Project: Spring 2014 Career Exploration

Project Plan
Unique Requests of
Participating Mentors:

We request that mentors help us support students who are making critical decisions about their options during and after high school. The goal is to help students make informed, self- determined choices about their transition to adulthood. Participating students have a wide variety of interests and will access a great variety of resources during and after high school, including pre- GED programs, community and technical college programs, 4 year college programs, and on-the-job training. The fundamental goal is that students learn that they can make make plans for the future and get support putting those plans into action.


This Career Exploration and Education Planning project will provide students with the chance to develop near and long term plans for the transition from high school to post- secondary education and the work force.


High School Language Arts Grade Level Expectations Addressed in Career Exploration and Education Planning Project Reading and Responding Standard 1: 4. Draw conclusions and make inferences in oral and written responses about ideas and information in texts, including: • nonfiction works • consumer/instructional materials (ELA 1 H3) 5. Explain ways in which ideas and information in a variety of texts (e.g., scientific reports, technical guidelines, business memos, literary texts) connect to real life situations and other texts (ELA 1 H4) Standard 7 12. Solve problems using reasoning skills, including: • using supporting evidence to verify solutions • analyzing the relationships between prior knowledge and life experiences and information in texts using technical information in specialized software programs, manuals, interviews, surveys, and access guides to Web sites (ELA 7 H2) 14. Analyze information within and across grade appropriate texts using various reasoning skills, including: • identifying cause-effect relationships • raising questions • reasoning inductively and deductively • generating a theory or hypothesis • distinguishing facts from opinions and probability (ELA 7 H4) Writing Standard 2: 15. Develop organized, coherent paragraphs that include the following: • topic sentences • logical sequence • transitional words and phrases • appropriate closing sentences • parallel construction where appropriate (ELA 2 H1) • clear voice (individual personality) (ELA 2 H2) 18. Develop complex compositions using writing processes, including: • selecting topic and form (e.g., determining a purpose and audience) • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., peer and teacher) • revising for content and structure based on feedback • proofreading/editing to improve conventions of language • publishing using technology (ELA 2 H3) 21. Write for various purposes, including: • formal and business letters, such as letters of complaint and requests for information • job applications (ELA 2 H6) Writing/Proofreading Standard 3: 22. Apply standard rules of sentence formation, avoiding common errors, such as: • fragments • run on sentences • syntax problems (ELA 3 H2) 23. Apply standard rules of usage, including: • making subjects and verbs agree • using verbs in appropriate tenses • making pronouns agree with antecedents • using pronouns appropriately in nominative, objective, and possessive cases • using adjectives in comparative and superlative degrees and adverbs correctly • avoiding double negatives • using all parts of speech appropriately (ELA 3 H2) 24. Apply standard rules of mechanics, including: • using commas to set off appositives or parenthetical phrases • using quotation marks to set off titles of short works • using colons preceding a list and after a salutation in a business letter • using standard capitalization for names of political and ethnic groups, religions, and continents (ELA 3 H2) 25. Use correct spelling conventions when writing and editing (ELA 3 H3) 26. Use a variety of resources, such as dictionaries, thesauruses, glossaries, technology, and textual features (e.g., definitional footnotes, sidebars) to verify word spellings (ELA 3 H3) Speaking and Listening Standard 4: 27. Use standard English grammar, diction, and syntax when responding to questions, participating in informal group discussions, and making presentations (ELA 4 H1) 28. Select language appropriate to specific purposes and audiences when speaking, including: • delivering informational/book reports in class • conducting interviews/surveys of classmates or the general public • participating in class discussions (ELA 4 H1) 29. Listen to oral instructions and presentations, speeches, discussions, and carry out procedures, including: • taking accurate notes • writing summaries or responses • forming groups (ELA 4 H2) 30. Organize and use precise language to deliver oral directions and instructions about general, technical, or scientific topics (ELA 4 H2) 31. Deliver oral presentations that include the following: • phrasing, enunciation, voice modulation, verbal and nonverbal techniques, and inflection adjusted to stress important ideas and impact audience response • language choices selected to suit the content and context • an organization that includes an introduction, relevant details that develop the topic, and a conclusion (ELA 4 H3) 32. Use active listening strategies, including: • monitoring messages for clarity • selecting and organizing essential information • noting cues such as changes in pace • generating and asking questions concerning a speaker’s content, delivery, and attitude toward the subject (ELA 4 H4) 33. Deliver clear, coherent, and concise oral presentations about information and ideas in texts (ELA 4 H4) 34. Analyze media information in oral and written responses, including: • summarizing the coverage of a media event • comparing messages from different media (ELA 4 H5) 35. Participate in group and panel discussions, including: • identifying the strengths and talents of other participants • acting as facilitator, recorder, leader, listener, or mediator • evaluating the effectiveness of participant’s performance (ELA 4 H6) Information Resources Standard 5: 36. Identify and use organizational features to locate relevant information for research projects using a variety of resources, including: • print resources (e.g., prefaces, appendices, annotations, citations, bibliographic references) • electronic texts (e.g., database keyword searches, search engines, e-mail addresses) (ELA 5 H1) 37. Locate, analyze, and synthesize information from a variety of grade appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., Web sites, databases) • other media sources (e.g., community and government data, television and radio resources, and other audio and visual materials) (ELA 5 H2) 38. Analyze the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, and coverage) (ELA 5 H2) 39. Access information and conduct research using various grade appropriate, data gathering strategies/tools, including: • formulating clear research questions • gathering evidence from primary and secondary sources • using graphic organizers (e.g., outlining, charts, timelines, webs) • compiling and organizing information to support the central ideas, concepts, and themes of formal papers or presentations (ELA 5 H3) 40. Write a variety of research reports, which include the following: • research supporting the main ideas • facts, details, examples, and explanations from sources • graphics when appropriate • complete documentation (e.g., endnotes, parenthetical citations, works cited lists or bibliographies) (ELA 5 H3) 41. Use word processing and/or other technology (e.g., illustration, page-layout, Web- design programs) to draft, revise, and publish various works, including research reports documented with parenthetical citations and bibliographies or works cited lists (ELA 5 H4)



Grade Level:


Content Area:

Transition Planning

Student Outcomes:

Students will complete interest inventories, investigate career fields, communicate with local and regional workforce and education representatives, create 5 year plans, and develop portfolios.

Evaluation of
Student Outcomes:

Students will create education and transition plans that will be reviewed by mentors and community partners representing post-secondary education and the regional workforce.

Teacher Role:

Teachers will implement the project plan and make adjustments as needed during this pilot project.

Mentor Role:

Mentors will correspond with students twice per week, providing and modeling the use of information resources. Mentors will help students develop effective planning skills and help them communicate those plans effectively to people who can help them implement those plans.