?

9. Would you like to participate in the mentor progranyes

10. If so, would you like to have the same mentor?yes


Thank you for sharing your comments with us as thcy will bvalue to the future of this program.

APP M49

BEST COPY AVAILABLE

271qo.AV,n :nrAj T'

e

Resources for Comprehensive Student Development and School-To-CareerCurriculum

There are many resources for classroom, school and community basedactivities which will work well to achieve the learning objectives containedthroughout this comprehensive student development curriculum. Theactivities contained in the appendices of this curriculum guide are intendedonly as examples of what can be done with students. Other resources forinformation and activities are listed below.

Assessment

Career Cruiser: www.firn.edu/doe/bin00056/!cruzer.htm or 1-800-342-9271

CHOICES and CHOICES, Jr. Available through Florida Department ofEducation

Crites, J. (1998). Career Maturity Index, Available from Careerware, 1-800-267-1544

Info Tracker, Available from Tech Lan at www.ticom/infotrak.htm or at Phone800-947-8460; 4900-C Mercer University Dr., Macon, Georgia 31210

Curriculum Activities

Broward County Public Schools (1990). Comprehensive guidance andcounseling programs. Ft. Lauderdale, FL: Author.

Center on Education and Work. (1992). Developmental guidanceclassroom activities for use with National Career Development Guidelines:Grades K-12 (4 volume set). Madison, Wisconsin: University of Wisconsin.

Chew, C. (1995). School-to-work transition: Resources for counseling.Madison, Wisconsin, Center on Education and Work.

Commonwealth of Virginia Department of Education, (1998). CareerConnections. Richmond, VA: Author.

Florida Department of Education, (1990). Insights: A self and careerawareness program (three volume set). Tallahassee, FL: Author.


272

School Board of Volusia County, (1998). K-12 Developmental guidanceplan.Volusia County, FL: Author

Wisconsin Department of Public Instruction. (1996). The Wisconsindevelopmental guidance model. Milwaukee, WI: Author.

National Standards

Campbell, C.A. & Dahir, C.A. (1997). The national standards for schoolcounseling programs. Alexandria, VA: American School CounselingAssociation.

National Career Development Association (1996). National careerdevelopment standards, Alexandria, VA: Author.

United States Department of Labor (1991). What work requires ofschools: A SCANS report for America 2000. Washington, D.C.: U.S.

Government Printing Office.

School-to-Careers, School Counseling and Comprehensive StudentDevelopment

Florida Department of Education (1992). Florida's StudentDevelopment Program: A Framework for Developing ComprehensiveGuidance and Counseling Programs for a School-To-Work System.Tallahassee, FL: Author.

Perry, N. & Ward, L. (1997). Helping students plan careers: A school-to-careers guide for counselors. American Vocational Association: Alexandria,VA.

Web sites of interest: (Many of these sites have hot links to other importantsites too numerous to mention)

American School Counselor Association: www.schoolcounselor,org

Association for Career and Technical Education (formerly the AVA):www.avaonline.org


Career Counseling resources: seamonkey.ed.asu.edu/-gail/career.htm

Career Mosaic: www,careermosaic.com

eXploring Careers: www.explore.cornell.edu/

Florida School-To-Work Initiatives: www.stw,ed.gov/Database/State2.cfm

Florida Department of Education Publications:www.firn.edu/doe/bin00051/pub_man.htm

Florida Division of Workforcewww.firn.edu/doe/bin00051/home0051.htm

National Career Development Association: www.ncda.org

Development:

National Center for Research in Vocational Education: ncrve.berkeley.edu

National Occupational Information Coordinating Committee:www.noicc.gov/

National School-to-Work Office: www.stw.ed.gov/

University of Wisconsin Center for Education and Work: www.cew.wisc.edu/

US Department of Education: www.ed.gov/

What exemplary career development programs should look like:ncrve.berkeley.edu/MDS-855


274

Additional Resources

The following resources provide additional infor-mation and activity Ideas for use in your class-room. They are referred to on the activity pagesthroughout this book. The publisher or whole-saler that distributes each resource is listed inparentheses after each entry. You can find outmore about the resources by contacting thecompanies at the addresses listed at the end ofthis section.

VSC

The following resources can be obtained throughthe Vocational Studies Center. For more informa-tion, contact VSC at the University of Wisconsin

Madison, School of Education, 964 Educa-tional Sciences Building, 1025 W. Johnson Street.Madison, WI 53706 or cal11-608-263-2929and ask for VSC Publications.

Career Classroom Activities. Teacher resourcematerial containing photoready copies of lessonplans, worksheets and activity sheets basedon the Wisconsin Developmental GuidanceModel.

Career ExplorationWorkbook. Student workbookcontaining exercises and activities to helpstudents develop career awareness.

Children's Dictionary of Occupations. Illustratedreference that introduces students to workand the variety of jobs available.

Occupations Digest. Written at the fifth gradelevel, this digest includes occupational de-scriptions. worker likes/dislikes, starting sala-ries and general outlook information.

27c

ACTIVITY/REPRODUCIBLE BOOKS

Attitudes and Values Spirit Masters. Me, Myselfand I, All About Me, Decision Making andValues Spirit Masters. (Opportunities forLearning)

Attitudes and Values Reproducible Activities.Dealing With Feelings, Goal Getters and TheMonth-to-MonthMe. (Opportunities for Learn-ing)

Big Book of Study Skills Reproducibles. (Oppor-tunities for Learning)

Career Activity Books. The Career Workbook.(Opportunities for Learning).

Circles and Square Pegs. (Opportunities forLearning)

Communicating to Make Friends. (Opportunitiesfor Learning)

Decision Making for Success in Life Series. Per-sonal Skills. Social Skills and Survival Skills.(Social Studies School Service, EducationalInsights. ©1985)

Draze. Dianne. Options: A Guide for CreativeDecision Making. (Social Studies SchoolService. Dandy Lion, ©1982)

Eddy. Arlene and Vera Gierman. Career: A Hand-book of Elementary Classroom Ideas to Moti-vate the Teaching ofCareer Education. (SocialStudies School Service, Educational Service.Inc.)

Farnette, Cherrie et al. At Least A ThousandThings To Do: A Career-Awareness ActivityBook. (Social Studies School Service, Incen-tive Publications)

Farnette. Cherrie et al. I've Got Me and I'm Glad:A Self-Awareness Activity Book. (Social Stud-ies School Service,Incentive Publications)

Farnette. Cherrie et al. People Need Each Other.(Social Studies School Service, IncentivePublications)

Follow Directions Carefully. (Opportunities forLearning)

Funes, Marilyn and Alan Lazurus.. Popular Ca-reers. (Social Studies School Service, Learn-ing Well, ©1983)

Gahris. Cindi. Career Education. (Social StudiesSchool Service, Good Apple. ©1983)

Games Children Should Play. (Opportunities forLearning)

Griswold, Vera Jo and Judith Starke. Multi-Cultural Art Projects. (Social Studies SchoolService, Good Apple, ©1982)

Hastings, Jill M. and Marion Typpo. An Elephantin the Living Room. (Social Studies SchoolService, Compcare. ©1984)

Jackson. Alice. Learning Units in Careers. (So-cial Studies School Service, Instructo/McGraw-Hill)

Learning to Think and Choose. (Opportunities forLearning)

Lipson, Greta and Jane A. Romatowski. EthnicPride. (Social Studies School Service, GoodApple, ©1982)

Ourth, John and Kathie Tamarri. Career Cara-van. (Social Studies School Service, GoodApple)

Science Activity Packs. Plants & Animals.(Opportunities for Learning)

Self-Concept Series. Choosing and Cooperating.(Social Studies School Service, Good Apple.O1981-1985)

What Would You Do? (Social Studies SchoolService, Educational Impressions. ©1987)

You + Me = Us. (Opportunities for Learning)

ASSESSMENT INSTRUMENTS

Dunn, Rita and Kenneth Dunn. Educator's Self-Teaching Guide to Individualizing InstructionalPrograrrts. (Parker Publishing Company. Inc..01975)

Quest. (Chronicle Guidance Publications, Inc.)

BOOKS/BOOK SERIES

Aycox, Frank. Games We Should Play In School.(Social Studies School Service, Front RowExperience, ©1985)

Bennett, William. What Works Schools WithoutDrugs. (U.S. Department of Education)

Berry, Joy Wilt. The Survival Series for Kids:What to Do When Your Mom or Dad Says. . .

Don't Hang Around With the Wrong Crowd.(Social Studies School Service, Living SkillsPress, ©1981-1983)

Changing Years Series. My Journal of PersonalGrowth. My Relationships With Others, MyChangtng Body and My Choices and Dec&sions. (Opportunities for Learning)

Dictionary of Occupational Titles. (National LaborMarket Resources, U.S. Department of Labor)

Food, Fitness, and Health. (Opportunities forLearning)

Krementz, Jill. How It Feels When Parents Di-vorce. (Social Studies School Service. Knopf,©1984)

Occupational Outlook Handbook. (National LaborMarket Resources)

Newman, Susan. You Can Say No to a Drink or aDrug. (Social Studies School Service. Per-igree. ©1986)

Parkinson, Robert A. Growing Up on Purpose.(Social Studies School Service, Research Press,©1985)

Rattray. Jamie et al. Get High on Life SeriesKids and Alcohol. Kids and Smoking, and Kidsand Drugs. (Social Studies School Service,Health Communications)

Seixas, Judith. Alcohol: What It Is, What It Does.(Social Studies School Service, Greenwillow)

Spinoff (National Labor Market Resources)

CASSETTES

Schrank. Jeffrey. Effective Communication. (SocialStudies School Service, Learning Seed, ©1985)

FILMSTRIPS

Alcohol: What Do You Know? (Sunburst Commu-nications, ©1984)

Charlie Brown's Career Education Program. YouMay Be Moving. How Do You Want To Live?and Leisure Time Is Important. (Social Stud-ies School Service. Random House SchoolDivision)

Dealing With Failure. What is Failure? and LIfeAfter Failure. (Opportunities for Learning)

Developing Good Work and Study Habits. HowTo Study, Following Directions, Opening NewDoors. Looking Up Facts and Information. WhatTo Do When You Fail, and Ora! Reports: HowTo Talk Out Loud. (Opportunities for Learn-ing)

Developing Self-Confidence. The Talent Show,Mr. Avery's School, Mom and Dad, and TheBest You Can Be. (Social Studies SchoolService, Learning Tree)

2 76

The Group and You: Handling the Pressures.How Groups Work and Three Problems.(Sunburst Communications, ©1984)

Jobs for the '90s. Where You Fit In, The Doers andthe Thinkers. The Creators and the Helpers,and The Persuaders and the Organizers.(Sunburst Communications, O1986)

Learning to Cope. (Opportunities for Learning)Learning to Learn. Study Habits, Taking Notes,

Reports and Projects, and Taking Tests.(Opportunities for Learning)

Making Decisions: You Can Learn How. WhyMake Decisions?and Decisions Step-By-Step.(Sunburst Nmmunications)

Relationships and Values: What Really Matters?Friendship: Caught in the Middle. (Opportu-nities for Learning)

Who Am I? Looking at Self-Concept. What Is Self-Concept and Four Steps to Changing. (Sun-burst Communications, ©1984)

Why We Work. (Social Studies School Service,Learning Tree)

GAMES

Can of Squirms. (Opportunities for Learning)

POSTERS

Learning About Careers. (Social Studies SchoolService. Marvel)

Learning Environment Bulletin Boards. The Com-munity. (Opportunities for Learning)

Living Together in America. (Social Studies SchoolService, David Cook)

USOE Chart of Career Clusters. (National LaborMarket Resources)

Valuing Yourself: 22 Ways to Develop Self-Esteem. (Opportunities for Learning)

VIDEO

Olney, Claudel V. Where There's A Will There'sAn A: How To Get Better Grades in GracieSchooL (Chesterbrook Educational Publish-ers, ©1989)

9 7 7

SOURCES

Chronicle Guidance Publications, Inc.Aurora StreetP.O. Box 1190Moravia, NY 13118-1190

National Labor Market Resourcesc/o Government Printing Office517 East Wisconsin AvenueRoom 190Milwaukee. WI 53202

Opportunities for Learning. Inc.20417 Nordhoff St.Dept. 9HChatsworth, CA 91311

Parker Publishing Company, Inc.Rte 9WEnglewood Cliffs, NJ 07632

Social Studies School ServiceP.O. Box 802Culver City, CA 90232-0802

Sunburst Communications101 Castleton StreetPleasantville, NY 10570-9971

Exploring Careers. (Social Studies School Ser-vice, Educational Design)

Family Living: Puzzles. Games, arid IndividualActivities. (Social Studies School Service,Hayes, ©1983)

Farnette. Cherrie. et al. At Lea.st A ThousandThings To Do: A Career-Awareness ActivityBook. (Social Studies School Service, Incen-tive Publications)

Farnetle, Cherrie, et al. l'ue Got Me a.ncl I'm Glad:A Seif-Awareness Activity Book. (Social Stud-ies School Service, Incentive Publications)

Farnette. Cherrie, et al. People Need Each Other.(Social Studies School Service, IncentivePublications)

Gahris, Cindi. Career Education. (Social StudiesSchool Service. Good Apple, 01983)

Hoper. Claus, et al. Awareness Games: PersonalGrowth Through Group Interaction. (SocialStudies School Service, Griffin Books)

Job Survival Skills. (Social Studies School Ser-vice, Educational Design. 01984)

Kaufman, Debra. Essential Social Skills. (SocialStudies School Service. J. Weston Walch)

Listening and Following Directions Reproduc-ibles. Who's Following Directions? (Opportu-nities for Learning)

Maloney. Mary. Career Capers. (Social StudiesSchool Service, Teachers)

Ourth, John and Kathi Tamarri. Career Caravan.(Social Studies School Service. Good Apple)

Pfeiffer. William and John Jones (editors). Hand-book of Structured Experiences for HumanRelations Training. (Social Studies SchoolService, University Associates)

Schmidt, Fran and Alice Friedman. CreativeConflict Solving for Kids. (Social Studies SchoolService. ©1985)

Self-Concept Series. Appreciating, Belonging,Coping. Sharing, Communicating and Choos-ing. (Social Studies School Service. GoodApple. O1981-1985)

Simon, Sidney. Meeting Yourself Halfway: 31Value Clarification Strategies for Daily Living.(Social Studies School Service, Argus Com-munications)

Simon. Sidney, et al. Values Clarification: AHandbook of Practical Strategies for Teachersand Students. (Social Studies School Service,Dodd. Mead)

Stress: A Life Factor.Service, Milliken)

Taming Butterflies: Activities for Emotional andSeff-Growth. (Social Studies School Service.Dandy Lion, 41983)

A World of Choice: Careers and You. (Social Stud-ies School Service)

(Social Studies School

ASSESSMENT INSTRUMENTS

Barrett, James and Geoffrey Williams. Test YourOwn Job Aptitude: Exploring Your CareerPotentiaL (Social Studies School Service.Penguin)

Career Directions. (Social Studies School Serv-ice. Jefferson Software, ©1982)

Differential Aptitude Tests. (DSR, ©1986)Dunn. Rita and Kenneth Dunn. Educator's Self-

Teaching Guide to Individualizing InstructionalPrograms. (Parker Publishing Company, Inc.,01975)

Klein, Ken and Celia Unterrnan. Career AptitudeTests. (Social Studies School Service, Arco,©1984)

Schwartz. Lester and Iry Brechner. The CareerFinder. (Social Studies School Service, Ba)-lantine. O1983)

BOOKS/BOOK SERIES

Bard, Ray and Fran Moody. Breaking In: TheGuide to Over 500 Corporate Training Pro-grams. (Social Studies School Service, Mor-row, O1985)

Berger. Gilda. Women, Work, arid Wages. (SocialStudies School Service, Watts. ©1986)

Block. Deborah. How to Get and Get Ahead onYour First Job. (VGM Career Horizons, ©1988)

Booher. Dianna D. Making &tends With Yourselfand Other Strangers. (Social Studies SchoolService, Simon and Schuster)

Career Choice Series: How To Match Your Fieldsof Study to Job Opportunities. Career Choicesfor Students of Art. Business, Communica-tions and Journalism, Computer Science,English. History, Mathematics, Political Sci-ence and Psychology. (Social Studies SchoolService, Walker. ©1985)

Casewit, Curtis. Foreign Jobs: The Most PopularCountries. (Social Studies School Service)

Cetron. Marvin and Thomas OToole. FuturistMagazine.

Chamberlain, Valerie M. and Eddye Eubanks.Personal Skills: For Home. School, arid Work.(Bennett Publishing Company)

Cohen, Susan and Danial Cohen. Teenage Stress.(Social Studies School Service, Evans, ©1984)

Cornish, Edward (editor). Careers Tomorrow:The Outlook _for Work in a Changing World.(Social Studies School Service, World FutureSociety, ©1983)

2 78

Resumes That Get Jobs. (Social St liciies SchoolService. Arco, ©1986)Ug, Jack. Careers: Exploration and Decision.(Social Studies School Service, Fearon, ©1986)

Roles. Eric (editor). The Kids' Book of Divorce: By,For, and About Kids. (Social Studies SchoolService, Random House)

Schwartz, Lester and hv Brechner. Career 'Ducks.(Social Studies School Service. BallantIne,01985)

Simon, Nissa. Don't Worry, You're Normal: ATeenager's Guide toSelf-l-fealth. (Social Stud-ies School Service, Crowell, ©1982)

Simon, Sidney. Negative Criticism: Its Swath ofDestruction and What To Do About It. (ArgusCommunications, ©1978)

Standard Industrial Classification. (National LaborMarket Resources)

Standard Occupational Classification ManuaL(National Labor Market Resources)

Trade and Technical Careers and Training Hand-book. (National Association of Trade andTechnical Schools)

Varenhorst. Barbara. Real Friends: Becoming theFriend You'd Like to Be. (Social StudiesSchool Service, Harper & Row, ©1983),

Vedral, Joyce. I Dare You. (Social Studies SchoolService, Ballantine, ©1985)

Weigand. George. How To Succeed in High School:A Practical Guide to Better Grades. (SocialStudies School Service, Barron's)

Wright, John. The American Almanac ofJobs andSalaries. (Social Studies School Service, Avon.©1896)

CASSETTES

How To Get Along on the Job: An Activity Pack.(Social Studies School Service, J. WestonWalch, ©1985)

Schrank, Jeffrey. Effective Communication. (SocialStudies School Service, Learning Seed,©1985)

Smith, Thomas. Survival Listening Skills. (SocialStudies School Service, J. Weston Walch)

CURRICULUM PROGRAMS

Bershad, Carol and Nancy Dimella. The Changerand the Changed: A Working Guide to Per-sonal Change. (Social Studies School Serv-ice, Management Sciences for Health, 01983)

Walker, Hill, et al. The Access Program: Relatingto Peers, Relating to Adults and Relating toYourself. (Pro-Ed)

27

DISKS

Decision Making and Problem Solving. (SocialStudies School Service, ©1984)

Job Readiness Series. Filling Out Job Applica-tions, Successful Job Interviewing and Resu-mes Made Easy. (Social Studies School Serv-ice. MCE, ©1986)

Job Survival Series. Work Habits For Job Suc-cess, First Day On The Job and PersonalHabits For Job Success. (Social Studies SchoolService, MCE, ©1983)

Self-Exploration Series. Who Am I?, Career Ex-ploration and Study Skills. (Social StudiesSchool Service, Instructional Enterprises)

FILMSTRIPS

As Others See Us. The Real You, Common-SenseCourtesy. Body Language and Looking YourBest. (Social Studies School Service, Glen-coe, 01984)

The Career Game. (Social Studies School Ser-vice, Rick Trow)

Careers and Values: Understanding the Choices.What Matters To You and How To Decide.(Sunburst Communications, ©1982)

Careers in the Leisure Time Industry. (SocialStudies School Service, Pathescope/Associ-ated Press)

Charlie Brown's Career Education Program.There's A Lot You Can Do, You Need To Work,We All Have Dignity. Leisure Time Is Impor-tant, We Need Teamwork, It's flin WorkingWith You and We All Need Self-Flilfillment.(Social Studies School Service. Random HouseSchool Division)

Coping With Anger, Ernbarassment. Frustration,and Jealousy. (Social Studies School Serv-ice. Learning Tree. ©1981)

Coping With Family Changes. Redefining theFamily. Single-Parent Families and Step-par-ents and Blended Families. (Sunburst Com-munications)

Coping With Fear, Temptation, Disappointment.and Frustration. (Social Studies School Serv-ice, Learning Tree. ©1981) .

Coping With Peer Pressure: Getting Along WithoutGoing Along. (Social Studies School Service,Guidance Associates, ©1986)

Developing Self-Conficlance. The Talent Show,Mr. Avery's School, Mom and Dad, and TheBest You Can Be. (Social Studies SchoolService, Learning Tree)

Trouble At Horne: Learning to Cope. Facing theProblem and Feeling Better. (Sunburst Com-munications, ©1986)

Understanding Jobs and Careers. (Social Stud-ies School Service. Learning Tree)

Understanding Stress and Conflict. Stress. Stressand Anxiety, and Coping With Stress. (Sun-burst Communications, ©1982)

Understanding Suicide. Tommy's Story and Help:Going For It. (Sunburst Communications,©1987)

What's Right, What's Wrong. Fliendship: JoAnne'sDecision, Fairness: Colin's Decision, Respon-sibility: Heather's Decision. and Cheating:Brian's Decision. (Sunburst Communica-tions)

What's Your Image? (Career Aids)Where The Jobs Are. (Sunburst Communica-

tions)Who Am I? Looking at Self-Concept. What Is Self-

Concept and Four Steps to Changing. (Sun-burst Communications, ©1984)

Why We Work. (Social Studies School Service,Learning Tree)

Why Work? Looking Ahead and On the Job.(Sunburst Communications)

You and Your Parents: Making It Through theTough Years. Why the Problem?and Learningto Cope. (Sunburst Communications)

GAMES/KITS

Auction. Self-Awareness, Lifestyles and Self-Liberation. (Social Studies School Service.Creative Learning Systems)

Can of Squirms. (Opportunities for Learning)Inner Choice. (Social Studies School Service,

Palomares, ©1985)Jew. Wing and Robert Tong. Janus Job Interview

Kit. (Social Studies School Service, Janus)Join. (Social Studies School Service. Creative

Learning Systems)Priorities. (Social Studies School Service, Simco)Pro's and Con's: Sex Role Options. (Social Stud-

ies School Service, Creative Learning Sys-tems)

Quality of Work Life: Person-to-Person InteractionKits. (Social Studies School Service, CreativeLearning Systems)

Tuning In To Others: Person-to-Person InteractionKits. (Social Studies School Service, CreativeLearning Systems)

The Ungcxrne: Tell ft Like It Is! (Social StudiesSchool Service, The Ungame Co.)

Where Do You Draw the Line? An Ethics Game.(Social Studies School Service, Simile II)

POSTERS

Career Education Posters. (Career Aids)Successful Student and Self-Esteem Posters.

(Opportunities for Learning)Valuing Yourself: 22 Ways to Develop Se[f-Es-

teem. (Opportunities for Learning)

WORKBOOKS/WORKTEXTS

Brewner, Margaret M., et al. Life Skills Attitudesin Everyday Living. (Social Studies SchoolService, Educational Design)

Building Self-Confidence. (Social Studies SchoolService. Fearon, ©1985)

Gelatt. I-1.B., et al. Deciding. (Social StudiesSchool Service, College Entrance Examina-tion Board)

Hooker, Dennis and Almut Fleming. Me andJobs. (Social Studies School Service, Educa-tional Design. ©1982)

Janus Hi/Lo Illustrated Worktexts. My JobApplication File: Get Hired! 13 Ways to Get aJob: Don't Get Fired! 13 Ways to Hold YourJob: Janus Job Planner; and Janus Job Inter-view Guide. (Social Studies School Service,Janus)

Job Survival Skills. (Social Studies School Serv-ice. Educational Design. ©1987)

Neidhardt. Joseph and Irene Suyin Lee. StressManagement Workbook. (Social Studies SchoolService, Western Center for Preventative andBehavioral Medicine, ©1982)

Read On! Write On! Series. The Big Hassle andOther Plays, The Put-Down Pro and OtherPlaYs, The Choice and Other Stories, The LastGood-Bye and Other Stories, Time to Change'and Other Stories, and The Promise and OtherStories. (Social Studies School Service. Ja-nus)

Schrank, Louise Welch. Lifeplan: A PracticalGuide to Successful Career Planning. (VGMCareer Horizons)

Starkey, Carolyn and Norgina Penn. EssentialLife Skills Series. (Social Studies SchoolService. National Textbook Company, ©1985)

Strategies for Study. (Social Studies School Serv-ice, Perfection Form, ©1983)

Study Skills. (Social Studies School Service.Educational Enrichment Materials)

Worley. Linda Pace. Getting to Know You and thePeople In Your Life. (Social Studies SchoolService, J. Weston Walch. ©1985)

280

Comprehensive Student Development Curriculum Authors in Alphabetical OrderBedrava, JamesChipman, Vicki

Cole, AnnCrawford, Russ

David, KarenDrat ler, Cheryl Lynn

Fischer, MaryFlores, YolandaFord, ChristineFoster, JaniceFry, Dr. Scott

Gorton, CarolynGuth, Dr. Lorraine

Hollis, Richardlacovone, Nancy

Isaacs, Dr. MadelynLazarus, BrendaLettiere, Anthony

Lowell, MaryMarsh, Debbie

0' Hare, Dr. LeeOwen, JessicaPause, JackPotts, Susan

Robson, DonnaRose, Susan

Shoemaker, SusanSmith, Christopher B.

Thiewes, LynnZebley, Sharon

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