Lorain County JVS
15181 State Route 58
Oberlin, Ohio 44074
440-774-1051
May 2012
Career Based Intervention
Course of Study
9th-10th Grade
Course of Study
For
Lorain County Joint Vocational School
Career Based Intervention Programs
Developed by:
Mr. Mathias L. Hauck
Career Based Intervention Coordinator
Lorain County Joint Vocational School
Oberlin, OH
Acknowledgments
Lorain County Joint Vocational School
Career Based Intervention
Sincere appreciation goes to the following school district individuals for their support and cooperation in preparing this course of study:
Mr. John Nolan, Superintendent, Lorain County JVS
Mrs. Jill Petitti, Principal, Lorain County JVS
Mr. Charlie Warthling, Program Supervisor, Lorain County JVS
Ms. Valerie Watring, Curriculum Director, Lorain County JVS
Board Members:
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Mr. Rex Engle, Amherst
Mr. Art Goforth, Avon
Mrs. P. Ohradzansky, Avon Lake
Dr. Richard Marcucci, Clearview
Ms. Brenda Buchanan, Columbia
Ms. Kathryn Karpus, Elyria
Mr. Dwayne Becker, Firelands
Ms. Deborah Melda, Keystone
Mr. Jim Barnhart, Midview
Ms. Kelly McCarthy, N. Ridgeville
Mr. Barry Richard, Oberlin
Ms. Sandra Jensen, Sheffield
Mrs. Sally Stewart, Wellington
Mr. C. Thompson, Treasurer, LCJVS
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Sincere appreciation goes to the following LCJVS CBI Coordinators for their suggestions and support in preparing this course of study:
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Ms. Debra Dohner
Mr. Chris Frank
Mr. Jeffrey Keck
Mr. Mark Kovi
Mr. John Lengen
Mr. Charles Morgan
Mr. Greg Morgan
Mr. Jeremy Peth
Mr. Eric Robson
Mr. Michael Walsh
Mr. Jack Whaley
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For their helpful suggestions and encouragement; EricLandversicht, CBI Consultant, Ohio Department of Education; and Mrs. Kathy Truster, CBI Coordinator/State Board President, Butler Tech.
Table of Contents
Career Based Intervention Programs
Approval of Board……………………………………………………...5
District Philosophy……………………………………………………..6
District Goals…………………………………………………………...7
Program Philosophy…………………………………………………….8
Program Goals…………………………………………………………..8
Program Description and Design………………………………………..9
LCJVS CBIP Overview……………………………………………...... 12
Curriculum Map…………………………………………..…………….14
Succeeding in the World of Work Correlation………………………….15
Scope and Sequence…………………………………………………….34
Student Assessment Policy……………………………………………..48
Statement of the Approval of the Board of Education
I have examined the course of study content submitted for the Career Based Intervention
Program and found it to be in satisfactory order, and therefore approve it.
______
Charlie Warthling, Program Supervisor
______
Valerie Watring, Curriculum Director
Resolution
WHEREAS, this Course of Study is based upon the Ohio Department of Education’s Career-Based Intervention Technical Content Standards and
WHEREAS, the Career Based Intervention Advisory Committee has reviewed these state competencies and added competencies to further address local academic and work based learning needs.
NOW, THEREFORE, BE IT RESOLVED, that The Board of Education of the Lorain County JVS District believes that this course of study meets the requirements of the Ohio Department of Education. We have reviewed its contents and approve of its use.
______
Cory Thompson, Treasurer
______
Kathryn Karpus, Board President
______
John Nolan, District Superintendent
______
Approval date
District Philosophy
The Board provides the Lorain County JVS with a skilled and responsible workforce made up of high school students pursuing initial employment, as well as adult students who are in need of training, retraining or advancement.
The Joint Vocational School sees itself as a facilitator and contributor to the overall growth of Lorain County. In serving that vision, we recognize our commitment to building internal communities of students, teachers, administrators and support personnel working together to create opportunities for lifelong learning.
To complement that vision, we are also committed to building external stakeholders consistingof parents, home-schools, businesses, industries and agencies working together to meet their ever-changing educational and economic needs.
To carry out our philosophy, we support a Joint Vocational School educational culture that provides quality job training, balanced with applied skills in communications, math, science, critical thinking and problem solving. In addressing a holistic concept of people, we alsopromote the development of positive self-worth, responsible actions, team cooperation and pride in workmanship.
By supporting these ideals, the Lorain County JVS encourages the growth of students and staff by providing an atmosphere that recognizes the concerns and needs of the individual, as well as providing the Lorain County economic community with individuals who are both qualified and well rounded.
District Goals
1. Develop Mastery of Basic Skills - to promote the acquisition of basic comprehension, communication and computation skills to the greatest extent possible for each student. Every effort will be made to offer each student the opportunity to master the basic skills needed to pursue his/her chosen goals.
2.Gain Knowledge and Experience in Field of Study - to provide, on a continuing basis, the opportunity and encouragement for each student to gain knowledge and experience in their field of study to enter the workforce.
3.Develop a Positive Self-Image - to respond to each student's need to develop a positive self-image and cultivate within students the ability to determine, understand and examine their own capabilities, interests and goals
4.Develop Skills of Constructive and Critical Thinking and Problem Solving - to foster skills of constructive and critical thinking, in order to enable each student to deal effectively with situations and problems in an independent, self-fulfilling and responsible manner.
5.Develop Skills Appropriate to a Technological Society - to provide to each student knowledge necessary to function in a rapidly changing workplace.
6.Develop Respect for Others and the Law and Citizenship Responsibilities - to promote the development of students who are mature, responsible citizens with respect for the rights of others, the law and the privileges and responsibilities of citizens.
7.Gain Understanding of Value Systems, Cultures and Heritage - to provide for each student a knowledge and understanding of social skills, so that he/she is prepared to participate responsibly and successfully in an ever-changing society.
8.Gain Understanding of Economic Roles in Society - to help each student gain a critical understanding of his/her role as a producer and consumer of goods and services and of the principles involved in the production of goods and services.
9.Gain Knowledge and Understanding of the Environment - to develop within students respect for and appreciation of the maintenance, protection and improvement of the physical environment.
10.Develop Within the Community a Sense of Pride in Their Schools - to provide communication with the community, highlighting the strengths of the educational program and inviting the community to participate in school functions.
11.Continual Evaluation and Revision of Curriculum - to provide, through constant evaluation, curriculum that is pertinent to student needs and reflects community business and industry.
12. Develop work ethics that reflect the expectations of the Lorain County Community.
Career Based Intervention Program Philosophy
All students have the ability to learn, to establish a career plan and carry out their career path to gain success in their lives. Career Based Intervention Programs are designed to assist students who possess barriers to career and academic success to establish a career path by using work based learning experiences and gaining competencies to achieve a successful path to career options and postsecondary training. CBI is based on the key principles of higher student expectations, studying the common curriculum of the school, provide authentic learning opportunities, have supportive structures, establishing a sense of belonging, exhibit continuous student academic improvement with proper identification and selection of students. Career Based Intervention instruction and intervention is to be delivered by a caring instructor in an atmosphere where the student gains a sense of belonging in an education environment. Coordinators need to establish support systems using the school administration and staff, the community and student family members to meet the needs of the student.
Career Based Intervention Goals
Career Based Intervention (CBI) programs help students with barriers to career and academic success improve academic competencies, graduate from high school, develop employability skills, implement a career plan, and participate in a career pathway in preparation for postsecondary education and careers.
CBI programs provide combined educational and work-based learning opportunities for students in grades 7 through 12 who demonstrate academic and/or social maturity difficulties in school. The number of years a student spends in a CBI program is determined locally by the program design and individual student needs. The following seven key principals are intended to guide CBI program design and delivery to best meet student needs. The key principals are: Higher Expectations, Common Curriculum, Authentic Learning, Supportive Structures, Sense of Belonging, Continuous Improvement, and Student Identification.
Academics
Career Based Intervention Related instruction must be based on the Core Integrated Technical and Academic Competencies (ITACs) with academic intervention and work- based learning. Academic credit classes must use established academic courses of study.
Instruction of Core Integrated Technical and Academic Competencies, work based learning and academic intervention or academic credit instruction must be based on the key principals of Career Based Intervention.
Career Based Intervention Program
Description and Design
A. Mission
To raise expectations, build capacity, and improve results of Career Based Intervention Programs by expanding and integrating academic and work-based learning experiences for students with barriers to career and academic success.
B. Description
The Career-Based Intervention (CBI) program is a Career-Technical Education Program designed for students ages 12-21 in grades 7-12 who are identified as disadvantaged (either academically or economically or both) or students with disabilities and who have barriers to achieving academic and career success. The program is to help students improve academic competence, graduate from high school, develop employability skills, implement a career plan and participate in a career pathway in preparation for postsecondary education and/or careers.
The CBI program provides a combination of educational and work-based learning opportunities for student success. The number of years a student spends in the CBI program is determined by the local program design and individual student needs. CBI programs are recommended to have a minimum of 15 and a maximum of 25 students per class and all CBI students must have scheduled related instruction. CBI program models can be single period which is referred to as Connections (or Career Connections) or programs may be multi period in which students have separately scheduled related instruction and work-based learning periods. Academic instruction (for credits) by the CBI instructor is not a program requirement but is recommended if the instructor is age and subject appropriately certified/licensed. All programs must provide academic intervention to assist the student with study skills, assist with academic progress and success and prepare for appropriate standardized testing.
The following key principals are based on seven of 10 High Schools That Work research-based key practices linked to student achievement and the integration of academic and career- technical skills and are intended to guide CBI program design and delivery to best meet student needs.
The seven key principles used as a guide for program designs are:
Higher Expectations - Partnering with administrators, teachers, counselors, parents and community to support a belief system that all learners will achieve academic success, establish a career pathway and become contributing members of society.
Common Curriculum - Engaging learners in the common curriculum of the school that provides opportunities for graduation and links with school district and state curriculum and performance expectations.
Authentic Learning - Providing appropriate and effective instruction by meeting student needs through active learner engagement and relating subject matter to life and work.
Supportive Structures- Achieving optimum conditions for learning through a student-teacher ratio that promotes effective interaction and instruction, physical location to develop psychological and social identity and instructional resources and technology to meet individual learner needs.
Sense of Belonging - Providing activities and a classroom/community environment that lead to increased positive social interaction, citizenship practices and leadership development.
Continuous Improvement - Monitoring and improving classroom achievement by using student assessment and program data in relation to the district's continuous improvement plan.
Student Identification - In partnership with administrators, counselors, teachers and parents, selecting students who have barriers to career and academic success.
C. Structure
Ohio Career Based Intervention (CBI) –The Model
CBI Definition: Work-based learning and academic intervention programs for students (ages 12-21) identified as disadvantaged and having barriers to career and academic success
Historical Overview
•Career Based Intervention (CBI) is a program that has served students at risk of
academic failure for more than 45 years. 1 CBI students receive a minimum of 118 hours
of annual instruction (can be a multi-year program) and access a wide range of services
tailored to their needs.
• Through CBI, students identified as disadvantaged (economic, academic or both) receive assistance in six areas: academic intervention; employability skills; career exploration; implementation of a career plan; work-based learning (paid, unpaid or a combination of both); and participation in a career pathway with options for both further education and jobs.
•CBI programs adhere to seven key principles: Higher Expectations, Common Curriculum, Authentic Learning, Supportive Structures, Sense of Belonging, Continuous Improvement and Student Identification.
The Model
The Ohio Department of Education (ODE) has data indicating that disproportionately students are retained in Grade 9 and after to earn sufficient credit in one or more of the academic subjects of mathematics, science, English and social studies. CBI is a key strategy to help students progress to Grade 10, demonstrate proficiency on the Ohio Graduation Tests and gain access to the challenging coursework that prepares them for life after high school. The CBI program emphasizes:
1.Reaching students earlier –CBI is available to Grade 7 to 12 students and increasingly supports programs targeting middle-grade students as young as age 12 with the purpose of increasing their success in high school.
2.Teaming to support higher standards – CBI teachers are encouraged to build connections with the entire school community, including academic and technical instructors who have CBI students in their classes. This occurs both at the current grade level and with follow-up in subsequent grades so that students need no intervention. CBI Instructors also provide high-quality instruction aligned to the state’s academic content standards (technical content standards for Ohio’s 16 career fields).
CBI keeps students from becoming disengaged and dropping out of school and provides students with opportunities for college and careers.
Accountability
Data related to the two key changes noted in the new CBI model include:
•In FY2008 (the 2007-2008 school year), 28,050 (unduplicated count) CBI students were served. Sixty percent of the CBI class of 2008 graduated.
•In FY2008, 8.8 percent of all CBI students were in Grades 7 and 8 – a 5.3 percent increase overtwo years.
For more information, go to and search keyword CBI or contact:
.
E. Program Design
The following program designsare provided to assist in program planning to meet the required CBI components at LCJVS. Each CBI Teacher will follow a six period model that is approved by their satellite school and program supervisor. To maximize the benefit of the CBI program, each class will be structured for 24 students per instructional period.
Below are examples of approved CBI instruction.
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Non-Academic Model
1. Planning
2. CBI Related 9
3. CBI Related 9
4. CBI Lab 9
5. LUNCH
6. CBI Lab 9
7. CBI Related 10
8. CBI Related 10
Academic Model
1. Planning
2. CBI Related 9
3. CBI Academic 9
4. CBI Lab 9
5. LUNCH
6. CBI Related 10
7. CBI Academic 10
8. CBI Lab 10
Elective Model
1. Planning
2. CBI Related 9
3. CBI Related 9
4. CBI Related 9
5. LUNCH
6. CBI Related 10
7. CBI Related 10
8. CBI Related 10
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LCJVS CBI Program Overview
Topics included in class:
-Self-Assessment
-Exploring Careers
-Finding a Job
-Joining the Workforce
-Professional Development
-Life Skills
-Lifelong Learning
-Service Learning
Population to be Served
All students that are in the 9th and 10th grades and are categorized as disadvantaged and interested in employment
Housing of the Program
Taught in the classroom and implemented in the work force
Supervisor of the Program
CBI Coordinator and Supervisor
Occupations Addressed by the Program
Prepares students for entry-level positions in the world of work
Entry into a LCJVS CTE Program
Basic Program Operations
Lab and related experiences taught in and out of school
Develops fundamental skills for work knowledge, skills, values, abilities, and world attitudes
Labor Laws
Adhere to Ohio Minor Labor Laws regarding restrictions on employment
Will apply for a variance when needed
Facilitate meeting if student feels they are being asked to perform an illegal task
Articulation Agreements
This program is approved under the Ohio Department of Education
Academics
Academic support and credit recovery are core to the CBI Program’s philosophy
Technology
Technology is an ever-changing part of the program as it is in the world of work
Promotes knowledge and skills needed to be competitive
Student Leadership
Encourages student participation in CBI leadership positions
Encourages student participation in out-of-school leadership, citizenship, cooperation activities, and service learning
Critical Thinking and Decision Making
Develops the use of critical thinking skills in making wise decisions as an integral part of classroom instruction and work experience
Teaches decision making techniques through the problem-solving approach, which includes identification of options, the selection and testing of an option, and determination of solution or conclusion