| Step | Description | Expected Student Results |
| 1 | "Career Clusters" and "Life Style Choices" Students will view careers within the Career Cluster that the computer has chosen for them to research. Students will look at career description, salaries and education needed for the careers they are interested in researching. Students will get into groups according to their career cluster and narrow the results down to three career choices using College in Colorado to research and save to portfolio. In groups, students will discuss the pros and cons to careers chosen (ie. salaries, job availabilities) then present their findings to the class. Students will complete the telementoring application to help match up students with a mentor from one of their chosen career clusters. Students will write an introductory letter to mentors introducing themselves in the form of a business letter. The classroom teacher will have students take a pre-test with 3-4 questions about their chosen career asking them about certain details of the career. Examples include: What are the top 3 careers growing in Colorado in your field? Name a leader in your field that knows you. How are you collaborating with that leader? What is the impact of your collaboration? This pre-test will gauge what the student baseline knowledge of his/her chosen career. Budgeting Project Outline: Students will be randomly assigned to one of four groups to create a budget. Four groups include: 1.) High School Drop Out, 2.) A High School Graduate, 3.) Graduate with a Two Year Degree, and 4.) A Graduate with a Four Year Degree. Each group will research their assigned group outcomes. For example, (in general, How much does a person without a high school diploma make? How much does someone with a four year degree make? etc.) Then each group will be given different scenarios to create a final budget. |
Students will identify career options based on their interests in order to be accurately placed in an assigned career cluster. Research to Build and Present Knowledge: CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self- generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration Presentation of Knowledge and Ideas: CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Students will conduct personal and peer interviews to help them discover career options related to their personal interests. Students will also write a reflective piece on how their job choices will impact their lifestyles based on success and salary. Budgeting Project Outline: This step fulfills a general standard for Math Computation, Research with Primary (mentor) and Secondary (internet) sources, Critical Thinking, and Life Choices. This activity is intended to get students thinking about how important some sort of post secondary training is for lifelong milestones, such as owning a home, taking vacations, purchasing cars, etc. This helps students realize making good grades equal making more money. 1.) Student will email mentor about possible salary ranges for their career choices. 2.) Student and mentor will look at other costs on a budget that the class might not have included. |
| 2 | "What is ICAP?" and "Creating Connections" Students will understand what ICAP is (Individual Career and Academic Plan) and how it will play a role in their planning process for high school. Students will start a business letter to leaders in their career field of interest. Students will seek out what excellent, award winning work looks like in their field of interest, leading them up to step 4 where they begin to think about real world issues in their field. This will be the start of helping kids build connections with local professionals and leaders in their career fields. |
Students will have chosen one career to research with their mentor at this point. This will be the focus of all future planning in the CCR project. Production and Distribution of Writing: CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Students will learn to write a business letter in its proper format, how to attach it to an email and/or address envelopes and send out letters through regular mail. While writing letters, students will self-reflect on personal strengths and weaknesses and how these will play a role in their career choices. |
| 3 | "Academic Success" Students will research what programs their school district currently offers in high school to help students jump start their college readiness and/or careers. Students will be introduced to the Plan of Study on College in Colorado. Students will find out what relevant, real world problems are in their field of interest via their mentors and local leaders, and identify ways to solve those problems. Students will learn about GPA and how to estimate their own GPA. Students will research what SVVSD programs require certain GPA's and prep coursework. Students will research what courses will be required in terms of their field of study. Students will examine and explore Infinite Campus closely. Students will create a working Plan of Study in College in Colorado. Students will explore what leads to academic success. |
Basic Math Computation is used to compute GPA. Students will email their completed Plan of Study to their mentor. Mentors will help decide on one college for student to research in order to pursue chosen career. Students will email mentors asking what college they went to and what schooling was necessary for their career pathway. Student will ask mentor what high school courses would enhance their desirability in their career choice. Students will be working in career clusters to identify areas of need/relevant problems in their career fields of interest. Students will incorporate the STEM Design Thinking Process in with this step and work as a team to brainstorm current, real world needs in professional fields. Comprehension and Collaboration: CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. Presentation of Knowledge and Ideas: CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content |
| 4 | "High School Transition" College Exploration and High School opportunties for career and college enhancements. A representative from Skyline High School and Front Range Community College are coming to speak to students about opportunties for career enhancements starting as early as sophomore year in High School. Students will use College in Colorado to explore what college programs exist for their career of choice. Students will also consider high school pathways that exist in SVVSD such as STEM academy, IB, Concurrent Enrollment and CDC. |
Students will investigate options for high school including VPA, STEM, CDC, Honors, and IB to ready students for high school registration in early 2015. Students will learn the difference between a high school credit and a college credit. Students will learn how many credits they need to graduate high school and then from college. Students will begin to research what college they might want to consider. |
| 5 | "College and Financial Aid Classroom Guidance" Each student will make a list of school they are considering and discuss their options with their mentor. Students will factor in a four-year cost for each school. The goal is to help students consider college and job training options outside of the closest neighborhood university or community college. Students will learn how to pay for college. Students will learn the difference between a grant, scholarship and loan. Students will explore on College in Colorado scholarships and grant opportunities available and make a list of possible scholarships they could apply for. Students will learn about the many ways to apply for scholarships and what foundations are looking for in a young person. |
Math Computation: Students will calculate the cost of a four-year degree at each university and compare the costs. 1.) Student will email mentor college or trade school they are considering, alongside an excel spreadsheet calculating the cost of that desired school. 2.) Student will ask mentor for feedback on how they got through their college as students Research primary and secondary sources. Students will share their scholarship list with their mentor. The mentor will then help them brainstorm possible scholarships they may not have included as well as action steps they take to be eligible for more (clubs the could join, sports, etc.) Students will ask mentors what they would have done differently if they were back in 8th grade now. What changes would they have made? CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
| 6 | "Scholarship Writing Classroom Guidance" Students will research example writings of scholarship essays and applications. Students will write essays about themselves to use for scholarships and job applications. |
Students will email mentors their essays as well as upload them to College in Colorado. Students will make revisions based on mentor's comments and send back revised essay for mentor to read. CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
| 7 | "Career Choice Presentation Prep" Due to state testing dates and the amount of testing done in our school, this step is staggered in various stages to ensure that students have enough time to complete the step thoroughly. As of now, ACCESS testing is January 12- February 13, PARCC testing is March 9- April 3, CMAS testing is April 13- May 1, End of year PARCC April 27- May 22. These are windows and the actual testing dates will be verified as our school assigns them. Step 1- Students will research a college or trade school for career final choice. Student will research their final career choice and choose a school in which they will pursue their career choice. This can be a two year school, four year university, or trade school. Step 2- Creating a College Plan- Students will organize and prepare their high school plan of study, and create a college plan detailing where they would like to go to, admissions requirements, costs, scholarships available, etc. Step 3- The students will bring all elements together into a final project that will be created through Prezi or Google Presentation and then recorded. The project will include 1.) Plan of High School Study, 2.) Plan of College/Trade School Study, 3.) Excel Spreadsheet explaining how schooling will be paid for, 4.) Essay for scholarship possibilities, 5.) List of local workforce centers where they could find a job upon completion, 6.) Identify one company they would like to work for and a drafted letter for a person from the selected establishment. |
Research Primary and Secondary Sources 1.) Mentor will review and help guide student research on how to connect with foundations in their community with similar interests 2.) Students will report back to mentor stating that they contacted establishment of interest via a business letter 3.) Students will email final presentation to mentors for feedback prior to presenting 4.) Students will make changes on this project based on mentors revisions CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| 8 | "Career Choice Oral Presentation" Students will present their final projects via either a Google presentation or Prezi. Students will write a reflective essay on their experience with the College and Career Readiness Project. |
Students will use feedback from mentors on essays, plans of study, presentations, and apply those changes to their Final Presentation. Students will email mentors how they felt they did on their presentations and their final grade. Students will also write a reflection essay looking back on the entire project and how it has impacted them as students, learners, and citizens. CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
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