SBUS and LP Template

Career Cruising – Implementing the ILP Page 11

Part 1: Unit Planning Template

Teacher(s) ______

Subject(s)/Course(s): Grade/Level: 9-12_

Unit Topic/Focus: Career Cruising – Implementing the ILP______

Integration with other content areas (if applicable)______

Estimated time for implementation:__9-72 minute class periods_(If done in its entirety)

Connections to previous/future learning: Employability Portfolio_____

Standards

Academic Expectations / Program of Studies / Core Content for Assessment
5.4 Students use a decision-making process to make informed decision among options.
2.36 Students use strategies for choosing and preparing for a career / VS-H-CAEP-U-5
Students will understand that an Individual Learning Plan (ILP) is an academic and career planning tool.
VS-H-CAEP-S-4
Students will create an educational plan that can impact their future career opportunities by:
a) accessing and evaluating resources for locating job/career information career paths related to interests, aptitude (e.g., academic skills), and abilities
b) updating and maintaining an Individual Learning Plan (ILP) to explore self-knowledge and academic aptitude and understand that career paths should relate to your individual traits (e.g., interests, abilities, learning styles, achievements, career goals)
c) explaining with examples postsecondary options (e.g., community technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP)
d) accessing and evaluating resources for locating job/career information career paths related to interests, aptitude (e.g., academic skills), and abilities
e) updating and maintaining an Individual Learning Plan (ILP) to explore self-knowledge and academic aptitude and understand that career paths should relate to your individual traits (e.g., interests, abilities, learning styles, achievements, career goals)
f) explaining with examples postsecondary options (e.g., community technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP) / PL-HS-4.1.4
Students will analyze information (e.g., personality, values, interests, aptitudes and abilities, learning styles) from a variety of sources (e.g., Career Interest Inventory, Learning Styles Inventory, Career Aptitude Assessment, other formal assessments, job shadowing, academic experiences/grades, extra curricular activities) and explain how the information can be used to develop career goals in an Individual Learning Plan (ILP).
DOK 3
PL-HS-4.1.6
Students will identify and describe supporting documentation that would be needed for the career portfolio/Individual Learning Plan (ILP):
business letters (application, recommendation, follow-up)
assessment data (e.g., interest, learning styles, aptitudes and abilities)
résumé
certifications/awards
samples of work (e.g., videos, artwork, portfolio entries)
records of work experiences transcripts

Other Standards (e.g., national, district, technology, world languages,

Kentucky Occupation al Skill Standards, etc.):

Skill Standards Testing
Program of Studies for 1) Career Choices and 2) Career Options I

Unit Organizer:

A statement or question that:

· Focuses on realistic issues or problems

· Communicates the content standards in a way that engages students

· Connects learning to prior knowledge, experiences, skills, beliefs, and customs

What do you want to do when you grow up?
How are you going to get there?

Part 1: Unit Planning Template

Essential Questions (3-5 questions that guide lesson planning/focus):

After the completion of the unit, students should be able to answer the following questions:
1. What is it that I would be good at? (skill test)
2. What is it that I would want to do? (interest inventory)
3. What would be my #1 career choice as of right now? (not necessarily what the program chose)
4. What will I need to do to get there?

Connections to Literacy: Literacy includes, reading, writing, and the creative and analytical acts involved in producing and comprehending text.

.
READING:
EL-9-DCS-S-1
Students will analyze the effectiveness of text features in organizing information for clarity or for usefulness

EL-9-DCS-8

Students will evaluate the accuracy of information presented in texts
WRITING:
EL-9-WC-S-2
Students will write to demonstrate learning and understanding of content knowledge (e.g., reading responses, open responses, reflective letters, research reports)
EL-9-WC-S-9
Students will use and sustain suitable voice or tone
EL-9-WS-S-8
Students will incorporate text features (e.g., bullets, subheadings, white space, photographs, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning
EL-9-WV-S-3
Students will apply correct grammar skills (e.g., complete sentences, various sentence structures, subject/ verb agreement, pronoun antecedent agreement); mechanics (e.g., use of commas and semicolons); and usage (e.g., father/further, fewer/less, amount/number)
EL-9-WV-S-5
Students will use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final drafts
EL-9-WV-S-6
Students will use print and electronic resources (e.g., word processing, thesaurus, stylebooks) to adhere to standard guidelines for grammar, usage and mechanics
EL-9-WP-S-5
Students will edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sources

Connections to Career/Workplace: These are the skills necessary for a successful transition to postsecondary education or work and a desire for life-long learning in a global society.

Skill Standards Testing
Program of Studies for 1) Career Choices and 2) Career Options I

Part 1: Unit Planning Template

Culminating Activity/Assessment:

A product or performance that

* Allows learner to demonstrate their knowledge of targeted content standards through a variety of formats (Universal Design).

* Offers choice to meet learners differentiated needs.

* Directs the development of instructional strategies and activities.

* Includes scoring guide/rubric to inform learners of expectations.

Content to be covered:
· Choice of career with connection to Interest Inventory and Skill Test
· Education needed while still in high school
· Post-secondary options (i.e.: military training, colleges with majors, etc.)
· Career Path (entry-level through retirement with salaries)
· Career Outlook for the next 10 years
Open Response
Product/Performance Options:
· Brochure
· Three- to Five-page report using side headings
· Play Script
· PowerPoint Presentation

Resources/Technology:

Resources to be used that support teaching and learning within the unit of study. Resources should include multiple means to access curriculum (i.e., audio, visual, multi-media, technology).

ILP web site (http://www.careercruising.com/ILP/)
Microsoft Word

Lesson Plans

Lesson Topic/Focus: Career Cruising

Estimated duration of lesson: 9– 72 minute periods_____

Targeted Standards:

Targeted Essential Question(s):

What do you want to do when you grow up?
How are you going to get there?

Resources/Technology: Think about practical issues and materials needs for lesson implementation.

Career Cruising Web Site: www.careercruising.com/ILP
MS Word

Lesson Summary: Brief overview of the lesson

The students will begin by answering questions on the Career Cruising program and complete their Individual Learning Plan (ILP). As a class, we will discuss the sections of the program and how each are designed to help aid the students in setting appropriate career goals. After the program is complete, students will then answer and open response and complete an assessment of their choice.

Strategies (check all that apply)

Summarizing and note taking / * / Reinforcing effort and providing recognition
Cooperative learning / Generating and testing hypotheses
* / Questions, cues and advanced organizers / Identifying similarities and differences
Homework and practice / * / Setting objectives and providing feedback
Non-linguistic representations / Other

Procedures

Day 1 – What are you interested in?
· Before students log on to the computer, they will be asked to visualize where they want to be in 10 years, including career and family life. They will then write this down on a blank piece of paper and put it into their binders under the “Employment Portfolio” tab. For those who do not know, they will not be asked to guess, but leave their paper blank.
· We will discuss how it is important to be in a career that you are happy with, which means having an interest in it and a skill to be successful.
· Students will log on to the web site www.careercruising.com/ILP by entering their personal id and password that they will find on a handout with their name on it. (please see attached)
· Once on, students will verify their personal information and enter in an e-mail address where they can be reached.
· The first section to be completed in class is the Matchmaker section. This section initially asks the same 39 questions for every student who signs in.
· After the students complete the initial questions, the program will give them a list of 40 careers that match to their interests.
· After viewing the list, the students will click on the option to answer more questions. The second set of questions varies with each student, depending upon how they answered the first set.
· Students will save their results to their ILP. When they are saving, the program will ask them for comments. Suggestions include: “I do not think my results match to what I want to do”, or “______is something I never thought of, but want to look into it farther”, or “What the heck is a ______.”
Day 2 – What are you good at?
· Students will log back onto Career Cruising using the web site and personal information as in Day 1.
· As a class, we will review the Matchmaker section and discuss what types of questions were asked.
· Students will complete the Skills Test.
· Once complete, the program will place a letter code next to each of the 40 careers listed after the Matchmaker section. For instance, the first career mentioned may be High School Teacher. After this, there may be the letter “A”, which would indicate that the student may have a high skill level based on their answers in the Skill Test. If a letter “F” appears, that would mean that they may not yet have the skills necessary to be successful in this field.
· As a class, we will discuss some of the options the students now have: they can take the advice of the program and go into what it indicates they have a high interest and high skill level for; they may work harder at the skill areas needed in order to be successful in the career of interest; etc.
· Students will save their results to their ILPs and add comments.
· Career Cruising also provides information about Kentucky’s 14 Career Clusters. We will discuss these at this point.
· The discussion on career clusters will lead to discussion about our school’s Schools of Study, and how it is important to choose an SOS based on their interests and skills.
Day 3 – What do you want to do when you grow up?
· This day will be the day to explore the different careers offered to the students.
· From the list of the top 40, students will explore different careers.
· Career Cruising gives information about each career in the following areas: Job Description (what does a person in this career do); Working Conditions (what is the environment for someone in this career); Earnings (entry-level through top level); Career Path (what are the steps); Education (including a high school plan and post-secondary); Related Jobs; Other Resources (organizations associated with this career); and Photos & Interviews of actual people in this career.
· Before the end of the day, students must save at least, but not limited to, two careers and include comments regarding why they chose to save this career.
Day 4 – Where are you going to go to get where you want to go?
· Similar to Day 3, Day 4 will be a day of exploring.
· From the one of the saved careers, students are to select the Education tab and choose a “Related College Majors” of their choice. This is the first deciding factor in choosing which college to attend.
· After they choose which major, they are asked to choose which state they would like to attend college.
· Colleges for each state are organized into 2-year, 4-year and graduate school. If they know the education needed is at least a 4-year degree, this is the option they should choose.
· The students will see the list of colleges/universities in the state of their choice that meets the requirements for the major.
· Career Cruising provides the following information for most of the schools listed: School Profile (the basics on the school, including a link to the school’s web site, address, etc.); Admissions (what is required); Academic Information; Estimated Expenses; Enrollment; Facilities & Services; Student Life; Athletics; and Majors Offered.
· Before the end of the day, students must save two colleges, although it is recommended to save four (two in-state and two out-of-state). They should also save comments as to why they saved each school.
Day 5 – What else do you do to prepare yourself for your career?
· The day will begin with a discussion about the importance of preparing the students to be able to accomplish what they now are thinking they may want to do, including getting accepted into the schools they have chosen.
· We will also discuss how certain activities may give students experience in a certain career, such as volunteering at a hospital while still in high school would provide students going into the medical field the experience of being in a hospital.
· After this discussion, students will complete and save remaining sections of their ILP: Goals & Plans; Activities & Experiences; Awards & Recognitions; Education Plan; and Learning Services.
Day 6 – What have you learned?
· Students will take out the piece of paper from Day 1 on which they wrote what they envisioned themselves doing 10 years from now. They will now write what they see themselves doing 10 years from now and compare the two. If there is a difference, they will reflect on how their choices have changed and what the biggest reason for the change (i.e. salary, interest, etc,).
· Open Response. (See below for prompt and rubric)
· Begin Cumulative Project/Assessment (See below for directions)
Day 7
· Individual work on project/assessment
Day 8
· Students will switch assessments with another student.
· They will proofread/peer review making suggestions for improvements.
Day 9
· Corrections made.
· Final project due at the end of the period.

Additional Notes/Attachments