DOCUMENT RESUME

ED 202 989 CB 028 254

TITLE Project Ideabook: Sample Student Projects Using the

Community as a Learning Resource. k Supplement to
EBCE Staff Training.
INSTITUTION Northwest Regional Educational Lab., Portland.
oreq.
PUB DATE 76
NOTE 575p.
AVAILABLE FROM Northwest Regional Laboratory, Information Center,
300 S.W. Sixth Ave., Portland, oR 97204 ($14.00).

EDRS PRICE MF02/PC23 Plus Postage.

DESCRIPTORS Basic skills: *Career Education: Citizenship:
*Community Resources: Creative Development: Critical
Thinking: Demonstration Programs: *Experiential
Learning: High Schools: *Independent Study:
Individual Development: Interpersonal Competence:
Interpersonal Relationship: Job Skills: *Learning
Activities: Sciences: Social Development: Student
Interests: Student Needs: *Student Projects:
Vocational Education
IDENTIFIERS Experience Based Career Education: *Life Skills

ABSTRACT
This document contains 60 sample projects that can be
used in an experience-based career education (EBCE) program.
(Experience-based career education is a type of program in which high
school students spend a major portion of their time on learning
protects in the community. Activities in EBCE are tailored to
individual needs, abilities, learning styles, and goals, and students
are guided in their learning through on-going relationships with a
variety of norking adults in the community.) The sample projects
presented in this packet illustrate the wide range of approaches
teachers can use whet writing individualized learning projects for
students nsing notclassroom resources. The samples are real. They
represent hundreds of student projects that were written and carried
out in six EBCE programs, end, as such, reveal the workability of the
proiect approach to learning. In this packet, sample projects are
given for each of the EBCE curriculum's five Life Skills categories:
critical thinking. personal/social development, science, functional
citizenship, and crea' :ive development. Each section of the packet
contains the following material: learning objectives, a sample
predesigned project as a "starter," and several sample individually
negotiated projects. In addition, three appendixes are provided at
the end of the packet to illustrate how the same interest'area.
-topic, or theme can be interpreted in substantially different ways
for students with different basic skills needs, and how the learning
needs and interests identified in a student's profile can lead to
several different, individually negotiated projects. (KO

***********************************************************************
* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
***********************************************************************
 PROJECT IDEABOOK

Sample Student Projects Using the

Community as a Learning Resource

U S OEPARTMENTOF NEALTH.
EDUCATION 4WELF ARE
"PERMISSION TO REPRODUCE THIS
NATIONAL INSTITUTE OF MATERIAL HAS BEEN GRANTED BY
EDUCATION
A Supplement to
tHIS Oocumest HAS BEEN REPRO.
EKE Staff Training
DUCEC EXACTLY AS RECEIVED FROM
THE PERSON OR ORGANIZATION ORIGIN.
MIND It POINTS OF VIEW OR OPINIONS
STATE() 00 NOT NECESSARILY REPRE
SENT OFFICIALNATIONAL INSTITUTE OF
EOUCATiON POSITION OR POLICY TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."

Northwest Regional Educational Laboratory

1976
 TABLE OF CONTENTS

Page

Acknowledgements vii

What Is EBCE? ix

Introduction 1

Critical Thinking

Objectives 9

Predesigned Project 11

Individually Negotiated Projects:

1. Moving on Four Wheels and Affording It 19

2. Fiberglass Techniques in an Auto Body Shop 23
3. Travel Tips from the Travel Agent 27
4. Physical Education at Running River Junior High 31
5. Apartment Living: Preparation and Protection 35
6. Lumber and Merchandising 39
7. Television Production Process 43
8. Preliminary Plans for a College Education 47
9. Rock Concerts and Social Services 51
10. Basic Airplane Mechanics 55

Personal/Social Development

Objectives 59

Predesigned Project 63

Individually Negotiated Projects:

1. Organizational Management and Personnel 73

2. Creative Marriage 79
3. The Big Step (Away from Home) 85
4. Volunteerism and the American Red Cross 89
S. Overview of Mental Retardation 93
6. Communication Skills in Dealing with Customers 97
7. SmileYou're A Dental Receptionist 101
8. Social Skills for a Waitress 105
9. Basic Skills and Communications at Lowell
Library 109
10. Survival in the Wild 113

3
PROJECT MEABOOK

Page

Science

Objectives 115

Predesigned Project 119

Individually Negotiated Projects:

1. 'Weight Training 129

2. Scuba Diving for Fun and Profit 131
3. The Work of the Lab Technician 133
4. Out of the Frying Pot into the Fire 137
5. The Science of Running 143
6. I've Heard that Line Before 147
7. Preventive Dentistry & Basic Nutrition 151
8. Getting Photography Down to a Science 155
9. Tuning Up Our Environment 159
10. Tagging and "Prying" at the Fish Hatchery 163

Functional Citizenship

Objectives 167

Predesigned Project 171

Individually Negotiated Projects:

1. La Raz & - -the Mexican American 179

2. Legal Aid 183
3. Cycle Law 187
4. Abortion: Legal Issue, Moral Issue 191
5. Stalking the Eagle 195
6. Minding My Own Business 199
7. Law Enforcement 203
8. Citizen and Consumer 209
9. Helping the Melting Pot 211
10. Community Services 215
11. On the Air 219

Creative Development

Objectives 223

Predesigned Project 225

Individually Negotiated Projects:

1. Advanced Welding Techniques 231

2. Rainbow Hills Special Education 255

v
 Contents

Page

3. Using Creative Processes 239

4. Teaching Art and Basic Skills 243
S. The Challenge of First Graders 247
6. Creative Design and the Graphic Artist 251
7. Videotaping a Mystery 255
8. Creative Merchandising 259
9. Learning Disabilities Program 263
10. Multimedia Production Process 267
11. Waiting Table Can Be an Inspiration 271

Appendix A: Two Plant Growing Projects for Students with

Different Basic Skills Needs 275

Appendix B: Sample Student Profile and Three Successive

Projects for One Student 293

Appendix C: Three Projects Showing Basic Skills

Development for One Student 323

5
 ACKNOWLEDGEMENTS

NWREL gratefully acknowledges the creativity and continuing edu-

cational excellence characteristic of the staff and students of
EBCE demonstration and pilot cites. Special thanks are due to the
following programs who contributed the sample projects contained
in this book.

(CE)2 Program, Tigard High School, Tigard, Oregon

TOTAL Program, Hillsboro Union High School, Hillsboro

Oregon

(CE)2 Program, Kamiakin High School and Kennewick

High School, Kennewick, Washington

(CE)2 Program, Colville Senior High School, Colville,

Washington

(CE)2 Program, Kodiak Island Borough School District,

Kodiak, Alaska

(CE)2 Program, Billings School District, Billings,

Montana

vii
 WHAT IS EBCE

Experience-Based Career Education (EBCE) is a fundamentally

different type of education for secondary students. While students
in traditional programs attend full-day classes at the high school,
--------EECE-students spend a major portion of their time on learning
projects in the community. Activities in EBCE are tailored to
individual needs, abilities, learning styles and goals, and stu-
dents areguided in their learning through ongoing relationships
with a variety of working adults in the community.

Through real world interactions with adults, EBCE students learn

about careers, about life, about other people, about themselves.
In addition, students learn the basic skills of critical thinking,
science, personal and social development, functional citizenship
and creative development. They gain competence in the skills
adults need to function effectively in a technological society.
They learn to be responsible by helping design their own learning
activities and by following a set of accountability standards that
parallel the standards working adults are expected to maintain on
the job.

Perhaps most importantly, students in EBCE learn how to learn: how

to plan learning activities, how to find and use resources in the
community and how to build on experience. Learning becomes for
them a lifelong process with its own rewards directly related to
each individual's personal choices and goals.

In the fall of 1972, a model EBCE program began operating in the

Tigard, Oregon, School District with the sponsorship and technical
assistance of the Northwest Regional Educational Laboratory (NWREL)
and with funding from the National Institute of Education (NIE).
This EBCE program is still in operation and its funding and
operation have been assumed by the Tigard School District.

Since initiation of this original demonstration program, over 50

local EBCE programs around the country have been started with NWREL's
assistance. Although each has adapted the model to its own local
"needs and conditions, all programs exemplify the essential charac-
teristics listed above and identify themselves as EBCE programs.
EBCE continues to prove itself as an educationally sound alternative
that apyeals to young people, their parents, their communities and
their schools.

ix
 INTROOUCTION

A project is a format or method for designing learning activities

which are
1. problemcentered- -beginning with a question or
issue for which the student must seek a solution
2. related in topic or theme
3. logically connected
4. interdisciplinary -- combining learning in more than one
skill or subject area (e.g., basic skills, life
skills and career development)
Projects provide an effective way of using individual student
self-assessment and diagnostic data for educational Planning, a
structure to help staff monitor and support individual learning
experiences, and a standardized format for students.to use while
pursuing individualized and self-directed learning activities.
Projects are also a major technique for organizing community-based
learning and helping students synthesize their site experiences
with other learning activities.

Projects allow students to explore and refine personal interests,

help students increase their proficiency in the performance of basic
skills (reading, writing, communications) and provide students with
a way of understanding the application of any school subject and
learning process to real life situations.

Projects also help students acquire and practice such "learning

how to learn" skills as critical thinking/problem solving,
negotiation with peers and adults, self-assessment, goal setting and
planning, use of resources (both human and material), scheduling and
use of time, and accountability both to self and to program
expectations.

What This Packet Gives You

The 60 sample projects presented in this packet illustrate the wide

range of approaches you can use when writing individualized learning
projects for students using nonclassroom resources.

The samples are real. They represent hundreds of student projects

that were written and carried out in six Experience-Eased Career
Education (EBCE) programs and, as such, reveal the workability of
the project approach to learning. They were chosen not simply
because they are "good" but because they reflect the varying
abilities of students and the widely differing resources that can
be utilized.
 Student names have been changed to assure anonymity and the
organization of components has been standardized. In some cases
projects have been expanded, i.e., activities have been added in
order to suggest more options. Terminology and materials specific
to individual ESCE programs have been deleted.

Explaining the Project Form

The illustration on the facing page is keyed to the following

descriptions of,the various parts of the project form used for the
samples in t2is packet. A review of these parts can help you in
writing and negotiating projects with your own students.

The cover sheet for each project contains the followings

Life Skills Area and Project Title. Each project

centers on a particular Life Skills area or unit of
study. The titles define the topic of study even
further.

Community Site and Community Instructor. The names

of the primary places and persons that students will
use for resources on the project activities are noted,
particularly when community resource people will be
asked to certify student performance.

Starting, Target and Completion Dates. Students and

staff should agree on starting and completion dates
for the entire project as well as for the individual
activities within it (see the sample Activity form,
page 4).

School Staff Rationale. Here the staff person who is

developing a project with a student states why the
project is reasonable for the student and includes
anything that should be noted about incorporating
basic skills activities. The statement should be
brief but explicit. Final evaluations and
recommendations will be made in relation to this
baseline paragraph.

Student Rationale. The student also develops a short

statement about why the project topic was chosen and

The term "school staff" is used throughout this packet to refer to

"learning managers," "learning coordinators," "teachers" or whatever
your program calls the staff persons who will be negotiating projects
with students and assisting them through the project process.

2
9
PROJECT COVER SHEET:

MOW Wati, W.' 1MM nu (

mamma VI) COMM SIVISSINCIPME,i)
scowsupasicome

DowOm
tattoo
lonsi'4E
Coo**.as

how it relates to personal interests, needs and

abilities. This statement should result from a
staff/student discussion about the student's
strengths and weaknesses and how the project will
help the student achieve specific learning goals
and move toward broader career/life goals.

Project Evaluation and Recommendations. When the

project is completed, the staff person summarizes
the comments that have been made for individual
project activities ("School Staff Evaluation"
section on each Activity forms see sample, page 4)
and discusses the extent to which the initial purpose
for the project was achieved. Comparing this
evaluation with the original staff and student
rationale statements gives a quick indication of the
student's progress. Recommendations should suggest
ways the student can use subsequent projects to
reinforce newly learned skills.

(PLEASE NOTE: TO save space, the sample projects in this packet do

not show the Evaluation and Recommendations sections, and frequently
more than one activity appears on a page.)

The pages that follow the cover sheet are the heart of the project
and describe the various ways student learning is tailored to
(a) meet specific student interests and needs (identified in the
rationale statements), (b) relate learning across curriculum areas
and (c) tie everything together into a coherent and personally
 relevant set of experiences. The student helps determine specific
sites and resources and with staff assistance, defines the levels
of performance (criteria) that are appropriate. These elements are
arranged in three parallel columns so that relationships among
specific activities, resources and products/criteria can be listed
clearly:

Activities. These are the specific tasks the student

will perform in the course of the project. When projects
are designed around particular community sites, these
activities may reflect specific work tasks performed
at the "site and contribute to the student's career
development. Staff can often get ideas for specific
activities from conversation with the student
concerning a particular interest, skill or hobby.
Whenever possible, staff should encourage the students
to take the lead in writing activities that will
stretch their abilities and be personally meaningful
and challenging. The activities are numbered in
sequence (1, 2, 3, etc.) and one activity is written
per page. The planned completion date is specified
at the top of the activity column.

Resources. Students and staff agree on the materials,

people and sites to be used in completing the various
activities. These resources are obtained either in
the school (library, other staff, etc.), through school
reference files or in the community (workplaces,
museums, eta.).

PROJECT ACTIVITIES FORM:

Amin ,r j soca= moms Mi)09011170111141

SoKOV tw.***...nownew

MOXWPWAWM*

4
11
 Products/Criteria. In this column, staff and student
specify the results that have been agreed on for each
project activity. These results or products should
demonstrate the student's use of resources to achieve
specific levels of performance. Project products can
be as diverse as written reports, short talks, skits,
tapes, films, slides, collages. Each product offers
a chance to practice one or more basic skills. The
criteria used to measure performance should be
negotiated by the student with school staff and
community instructor and specified for each product.

(Please note that space is frequently provided in

the products column for school staff and community
instructor signatures to certify the completion and
acceptability of products. This practice provides
staff with documentation on the project form itself
of the student's performance of activities.)

How the Samples Are Arranged

In this packet, sample projects are given for each of the ESCE
curriculum's five Life Skills categories:

1. Critical thinking builds on bisic common sense

and helps students use simple problemtsolving skills
in planning all aspects of daily living.

2. Personal/social development focuses on refining the

person's sense of self both internally and in
relationships with others.

3. Science is concerned with the process of scientific

investigation and learning to use that process to
analyze technology's impact on natural environments
and cultural values.

4. Punctional citizenship deals with the knowledge and

processes necessary for individual effectiveness in
society's governing systems.

5. Creative development focuses on helping individuals

increase their potential for challenging limits and
adding meaning to life.

5
PROJECT IDEABOOK

Each Life Skills section of this packet contains the following

material:

Paper Color: Contents:

yellow The ESC learning objectives for that

particular Life Skills area

Yellow A sample predesigned oroJect--a

"starter" project with general
guidelines so all students will do
one similar kind of project in a
Life Skills area to familiarize
themselves with the learning objectives
and learning processes of that area
(The predePtgned project usually but
not always precedes work on individually
negotiated projects in a Life Skills
area. It should be noted that
predesigned projects are also individual-
ised through negotiation of personally
appropriate products and criteria.)

white Several sample individually negotiated

projects- -those which have directly
involved the individual student in
project design from beginning to end

In addition, three appendices are provided at the end of the packet

to illustrate how the same interest area, topic or theme can be
interpreted in substantially different ways for students with
different basic skills needs (Appendix A) and how the learning needs
and interests identified in a student's profile can lead to several
different individually negotiated projects (Appendices B and C).

How Projects Relate to Career Interests and Basic Skills

Projects using outside-the-classroom resources are invaluable tools

for career investigation. Moreover, it has been shown that
students' interest in basic skills development increases when they
see how those skills are put to use in a work environment.

ssCE has developed outcome goals for career development and basic
skills, and these goals are listed on the foliating pages for your
reference.

13
6
 Introduction

AMP

CAREER DEVELOPMENT OUTCOME GOALS

Identifying Career Interests

Outcome Goal: Students will increase their knowledge of

personal aptitudes, interests and abilities as applied to
potential career interests.

Understanding Work

Outcome Goal: Students will increase theta knowledge of

social, governmental and economic issues and trends in the
world of work.

Employability Skills

Outcome Goal: Students will increase their dependability and

general skills in job finding., job application and the on-
thejob negotiations necessary far daily work interactions.

Careeranowledge

Outcome Goal: Students will increase their knowledge of

financial and psychological inducements, preparation needs
and available preparation programs in Potent-1*i careers.

Career develo meat leamin activities are incorporated into projects

through objectives that are specific to individual community sites
rather than through abstract learning objectives. Sites taking part
in BBCE are carefully analyzed for their learning potential- -
specifically, onsite job skills and activities related to basic and
life skills. This learning site analysis provides the data for
writing site-specific learning objectives. These site learning
objectives are then ratified by the community instructor with whom
students will be working and are translated into specific project
activities for individual students through staff/student negotiation.

7
PROJECT =AMOK

BASIC SKILLS OUTCOME GOALS

Fundamental Basic Skills

Outcome Goal: Students wi21 increase their proficiency in

reading, writing. oral communication and mathematics.

Applied Basic Skills

Outcome Goal: Student, will increase their ability to perform

applied skill tasks related to careers oE interest and
identified on community sites.

Lifetime Basic Skill Development

Outcome Goal: Students will increase their understanding of

hod, basic skill needs vary as careers vary and how to adjust
to meet skill levels required by careers of interest.

Everyday Basic Skill Application'

Outcome Goal: Students will increase their willingness to

apply basic skills to work tasks and to everyday Problems-

Beading, mathematics and communication (both oral and written.) are

literally the basic or "enabling" skills necessary for any kind of
successful learning and for performing most of the roles required
in today's societythose relating to specific occupations as well
as more generally to personal interests and lifestyles.

Since basic skills underlie all learning, the entire EBCE curriculum
serves to deliver experiential learning in those skills. Students
enter EBCE with widely varying abilities and will be examining
equally varied career possibilities. EBCE learning activities are
designed to give students a chance to compare their basic skills
abilities with the specific requirements of the careers that interest
them and to build learning programs tailored to their unique needs.

Because of the wide range of student needs and interests in basic

skills, the EBCE program has limited its prespecified learning
expectations in the basic skills to four outcome goals, rather than
set learning objectives in addition to those goals. Basic skills
learning objectives are considered Implicit in the performance of
other program and community site activities.

8
15
 OBJECTIVES FOR CRITICAL THINKING

Outcome Goal: Students will increase their ability to

gather, analyze and interpret information and seek solutions
to problems.

Loam Ong Ob ectives: Students should be able to

1. identify a problem or issue

2. gather and sort information related to the problem and

a. recognize that statistics, observations, language

and feelings are different types of information
that form the basis of our knowledge about
situations

b. be able to understand different types of information

as common language rather than mystical jargon

3. interpret information related to the problem:

recognizing the impact of biases both in the data and
in themselves

4. develop a variety of alternatives and define a course

of action in relation to the problem or issue

. evaluate the results of their actions and be prepared

to take an alternative course of action to deal with
the problem or issue

Critical thinking is the most "basic" of the Life Skills because

it serves as a logical way of organizing the various learning
processes students encounter. Learning objectives for critical
thinking describe a set of problem-solving techniques to help
students better manage their own learning both in school and
throughout their lives.

All negotiation carried on by the students with staff and community

adults to set learning goals and plan activities gives the student
practice. in critical thinking and provides an ongoingmeans of
encouraging and measuring that practice. AS students schedule
and manage their learning, they further exercise critical thinking
and give staff many chances to evaluate them in that skill.

rn planning with staff, students assess their own abilities and

interests, identify specific areas needing work, set goals and

.16
PROJECT ZDEABOCK

make plans to achieve specific skills and knowledges, evaluate the

results of their learning and make new plans based on a reassessment
of their interests and abilities in light of what they have
experienced.

The predesigned project in critical thinking (sample follows) gives

students initial experiences that involve practice in critical
thinking generally, and the subsequent samples of individually
negotiated projects show how these skills are put to use as
students conduct their activities at various sites in the community.

17

.10
STUDENT NAME LIFE SKILLS AREA CRITICAL TUINKING (predesigned)

PROJECT TITLE COMMUNITY SITE/INSTRUCTOR

SCHOOL STAFF RATIONALE:

By completing this project, you will learn to use a critical thinking process for
problem solving. This process includes the following steps: Starting Date

1. Identify a problem or issue. Target Date.

2. Gather and sort information related to the problem. Date Received
a. Recognize that statistics, observations, language and feelings are Comte:on Date
different types of information that form the basis of our knowledge
about situations.
b. Be able to understand different types of information as common language
rather than mystioal jargon.
3. Interpret information related to the problem, recognizing the impact of
biases both in the data and in yourself.
4. Develop a variety of alternatives and define a course of action in relation
to the problem or issue.
S. Evaluate the results of your action and be prepared to take an alternative
course of action to deal with the problem or issue.

You will also learn what a project is and how to write one using the critical thinking
process. %,

STUDENT RATIONALE:

PROJECT EVALUATION:

RECOMMENDATIONS:

13 9
.*
 Planned completion PRODUCTS /CRITERIA
SUGGESTED RESOURCES
ACTIVITY I date (Specify C1110118 doing negotiation)

1. a. Considering the staff parson's Definition of critical 1. a. The too-part "problem or issue" of
reasons (rationale) for having you thinking process, page 1 this project is for me to learns
do this project, what would you of this project
(1) What the five steps of the
define as this project's - process are.
"problem or issue" (step 1 of the Staff rationale, page 1 of
critical thinking process)? this project (2) How the critical thinking
process can be used in develop -
b. What are your own reasons ing a .

(rationale) for doing this

b. Your rationale (reasons) for doing
project? (You may wait to write
this project (Write your statement
the rationale until after you
on the front page under "Student
have finished negotiating all the
Rationale.")
activities.)

SCHOOL STAFF EVALUATION:

20 21
 Manned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 2 date apeci/vcdtwiaduriagaemniatkmd

2. Think of a real problem you might be Your understanding of how a 2.

able to solve by using the critical problem-solving method can School staff certification
thinking process. In a discussion with be a useful thing to know
your staff person, talk through the
solution of this problem actually using Your own problems
the critical thinking process.

SCHOOL STAFF EVALUATION:

n1::
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 3 date (Specify criteria during negotiation'

3. At a community site of your choice: Community site 3. Write a report which:

a. Consult with your CI to identify Community instructor (CI) a. identifies the "problem"
a "real" problem.
I
Handbooks on how to organize b. describes how you gathered
b. Apply the critical thinking and prepare a written information
process to solution of the report
problem. c. describes how you interpreted
that information
c. Discuss the results with your CI.
d. explains the alternatives you
d. Document the process. defined and the course of action
you chose

e. records the evaluation you and

your CI made of your problem-
. solving techniques

SCHOOL STAFF EVALUATION:

0 r
...,..)
24
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 4 date apedlyenfteriedutingeepedatim,

4. Now that you have tried applying the 4. a. List of people, places and/or
critical thinking method bo the things that can help you learn
solution of a personal problem and a about projects. (Enter in center
site problem, you're ready to apply it column, "Resources," on this gage.)
to the "problem" of learning to write ' f A'
a project. .b. (1) definition of a project
1 Oa

To do this; (2) list of the parts of a project,

including a brief definition
a. Identify and locate the resources of each
available to you in learning to
write a project. Remember to (3) description of how to write a
think of people, places and events project
as resources - -not
-not just written
materials.

b. Using the resources you have

identified in Activity 4a, teach
yourself

(1) what a project is

(2) the parts of a project

(3) how to go about writing a

project

SCHOOL STAFF EVALUATION:

 Mimed completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 5 date apecilycawilduriminopuiathud

5. Now that you know how to go about Sample projects in files 5. a. Explanation of how the critical
writing a project-- thinking process affects this
Other students project's structure or activities
a. Analyze this critical thinking
project to find out where/how the Knowledge of yourself: what b. A description of three or more
critical thinking process affects you want/need to learn, project ideas, different from
its structure or activities. what you like to do each other in topic, structure,
approach, complexity, basic skills
b. Develop at least three alternative Critical thinking (problem- activities and/or some other aspect
ideas for other projects. solving) steps listed in .

rationale c. A correctly written project to

c. Write a project yourself, include:
remembering to include some Your counselor
activities which will take you out (1) Life Skill or subject area
into the community. Your parents
(2) project title

(3) staff rationale

(4) student rationale

(5) activities (some of which use
the community)

(6) products/criteria

..,cj
SCHOOL STAFF EVALUATION:

23
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 6 date (Specify criteria during negotiation)

6. With your staff person, evaluate the Negotiation materials 6. Revised project
project you have written, revising it
as you go by negotiating specific Teacher/learning manager
changes so that you end up with a
project you can actually do (if you
wish).

SCHOOL STAFF EVALUATION:

0 1
0A .J1.
Project Sample Number CT 1,

STUDENT NAME Linda George LIFE SKILLS AREA Critical Thinking

PROJECT TITLE Moving on Four Wheels and Affording It COMMUNITY SITE/INSTRUCTOR Local Community

SCHOOL STAFF RATIONALE: Through the activities in this project, we feel Linda will increase her ability to gather
and interpret information dealing with real life situations which are meaningful to her.
She will focus these activities on the purchase and maintenance of a car. Because Linda needs to strengthen her
basic math skills, that will be emphasized in this project.

STUDENT RATIONALE: I will soon be in need of information of this kind, and it is nice to have an idea of what
it costs and how often it has to be done to keep from doing worse damage.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. Linda will study the cost of some Local newspaper 1. Linda will pull five classified ads
advertised cars within her price for used cars from the newspaper, do
range and use critical thinking to Local used car lots a cost analysis sheet for the five
determine the best buy locally. cars and tell why one of the five is
Most important will be the "Be Informed Series" Unit 2 the best buy.
explanation accompanying her final
choice. Steps in critical thinking
problem-solving process

2. Linda will study small cars and "Be Informed Series" Unit 2 2. Linda will make a comprehensive list
standard cars and determine the of the advantages and disadvantages
Road and Track magazine
advantages of each. of small cars and standard cars.
Consumer Reports
Reader's Guide to Periodical
Literature

Continued
(39
fv

irrolect Jampie NUMDef*A-AL.0111111UOU1

PRODUCTS
tUelCila Sa/wCiRfigl I E Rn ego! All
ACTIVITIES SUGGESTED RESOURCES

3. Linda will study credit buying versus "Be Informed Series" Unit 1 3. Linda will do a cost computation of
paying cash for purchase of an and 2 interest paid over the period of the
automobile. loan for at least two different down
Banker
payments. She will compute the
Credit union officer interest she could earn by investing
the amount over each down payment for
the term of the loan. She will show
in graph form which is the best
financial decision.

4. Linda will study the necessary expenses World of Work (Activities 4. Linda will make a list of all car
of owning a car, including gas, oil, Book) pages 161-166 maintenance costs for one month. Each
insurance, regular maintenance and expense item should be added for an
"Be Informed Series" unit 2
servicing, tires, normal depreciation accurate total.
and miscellaneous expenses New/used car dealers
Parents
Auto mechanics

5. Linda will do a study of hcr financial Financial records 5. a. Linda will present her financial
ability to find if she can afford to findings to school staff. All
Savings
buy a car of her own. computations must be realistic and
accurate.
a. She will do some serious computing
to show; b. She will present school staff with
a written statement about whether
the amount of money she now has
she can afford a car and, if so,
how much she is earning a month what kind. All sentences must be
complete and all words spelled
what expenses she must pay
correctly.
each month
the balance of money left each

4
month that could be used to 35
make car payments and main- School staff certification
te nance

b. Based on that data Linda will write

a statement about whether she can
afford a car.
-.. canthuipd
 (Project Sample Number SliContinuedl -
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES Specily criteria during negotiation;

6. Now that Linda has gathered a lot of This project 6. a. Linda will make a list of all
technical and financial data, she questions and give the answers
School staff
should think about and list all the she thinks are right, without
questions she still has about buying asking anyone.
and keeping a car. When she has all
b. Discussion of questions and
her questions together, with answers
answers with staff.
arrived at independently, she should
arrange a meeting with school staff to
discuss them.

School staff certification

 Project Sample Number Cr 2_

STUDENT NAME Lea Kemper LIFE SKILLS AREA Critical Thinking

Fiberglass Techniques
PROJECT TITLE in an Auto Body Shoo COMMUNITY SITE/INSTRUCTOR 10tus unlimited/aames_Creed

SCHOOL STAFF RATIONALE: Les'

love for cars has led him to choose this project at Lotus Unlimited, a small
one-man business devoted primarily to the repair of the British-made Lotus Europa. One of
the necessary skills in this shop is to understand the concept and technique of fiberglass application for repair
and/or re-manufacture of auto body sections. This project will include activities and products in oral and written
communications and math applications, because Les needs to improve these basic skills. Les will also try his hand
at video taping as a new way to explain a process. Throughout this project, Les will be challenged to analyze each
problem and check out appropriate alternatives with his community instructor.
STUDENT RATIONALE: I -ild like to learn fiberglass so some day if I need a job I might be able to do some
fiberglass work.

(Evaluation and Recommendations have been deleted to save spaced .

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria Awing negotiation!

1. It is important for you to understand Community site materials 1. a. Explain to school staff the basic
the principles of fiberglass/heat principles of fiberglass technique.
transfer before you actually start Library
Explanation should be adequate
working on the cars. Community instructor to the degree that he/she could
a. Discuss with your CI the basic then explain it to another
principles of this technique of uninformed party.
auto body repair. b. Give school staff an oral
b. Do some research to learn the explanation of the principles of
history and development of fiber fiberglass work for auto body
glass car bodies. Find out the repair using specific examples,
most common uses of fiberglass both historical and at Lotus
Unlimited. Your explanation
application at Lotus Unlimited.
should be clear enough so that
your listeners could then explain
it to others.

Continued
School staff certification

22
 (Project Sample Number 4"1' .2Continued)
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Spacily criteria during negotiation)

2. Show that you have an adequate grasp of Lotus Unlimited . Community instructor certification
the mathematical processes necessary that you can handle these math
Community instructor
for the application of fiberglass; functions at the level required for
School staff an employee
a. Establish the zorrect mixture
amounts through computing volume by
quarts and pints, realizing that
amounts are ordinarily gauged from
Community instructor certification
experience.
b. Demonstrate that you can compute
surface areas and interpret diagrams
necessary for applying fiberglass.

3. Although this project may not give you Lotus UrUmited . Community instructor certification
the opportunity to learn'all the skills that you understand these skills and
Tollfish Auto Body Shop
involved in fiberglass work, the how they relate to the whole process
following three skills will be good Community instructor and that you have practiced them
examples and will give you a feeling
for this kind of work;
sanding
Community instructor certification
filling pits and chips
feathering old finish to blend new
paint
Explain each of these and do them so
your CI knows you understand the skills
you would need to master.

4. In this activity you will carefully Lotus Unlimited . a. Video tape showing each step in
observe and then communicate the entire the process will be seen by CI
Todd Katz, student with video
process of sectioning and fabrication who will certify that it is an
tape experience
of an auto body panel. Since you won't accurate picture of the process.
be able to actually perform all the Video tape equipment
tasks involved you should:
Community instructor certification
a. Video tape each step in the process.
b. Write a brief bu clear narrative b. Your narrative should be written
to accompany the video tape. in complete sentences and Should

Continued
 - (MINI Jangle 11,410108101111i111001' 1

ACTIVITIES SUGGESTED RESOURCES apechPRODUCTS/CRITERIA

yaitariaduriagnegathilion)

4. b. (continued) give a clear

explanation of each step in the
process.

5. Now that you understand the ideas and Library 5. List at least 10 different career
have practiced the techniques of fiber- possibilities for a person who knows
Community instructor
glass work, think about what you've how to use and apply fiberglass.
learned and see how many different. jobs Acme Fiberglass Construction Include a brief written explanation
you can think of that might use:this Company for everything on your list. Be
understanding and skill. Don't limit sure all words are Spelled correctly:
Fiberglass Development
yourself to automobiles. Be creative. check wit?. school staff if you need
Corporation
any help.
Occupational Outlook
Handbook
Career counselor
School staff certification

..._ .

43
NOM Saimaa Number CT 3_

STUDENT NAME Richard Mason Critical Thinking

LIFE SKILLS AREA

PROJECT TITLE Travel Tips from the Travel Agent COMMUNITY SITE/INSTRUCTOR HaPELLTravel/Lanore Kane

SCHOOLSTAFFRATIONALE: This project is designed to acquaint Richard with the critical thinking necessary for job
tasks involved in planning extensive trips for clients of travel agencies. He will also
have an opportunity to further develop basic skills and to improve his research skills, both necessary for his
tentative college plans.

STUDENT RATIONALE: I have always been interested in what other countries are like and I want to travel someday.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotietion)
1. Plan two comparative "packaged" trips Lenore Kane (CI) . a. Brochure-like description of each
to Hawaii: trip to be evaluated and judged
Othec travel agencies
a. Write brochure-like descriptions satisfactory by Lenore Kane.
on both trips. Include: Major airlines/travel centers Because this is an advertising
itemized and total costs tool, a major focus for evaluation
official Airline Guide
flight data--times of should be creativity.
departure/arrival, total air
time, class, etc.
accommodations
sightseeing tours Community instructor certification
meals b. Graph of comparison on three
time period characteristics
b. Compare the two trips on the basis
of which is more convenient and
which gives the most exposure to
Hawaii.
Continued

44 43'
co
(Project Sample NurnbercT
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. c. Try to plan one trip which combines . c. Combination of best of two original
the best of the two above trips. trip plans

School staff certification

2. Plan a specific trip for two people to Agency brochures a. Weather charts
Rome, Italy. First do a brief
Library resources b. One-page paper written in ink on the
climate/geographical overview of the
geography of Italy to be evaluated
area: Italian Consulate
and judged satisfactory based on
a. Research climatic conditions in correct portrayal of weather
Room throughout the year and make conditions and geographic features
a chart(s) showing these conditions.
Recommend a favorable time for
travel. Community instructor certification
b. Research the geographical features
of Italy and write a description
of those of prime interest to
clients of Happy Travel.

3. Plan a detailed itinerary for the Lenore Kane (CI) . Worksheets, itinerary forms and final
above trip based on the peoples. trip plan to be evaluated and judged
Major airlines
specific needs and desires listed satisfactory by Lenore Kane
below: Library resources
They wish to see the well-known Agency worksheet and
historical sights in Rome including itinerary costs Community instructor certification
the Sistine Chapel and the Roman
Travel centers
Coliseum.
Official Airline Guide
The trip, can be no more than 10
days including flying time.
They desire average, not luxurious
accommodations, not to include
kitchen facilities.
They want an itemized and total
cost estimate for the trip,
including approximate costs for
meals and other expenses.
Continued 17
 irtuicci aempie itrignpet -1S,.t.UnlitiUeil/
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

4. Develop a conversion chart for monetary wall Street Journal 4. Conversion chart including examples of
equivalents for the United States. how the chart is to be used to be
Lenore Kane (CI)
Great Britain, France and Russia. evaluated and judged satisfactory based
Include examples of how a person can soire's Tariff on its accuracy
use the chart.
International Tariff
Library resources
School staff certification
Math teachers

5. Determine a place in the world you Library resources 5. Iwo-page paper written in ink to be
would like to visit. Research that evaluated and judged satisfactory based
Social studies teachers
place and write a paper about it. on the accuracy of the information
Include such things as the climate, Foreign consulate presented about this place as well as
geographical features, tourist on application of skills and knowledge
World Almanac
attractions, economic status, costs gained at Happy Travel
of goods and services and other
appropriate information.

School staff certification

43
49
to
Project Sample Number _CLEA.

Susie Amsterdam Critical Thinking

STUDENT NAME LIFE SIOU.S AREA
Physical Education at
PROJECT TITLE Running River Jr. High COMMUNITY SITE/INSTRUCTOR Running River Jr. High/Eddie Forman

SCHOOL STAFF RATIONALE: In doing this project, Susie will develop some of her critical thinking skills by identifying
some basic issues in physical education and gathering information by interviewing. She will
work on her basic math and ommunications skills. Throughout this project Susie will be developing her ability to
work cooperatively with both children and adults, exercising leadership with the children and taking guidance from
school personnel.

STUDENT RATIONALE: I want to get along with people more and try to work with kids younger than I am.

(Evaluation and Reconunetufations have been deleted to save spaced

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiatloni

1. First you need to gain a clear picture Running River's PE Department 1. a. A well-organized paragraph, with a
of Running River's goals and guide- topic sentence and a concluding
lines for the PE Dept. Community instructor
sentence, all spelling correct and
a. Write, in paragraph form, a all sentences complete
definition of the yearly scope b. CI certification that Susie can
sequence. clearly describe the rationale
b. Describe the necessity of the behind a yearly scope sequence
yearly scope sequence.
c. Devise a scope sequence to include Community Instructor certification
scheduling and sequencing of units
c. Scope sequence and lesson plans
and a sample of lesson plans for
one week. certified by community instructor
and presented in writing to school
staff

Continued
Community instructor certification

50 51
 thoject Sample Number ALIContinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apecily criteria during negotiation)
. Because physical education is more than PE staff . a. Write up the results of your
just running and jumping and standing interviews, making sure that you
Non-PE staff
still, it will be useful for you to clearly define the issues and
think about some of the issues involved. Sports Illustrated accurately summarize the responses.
a. Critically evaluate the role of Physical fitness books and b. The focus of the statement should
lifelong physical fitness and brochures be your personal opinion.
competition in PE at Running River
by interviewing the PE staff and at
least three other teachers. Also
identify two other issues you feel
are important and discuss these
with your interviewees.
b. Conclude this activity by using your
new information to formulate a
personal statement that expresses
your commitment to physical
education.

. Familiarize your self with planning and Running River PE staff . a. CI certification that Susie can
class operation,. independently set up equipment
Equipment
a. Demonstrate your ability to set up
Written reports
equipment prior to class.

b. Explain to your community instructor Community instructor certification

why an instructor must be completely
b. CI certification of Susies under
familiar with an activity before
standing of class planning
presenting it to the class.
c. Describe the quarterly evaluation
report, a written description of
what they intended to do and how Community instructor certification
well they did it.
c. School staff certification that
Susie can accurately explain the
52 evaluation report

Soho.' staff certification

Continued
 (Project Sample Number C_IL k Continued)
E
FRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

. Since working with students is the major Running River PE staff . a. CI certification that Susie can
task for a PS teacher, you should offer at least three alternative
Counseling staff
involve yourself in the following ways of handling students in this
activities: situation
a.. Explain in detail to the community
instructor how to plan with and
evaluate 4 student who can't perform
Community instructor certification
an activity due to lack of ability.
b. For one student observed, show a
b. Observe students in action and
graph that is a numerical count of
record the degree of their
this student's active participation.
participation.
Have it certified before turning it
c. Demonstrate your ability to control in to school staff.
an active class without restricting
participation. c. CI certification that Susie can
control a class
d. Use Lend describe to your oommunity
instructor the kind of system used
to record behaviors, attendance,
progress, etc. Community instructor certification
d. C/ certification of clear
explanation

Community instructor certification

. Throughout this entire project, keep Community ,instructor - School staff certification of meaning-
a daily log of your activities, kids' ful and articulate discussion of
Your students
responses, your feelings of success experiences
and/or failure, etc. At the end of .School staff
this project, make an appointment with
school staff to discuss your daily log
of experiences. Concentrate on the School staff certification
question: How does it feel to be a
teacher?

vJ
1
 CT 5
Project Sample Number

STUDENT NAME Clayton Jones LIFE SKILLS AREA Critical Thinking

Apartment Living:
PROJECT TITLE Preparation and Protection COMMUNITY SITE/INSTRUCTOR Local Community

SCHOOL STAFF RATIONALE: Because you will soon.be moving away from home, you need to be more knowledgeable about the
availability, cost, benefits and leasing of apartments. This project will help you use
critical thinking to figure out how much mew. you'll need to cover initial and monthly expenses (and you do need to
work on those basic addition skills!). Also you'll get some practice in making decisions based on real data that
you've gathered. As you do this project, remember that all of these activities are real daily life necessities!

STUDENT RATIONALE: want to move out as soon as 1 graduate and I want to be prepared with enough money. Also,
want to know how someone goes about getting a good apartthetit.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotiation)
1. Before you can decide on an apartment Friends/relatives in apartments Write out a budget that is in a clear
you need to know how much you can diagram form, with accurate computa-
spend. Make a realistic budget by Parents
tions in addition and subtraction.
estimating your salary, your regular Home economics teacher at the Circle the amount you've figured to
monthly payments and miscellaneous high school spend on rent.
expenses. When figure out how much
you can afford for rent.

2. Now that you know approximately how Newspapers . a. Bring in several apartment ads you
much you can spend on rent, check out would be interested in. Explain
School staff
the ads in the local newspapers. how rental ads are listed and
where, etc. to the satisfaction of
a. Select a few apartments that fit
your budget. school staff.

Continued School staff carails.4tion

 (Project Sample Alumbef=--1.Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify cutefia (luting negotiation)

2. (continued) 2. b. Write a detailed description of the

type of apartment you would like to
b. Within the limitations of your
rent. Include whether you would
budget, design your ideal apartment.
want it furnished or unfurnished,
with 1 or 2 bedrooms, garage,
washer, dryer, dishwasher, balcony,
pool, etc. Keep in mind the rent
you will be able to pay. Se
realistic and be creative as you
write clear and complete sentences.

3. Now that you know what you can afford Newspapers 3. a. On graph paper draw a simple but
and what you want, let's see if you can accurate floor plan of the
get itl This activity will be a Graph paper
apartment you selected.
simulation of actually selecting and Landlords/apt. managers
renting an apartment. b. Share with your school staff the
School staff discussion with the landlord and
a. Look at several apartments from explain all conditions of the rental
newspaper ads and select the one agreement including rent, methods of
you'd like to rent. payment, repairs, mail, lawn and
b. Call the landlord and arrange a sidewalk service, utilities, pet
meeting with him to discuss a and children policies, etc.
simulated (tell him who you are and
what you're up to) rental agreement.
c. Based upon your rental agreement, School staff certification
compute the total cost of renting c. Prepare neat and clear computations
your desired apartment for one year. showing an accurate yearly total
Because you often need to pay a with first month's expenses
first and last month's rent and a indicated separately.
cleaning deposit, show the first
month's expenses separately.

4. Since there can always be problems in a Local agencies for consumer A. A well-organized paper of about 2 pages.
binding contract such as a renters' protection Make sure you have an introduction and
agreement, it is smart to know your conclusion and that the body of your
Library
rights as a tenant as well as Your paper refers to specific facts that
landlord's rights. Gather information School staff you gathered in your research. Show
on laws protecting the rights of the a rough draft to school staff for
Continued
 117018C1 JEPSON@ NIMIDef t-,-1__aconttnuecri
PRODUCS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Speedy criteria during negotiation)

4.. (continued) renter and the landlord. 4. (continued) proofreading before you
After you sort and analyze this write the final draft.
information, write a paper discussing
the laws that protect the renter.

5. Take some time now to consider how it School staff 5. School staff certification of
will feel to live alone. Think about satisfactory discussion
People living independently
what independence means to you and also
about the difference between being
"alone" and being "lonely." Sow do you
predict these feelings will affect School staff certification
your life in an apartment? After you've
spent some time thinking about these
ideas and maybe talking to people who
live alone, make an appointment to
have a discussion with school staff.

Go
Project Sample Number et 6

STUDENT NAME Patricia Julliard LIFE SKILLS AREA Critical Thinking

PROJECT TITLE Lumber and Merchandising COMMUNITY SITE/INSTRUCTOR Lone Pine Lumber_ Co./Georae Davies

SCHOOL STAFF RATIONALE: Pat has shown an interest in the lumber business all year and this project will familiarize
her with the operation of a lumber yard. She will have considerable opportunity to improve
her basic math skills and there will be some work in basic communication skills. Also Pat will gain an understanding
of numerous job-related skills and business-oriented processes. Pat will apply the process of Critical thinking to
such concepts as inventory, merchandising and comparative pricing.

STUDENT RATIONALE: I like to work with wood and I want to see what is involved at a lumber yard.

evaluation ,:nd Recommendations hove been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apecily criteria during negotiation)

Pat will gather and organize data Community instructor 1. a.- d. Pat will present her interview
about stocking and ordering by findings by preparing a neat and
interviewing George Davies, the
Order catalog
well-organized written statement
foreman, and two salesmen who TWo salesmen that gives a clear explanation of
regularly call on the Lone Pine Lone Pine Lumber Company's
Lumber Co. Shipping guidelines and
inventory procedures. All
regulations
She will write out a list of at spelling must be correct. Turn in
least 10 questions she can use to interview tape or notes with
guide the interview. statement.

Pat will record the interviews or Pat will discuss with school staff
take notes. the rale of "prediction" in this
aspect of business and define at
She will write a statement that least four other life situations
demonstrates understanding of the where it is necessary to make
stocking and recordkeeping process.

Continued

G
63
 (Project Sample Number CT
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)
1. (continued) 1. a. - d. (continued) accurate
predictions based on past experience.

School staff certification

2. Pat will investigate each of the Community instructor 2. School staff certification that Pat
following four aspects of the business understands the necessary relationships
Lone Pine Lumber Co.
and determine the percent of total and how they affect the operation of
volume of business done by each. the Other employees business
comparative discount offered to each.
School staff
as well as various methods of operation
as they apply to each:
retail School staff certification

industrial
a contractors
pole barns
She will then arrange a time to discuss
with school staff how these four areas
are interrelated.

3. Pat will figure the total retail value Lcae Pine Lumber CO. 3. Pat will present to school staff:
of plywood in an area of the yard
Community instructor a. written definitions with accurate
specified by her CI. She will:
computation formulas
Math teacher and tutors
a. Define board feet, linear feet and
b. -c. final figures and calculations
square feet and explain how each is
used to determine them
computed.
b. Calculate the total board feet of
each of three sizes of plywood.
c. Calculate the total square feet of
64 at least two thicknesses of plywood.

Continued
 In_ - 2_ _-
(17Wer.f Semple oninwer-onuouccu ,
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES gpscilycHterisdiffingampdation)

4. Pat will figure the total value of Community instructor 4. Pat will turn in the final computations
merchandise in one square on each side and totals for:
Wholesale prices
of an aisle as specified by the
community instructor. retail value
Merchandise
Count and compute total retail value. wholesale value
a. Order catalogs
b. Community instructor will give you dollar profit
wholesale values- -then compute the percentage of profit
percentage of profit.

5. For no more than 1/3 of the time she is Lone Pine Lumber Co. 5. Pat will keep a daily log of all job -
on the site, Pat will perform job- related tasks she does. She will record
Community instructor
related tasks as assigned by her her feelings about each task and how
community instructor. School staff well she feels she performed. Then
she will list at least 10 useful skills
she already has and 10 skills she
would need to develop in order to work
at this job.
This log will recei7e journal credit
after discussion with school staff.

School staff certification

0 f . i
4
C7
Pioject Sample Numbei CT 7

STUDENT NAME Leslie Gray LIFE SKILLS AREA Critical Thinking

Television Prorluction Process KXYZ Studios/Arlene Jones

PROJECT TITLE COMMUNITY SITE/INSTRUCTOR

SCHOOL CTAFF RATIONALE: Leslie's serious interest in various forms of media production encouraged her to help us
recruit KXYZ Studios. Completion of this project will provide her with a general picture
of studio life, as well as specific mechanics and technology of television production. In the area of Basic Skills,
Leslie has a strong command of writing and math, sr this project she will concentrate on site-related research
and data interpretation.

STUDENT RATIONALE: I've always wanted to work. in a TV studio and someday maybe rd even like to make a movie. I hope
this project will help me understand as much ds possible about television production.

(Evaluation and &carat tdations have been deleted to save si.cle.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify ciitetia dating negotiation)
1. Throughout this experience at the TV Community instructor . List of vocabulary words with useful
studio, you should keep an ongoing identification in your own words
Library (media texts, diction-
complete vocabulary list of all the (Don't let them sound like a
ary)
new technical words you encounter that dictionary!)
are unique to the profession. Studio materials

2. You need to understand the physical Studio equipment . Community instructor certification
mechanics and technology of the that you can adequately use at.,d clearly
Community instructor
television industry. Learn how to teach the use of the listed equipment
use and teach the use oft Library
video tape recorder Instructional manuals
TV camera
Community instructor certification
transmitter
microwave transmitter

Continued

C9
Ca
 Pullen Sample NunsberContinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify emeriti during negotiation)
3. Survey the Federal Communications Federal publications 3. Certification that you have a realistic
Commission (FCC) regulations that affect understandinc, of the reason for and
Readers' Guide to Periodical
th6 production department. Determine effect of FCC regulations
Literature
how the rules came to be and to what
degree they are "felt" by the studio Production staff
staff. Arrange to discuss this with
Community instructor
the head of the production department. CoMmunity instructor certification

4. Since you may decide to pursue this Community college course 4. Certification of your attendance
field in college, it would be of instructor
interest for you to visit a communica-
tions class at the community college.
Get the instructor's permission first College instructor certification
and tell him/her why you're interested.

5. You should observe and participate in Sales, art, production staff 5. a. Produce a tape recording of a
the inception, development and at studio simulated interview between a
production of television art by: salesperson and a client.
a. Spending time with the sales staff b. Describe in detail the processes
and observing the dialogue between 'evolved in the production and
..

salespeople and clients. filing of slides for use in the

studio.
b. Working with the people in the
photo lab c. Construct for the school a display
of your work in completed products.
c. Working under your Crs supervision
on art cards, supers and setting
up displays

Now that you are familiar with the art Local newspaper 6. Neat, well-organized essay of about two
production department, concentrate on pages that cle.;rly explains the .# 1
Recent magazine articles
the production of a news presentation. evolution of a news event. Your essay L
Dere you'll use your skills in gather- News staff wiil be evaluated on the basis of
ing, analyzing and interpreting accuracy, style and sensitivity to the
information. Do your own research on a subject of news.
news event, collecting articles and

m
i
Continued
 IFIVICCI Jampte Nuniaer4-L tc.ontinueul
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES ISpecily cateria during tregotiation)

6. (continued) watching presentations on

various news channels. After spending
time with the news staff, consider
the following questions as you write
an essay explaining how a news event
evolves from happening to public
presentation:
How much data are necessary to
present an accurate portrayal?
What kind of information can
clutter" the presentation?
How does one evaluate the presenta-
tion of a news event?

7. Now that you've observed all areas of Studio staff 7. Clear diagram of the TV studio that
the TV studio and you've given an shows significant relationships. Use
in-depth study to a couple of areas, art production equipment and techniques
put all this information together into to make this diagram look professional,
a diagram that gives a clear picture i.e., drawing ink, accurate measurement
of how all departments and/or for even layout, etc.
processes interrelate.

8. As a final activity, investigate one or College catalogs 8. Construct a chart balancing the
more occupations at the community site requirements of each job against your
Studio staff
and seek information in the following own capabilities or desires.
areas:
education and skill requirements
special aptitudes
pay scale and promotion possi-
bilities

,,
73
poi

4..r
 ME.=m EM111

Project Sample Number CT 8

STUDENT NAME Jonie Bailey LIFE SKILLS AREA Critical Thinking

Preliminary Plans
PROJECT TITLE for a College Education COMMUNITY SITE/INSTRUCTOR Colleges and College Grads

SCHOOL STAFF RATIONALE: Because Jonie is seriously interested in pursuing a college education, she is taking this
opportunity to investigate school possibilities in relation to personal goals and career
interests. She will visit local institutions, talk with admissions personnel. research requirements for financial aid
and become familiar with the procedures for general application, as well as securing loans and applying for scholar-
ships. Jonie will analyze all the information she's gathered to draw some thoughtful conclusions with personal
alternative plans for her education. Because Jonie is concentrating on research and writing skills in another project
with a tutor, a major focus here will be using cursive handwriting rather than printing.
STUDENT RATIONALE: I am still undecided about college and hope that this project will help me get organized.

(Evoluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. Give some serious thought to why you Career information System (CIS) . A written statement of interest listing
want to pursue college or an advanced specific personal outcomes you hope to
Parents
degree and then write out a statement gain from a college education
of intent that includes personal School staff
goals.

2. After writing the personal statement Library After completing the reading, select
in Activity 1, read sections from the three colleges interesting and
following two books: beneficial to you. In discussion with
The College Handbook --for general school staff. give a general
description of each and explain why
information about colleges and
it would be a good place for you to
universities across the country
meet the goals you set for yourself
in Activity 1.

Continued
el
'1
 (Projeci Sample Nomber.cLEICantineedl
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Speeillecdtedadmingeeporiatim0

. (continued) 2. (continued)
This Way Out (Coyne and Herbert)- -
for a discussion of alternatives
and innovative opportunities; read
pages 147-300. School staff certification

. If you have a specific career that Career assessment data 3.

you're hoping to pursue, use a career School staff certification
Career guidance counselor
assessment instrument to research this
career and find as much information as
possible concerning local school
opportunities.

. You will need to decide whether to live The College Handbook, parts 4. a. Annotated list with neatly arranged
at home or away while attending college. I and II and accurate information
a. Compile a list of the major Individual college catalogs b. List of advantages and disadvantages
colleges and universities you are of different geographical settings
considering. Briefly annotate the for your college education /

list, i.e., include tuition, the

type of institution it is and
admission requirements.
b. Then list the advantages and
disadvantages of staying in your
hometown for college and of going
to school farther away.

. Now that you have some good general Community people . a. Submit to school staff a list of
information, you could gain useful the interview questions befOre
Interview questions
insights by interviewing people who have
received college degrees. Tape recorder
the interviews are done. 7
a. Write out a set of questions to
help you guide the interviews.

Continued
 (Project Sample Num/tele? 8Conthwed)
PRODUCTS/CRITERIA
ACTIVIOES SUCZESTED RESOURCES apecllycnteriaduringnegotiatiord

. b. Interview five people from different 5. b. Turn in tape of the interviews.

fields and/or age groups who have
college degrees.

6.a. Select threa Local colleges or College catalogs 6. a. Turn in to school staff your list
universities to visit. For each one of colleges and the itinerary for
schedule a day with a tentative each. Your itinerary could be in
itinerary that covers specifio aspects the form of an evaluation check-
of the school you want to investigate, list that refers to your ideas in
such as: Activity 1.
talking with an admissions officer b. School staff certification of
knowledgeable discussion
collecting scholaLship information
attending some classes in an area
of interest
visiting the library School staff certification

visiting the department in which

you're considering a major
determining entrance requirements
b. After the visitations arrange an
appointment with school staff to
discuss the above, especially the
variations in admission requirements
that may affect your decision.

7. After each visitation, write up an Goal Statement from_Activity 1

7. Well-written evaluation for each
evaluation statement about the school.
college which will help you clarify
In this statement, include at least a
your ideas and decide whether or not
healthy paragraph and hopefully even a
this is a college to which you'll

Continued
 UN

1, _.t__
irteleci oampre NUOIDet 4-`'.24,011111141CUI
PRODUCTS/CRITER1A
ACTIVITIES SUGGESTED RESOURCES (Specify criteria doting negotiation)

7. (continued) complete page for each of 7. (continued) seriously consider applying.

the following: Use cursive handwriting, not printing.
List your five most positive and
five most negative reactions to this
college.
What is the general atmosphere?
(Type of students, classroom
formality, etc.)
Does it appear that it will meet
your academic/career goals?

8. a. Select the college you would most The College Handbook 8. a. Your final product should include
like to attend and do a budget a neatly organized chart that
Parents
analysis indicating the total visually displays the amount of
amount of money you would need for money required for each category,
four years. You'll need to totals and the amount of income
consider the following: you'll be receiving, etc. Attach
to your chart a "feasibility plan,"
tuition and books
a written statement discussing the
room and board real possibility of your succeeding
within the estimated budget.
transportation costs
b. Parent certification of useful and
miscellaneous costs
positive discussion
b. Discuss your budget analysis with
your parents to determine whether
you can realistically afford to
attend the college you have Parent certification
chosen.

9. Collect all necessary information about School counselors 9. Written summary of the significant
the Preliminary Scholastic Aptitude
High school college/career
testing information, with indication 81
Test (PSAT) and the American College of plans to take them and for which
so Test (ACT). This should include dates
center
colleges
given, requiring institutions, costs
and how to prepare.
Project Sample Number CT 9

Stephen Flores Critical Thinking

STUDENT NAME LIFE SKILLS AREA

PROJECT TITLE
Rock Concerts and Social Services Police Bureau/Sgt. Emanuel Jones
COMMUNITY SITE/INSTRUCTOR

SCHOOL STAFF RATIONALE: Stephen is concerned with how individuals and the community can mutually support each other.
This project is designed to help him study this concern in light of a specific issue--that
of rock concerts. Application of the critical thinking process will guide Stephen through this study. Although his
paragraph and essay writing skills are quite good. Stephen's spelling is poor, so we will give that special
consideration in this project.

STUDENT RATIONALE: When I get out of school, I want to be of service to my community. but maybe in a new Way. So
I need to find out as much as I can about different agencies and how they deal with problems.

(evaluation and Recommendations have been deleted to save spaced

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation!
1. Stephen will become familiar with the Alcoholics Anonymous . Explanatory paragraph for each agency
social needs of his community by that concisely gives the requested
RSVP
exploring a number of community information (A13 words to be spelled
agencies and learning about the roles Catholic Family Services correctly!)
they play in meeting these needs.
Legal Aid
de will then prepare a brief written
statement of the mission of each Head Start
agency, the ninnber of people it
Employment Security
serves, whether it is a state.
federal, local government vr private Fire Department
agency and what its funding source is.
Ambulance company
U.S. Coast Guard
Police Bureau

Continued
 (Project Sample Number CI' 9Continuedi
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)
2. Stephen will select one social problem Community resources 2. A written paper summarizing information
that is important to him and is dealt about the problem and stating possible
Chamber of Commerce
with by at least one of the above solutions to the problem. The paper
agencies. He will gather information Newspapers should include interview information
by interviewing people as well as by as well as personal opinions on the
reading relevant materials. subject. Will be evaluated for
spelling accuracy and logical organiza-
tion of thoughts, as well as content.

3. Stephen will attempt to determine the Community resources 3. A critical essay detailing the areas
unmet social needs of the community as where there are insufficient social
he understands them. To gather this services to meet the needs of the
information he will use a survey to get community (Evaluation will be on the
people's opinions. basis of content and correct spelling.)

4. Stephen will now study a rock concert Rock concert at 4. Written statement about feelings which
as an example of a community issue that should be brief but offer concrete
has potential for both problem and examples for your opinions
contribution. He will make a social
comment on the value of rock concerts
and how they are dealt with by certain
social agencies. Before actual
gathering of data, Stephen will note
his feelings about rock concerts from
previous experiences.

5. Stephen will attend a concert and Concert observations 5. Written statement summarizing
make notes on the following: Stephen's finding (or a different
means of description and analysis of
a age group
his own choosing)
activities of the audience while
l
De
J
the concert is going on
styles of dress

-- Continued
 rriolect JalliPle NUMD491-14011111111CCIl
PRODUCTS/CRITER1A
ACTIVITIES SUGGESTED RESOURCES gpecily calorie during negotiation)

. Stephen will arrange -an-interview with Police Bureau . If the interview is recorded, Stephen
a police officer who has worked with at will turn in the tape with his
School staff
least two rock concerts as well as other summary statements at the end. Cther -
large group events. Before the wise he should take notes during the
interview he should design at least 10 interview and write a complete summary
questions to elicit the kind of of what he learned from the officer.
information he wants about the officer's
experiences. (Remember that certain
kinds of questions will bring certain
kinds of responses.)

7. After attending and analyzing rock Police Bureau 7. Oral discussion with school staff
concerts, Stephen will list all the
Concert participant and/or
ways they could contribute to a
community and all the ways a rock observers
concert could necessitate the need School staff certification
for social service agencies other than
the police.

(, -,
t _.$ U

VP./
O.-) I
Project Somple Number CT 10

STUDENT NAME Doug Reed LIFE SKILLS AREA Critical Thinking

PROJECT TITLE Basic Airplane Mechanics COMMUNITY SITE/INSTRUCTOR Vulture Aircraft Company

SCHOOLSTAFFRATIONALE: This project is designed to expose Doug to the major systems of an aircraft which are involved
in the structure, function and operation of the plane. His project will necessitate the use
of basic communication skills as well as an ability to give clear and accurate descriptions/explanations of the various
aircraft systems. Although many of these activities will be certified by the community instructor, a major emphasis of
the school staff evaluation will be on Doug's need for improving his written communication skills.

STUDENT RATIONALE: I feel that this project will help my spelling, writing and other basic skills. Also I think
that I will understand more of the principles of a plane.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)
1. Power System: Vulture Aircraft A drawing made by Doug with all
Doug will diagram the major parts parts labeled and spelled
a. Printed information from
of a turbine engine. correctly
Vulture's' library
b. A well-written description
Doug will describe in detail the Library resources on turbine
certified by the community
functions and operation of the engines
turbine.
instructor
Community instructor
c. Doug will differentiate between
the turbine and Piston engines,
explaining good and bad points of Community instructor certification
each.
c. Certified discussion with school
staff

School staff certification

Continued
 (Project Sample Number CT10Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

2. Electrical System: Vulture Aircraft 2. a. Explanation should be accurate and

complete to the satisfaction of the
a. Doug will explain the electrical Graph paper
community instructor.
power source for the turbo
Community instructor
commander.
Library resources Community instructor certification
b. Doug will then draw a diagram of the
electrical system describing major b. A dettlled schematic diagram which
components and the function of each. includes accurate measurements
where appropriate

3. Doug will write a detailed description Vulture Aircraft . Written description of the ignition
of the ignition system of the turbo system to be certified technically
Community instructor
commander, including an explanation of accurate by the community instructor
its operation. School staff and grammatically correct by the school
staff
Vulture library resources

Community instructor certification

School staff certification

4. Fuel System Vulture Aircraft . a. In this description include careful

math computations to illustrate
a. Doug will describe the fuel mixture Community instructor
"proper and improper fuel mixtures
used by the turbo commander.
Library resources on fuel as well as chemical composition,
b. Doug will describe the size, shape mixtures octane rating, additives, etc.
and Location of fuel tanks and
lines.
Community instructor certification
c. Doug will trace a drop of fuel
b. Oral description to school staff
from the fuel tank to ignitioh
using a diagram
In the engine.

C School staff certification

41.4
C. A creative written narrative to be
certified technically accurate by
the community instructor and
evaluated for creativity and

Continued
 (Nowt Semple Nuntbet.Ciltenthwed)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Speedy etitetia during negotiation)

4. (continued) 4. c. (continued) spelling by the school

staff

Community instructor certification

School staff certification

5. Communication System: Vulture Aircraft 5. a. Written list with functions care-

fully explained
a. Doug will list, by name and purpose, Community instructor
the components of the communication b. Discussion with school staff
FCC publications
system.

b. Doug will describe the operation School staff certification

of radio communication networks
associated with flying and explain
how a radio transmitter and
receiver works, using any charts
or diagrams needed.

6. Navigation System: Vulture Aircraft 6. a. Discussion with school staff

a. Doug will describe the navigation Community instructor
.system of the turbo commander. School staff certification

b. Doug will demonstrate understanding b. & c. Community instructor's

of the principles of radar. certification that Doug understands
radar and radio-directional
c. Doug will demonstrate understanding equipment
of the principles and function
of radio-directional equipment.
Community instructor certification

I
Continged
(")
93
us

frIOICCI Jaltiple NUMD81.2.."=.1.011f11111C411 o

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apccity criteria during negotiation)
7. Since most of this project is Community instructor 7. Certified skill sheet to be submitted
certification of understanding the to school staff
Skill sheet form
systems of an airplane, Doug will keep
a very careful log of all the skills
he learned and indicate whether they .

are skills that he observed, practiced

or acquired. He will then have this
skill sheet certified by his community
instructor.

8. At the conclusion of this project it Community instructor 8. Doug will bring an informal brainstorm
would be useful for Dcug to give list to his CI, discuss it with him,
Other aircraft mechanics
serious thought to the ways in which add to the list, then show it to
he can continue to use this knowledge school staff for a wrap-up discussion
of aircraft systems outside of job- of ways to integrate these skills into
related tasks. He should brainstorm his life. Submitted as a product
all the possible ways, vocational or the final list certified by both ,

avomtional, to continue using his CI and school staff.

new skills. .

"Community instructor certification

School staff certification

t
'I
 OBJECTIVES FOR PERSONAL/SOCIAL DEVELOPMENT

Outcome Goal: Students will increase their ability to

understand and accept responsibility for self, personal
behavior and effects of actions and attitudes on others.

Learning Obleatives: Students should be able to

1. describe themselves by

a. identifying, assessing and using personal information

to bring about personal growth and development
b. demonstrating a positive self-image

2. demonstrate self-direction and responsibility by

a. coping effectively with daily tensions and pressures

b. initiating action to further personal growth and
development
c. making their own decisions and choices
d. setting realistic learning and life goals with a
minimum of stress
e. describing and using strategies of decision making
in determining courses of action and goals
f. evaluating decisions and their end results
g. understanding the consequences of their behavior
in relation to themselves and others

3. deal positively with human sexuality by

a. understanding male/female roles as they develop

in societies
b. explaining femaleness and/or maleness in terms of
their personal development
c. understanding the effects of human sexuality on
the selection of goals and courses of action

4. use personal information for entering into and maintaining

effective interpersonal relationships by

a. describing individual and group behaviors in

nonjudgrental terms
b. demonstrating involvement in group processes by
talking, listening and looking at other group
members
c. listening and contributing in individual or group
discussions without interrupting or dominating the
interaction
d. agreeing and disagreeing with members of a group
without demonstrating hostility

59

06
r

PROJECT IDEABOOK

As a Life Skill, personal/social development deals with what is

perhaps education's most generalized and least measurable purpose:
that of providing students with resources and experiences to help
them develop and refine their attitudes toward themselves and
society.

Supporting students' personal/social development begins with

increasing their awareness that personal growth is largely a
result of the choices an individual makes and that observable
behavior equates with how a person pots out choices. Hence it is
important to stress that they make the choices necessary to identify
and accomplish their long- and short-term goals. Ideally program
learning strategies comprise techniques and processes whereby
students can

1. reflect on their interests, personal characteristics

and talents

2. match what they are learning about themselves with

career and lifestyle interests

3. plan courses of action to achieve career and life

goals that are personally meaningful and satisfying

At the same time, students' actual learning experiences,

particularly their constant interaction with adults in various
community settings, give them a chance to reassess what they know
about themselves, redefine future goals accordingly and develop
the flexibility necessary to cope with the fact that not only are
they entering a rapidly changing world but their self-concepts
and goals will be changing as they grow and mature.

The learning objectives for personal/social development are

designed to help students deal effectively with a deluge of
information about themselves and the world they will be encountering
both in school and as adults. Objectives include growth in such
personal management skills as mental health, self-direction, self-
analysis, interpersonal relations and responsibility.

Individualized Learning and Self-Reflection

The negotiation process for developing individualized projects

encourages students to look at themselves, exercise self-direction
and responsibility and enter into effective interpersonal
relationships with a variety of people (personal/social
development objectives 1, 2 and 4). Care should be taken to avoid
male and female stereotyping in the design and implementation of
projects.

60

97
 Personal/Social Development

Projects Focus On Growth

When they participate at community sites, students face many of the

responsibilities required of mature adults. They not only examine
job - specific skills and conditions, but they also gain a better
feeling for the many intangibles related to the adult, working world- -
the kinds of Personal responsibility they will have to
exercise, types of people they will have to encounter and other
subtle psychological and environmental factors contributing to job
performance and personal satisfaction. In this way students
encounter personal management skills they will have to exercise
in adult life and work--getting along with others, being on time,
respecting property, being nonest about expressing abilities and
talents, and so forth.

The predesigned project in this area asks students to describe

themselves in an objective yet positive way and to apply the
critical thinking process to examine "who" and "what" they are.
Students then interpret what they have observed about themselves,
identity a behavior they wish to change and define a course of
action to achieve that change. They also must reflect on themselves
as they relate to interpersonal activities and consider how they
perceive male and female roles in their own lives and in society.
Students conclude the project by summing up their experiences in
self-descriptions.

In the individually negotiated project for this area students

focus on a particular aspect of their personal development that
they feel needs improvement and/or further understanding. In
designing such a project students should look particularly for
ways in which they might learn more about themselves while also
learning more about the world around them.

62

03
 STUDENT NAME LIFESKILLSAREA PERSONAL/SOCIAL DEVELOPMENT (predesigned)

PROJECT TITLE What (Can I Do) About Ma? COMMUNITY SITF/INSTRUCTOR

SCHOOL STAFF RATIONALE:

By completing this project, you will learn how to know yourself better as an individual
and as a member of a group. In gaining a clear sense of "who you are," you will learn Starting Dale
some skills to help change your behavior to a style that you think is more satisfying.
Target Dale
Date Received
Completion Date
STUDENT RATIONALE:

PROJECT EVALUATION:

RECOMMENDATIONS:

w 100
 Planned completion PRODUCTS /CRITERIA
SUGGESTED RESOURCES
ACTIVITY 1 date (Specify criteria during negotiation,

I. Describe yourself in a positive way. Useful Vocabulary List I. a. Lists of strengths and weaknesses
(Attachment I) (Try to get at least 10 of each.)
a. Make a list of your personal
strengths and weaknesses, both --school staff b. choose one of the following:
physical and personal. --psychology books
make an advertisement for
b. Based on your list of strengths, Libraries yourself
shots the goo4, positive you in one use drawings, photographs and
Suggested Book List
of the ways suggested in the other materials to create a
(Attachment II)
Products/Criteria column. visual representation of (1) you
as you see yourself and (2) you
c. Read the list of words on the
as others see you
attached Useful Vocabulary last; as
write an autobiography
you work through this project,
write a Jong, laudatory eulogy
define these words in your own
for yourself extolling your
terms. Refer to school staff or
virtues and achievements, to be
psychology books for clarification
judged on abil4ty to render the
of terms that are new to you. reader teary-eyed
d. Read a book that deals with a
person who is looking deeply at
(other)
his/her life and attempting to
make changes. c. Definitions of the vocabulary words
d.
2'itle of book selected
Write a letter to the main
character in the book. Show that
you understand the changes this
person went through and the
processes involved.

SCHOOL STAFF EVALUATION:

PI')
v h..

V1JP.
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 2 date (Specify criteria fluting negotiation)

2. Show that you can change your own Community site 2. a. Written description of behavior
behavior if you want to. (or cartoon or tape...)

a. Identify something you do that b. Chart or graph (make it clear and

you'd like to change (either simple)
improve it or abolish it).
c. Well-written paragraph explaining
b. At a community site, observe this how this behavior could affect
behavior in yourself and record other people or your job. Have it
data about it in the following way: read and certified by two people,
one community instructor and one
Select a period of time to
other person with whom you spend
observe yourself.
a lot of time.
Count the number of times the
behavior occurs during this
observation period.
Community instructor certification
Show the data on a graph or
chart.
c. Interpret the graph or chart and Personal acquaintance certification
think about how your behavior
d. Discuss your goal, plan and
might affect other people and how
p
progress with your school staff.
it might affect job performance.
d. Plan a strategy for changing this
behavior by: School staff certification
setting a goal
listing the difficulties you will
have to overcome to reach the
goal
(continued)

SCHOOL STAFF EVALUATION:

4
1."
A. ... ..)
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 2 date (Specify criteria during negotiation)

2. (cont.)

listing the resources you already

have that will help you overcome
the difficulties and achieve the
goal
outlining what you need to do
setting a deadline
evaluating your progress

SCHOOL STAFF EVALUATION: 1114

/ a t
.i.vJ

J
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 3 date (Specify criteria during negotiation)

3. Learn how to be an effective member of Community site 3. a. Completed chart recording group
a group.* behavior
Group sessions
a. Prepare a chart for recording the b. Community instructor certification
behavior of individuals in a group. .

that you can do Perception checks

meeting. (Ask school staff for
help in selecting behaviors to
evaluate.) Observe the group and Community instructor certification
record data on your chart.
c. Adult certification with suggestions
b. On a community site, participate for improvement
in a conversation doing at least
three "perception checks." (See
the Vocabulary List, Attachment I, Adult certification
and define "perception check.")
d. Discussion with school staff
Practice with a friend first!
person
c. Ask an adult to observe you
participating in a groUp and, using
your group behavior chart from School staff certification
Activity 3, to rate your
participation as a group member.
d. Evaluate your ability to apply
group process skills. First talk
with school staff about what
these skills are; then talk with
staff about how you rate yourself
on applying these skills.

*Small groups will be organized to complete

lis activitu.
SCHOOL STAFF EVALUATION:

i i 0-1 1 wZ)
"".
No N.,
c.
 Manned completion PRODUCTS/CRIIERIA
SUGGESTED RESOURCES
ACTIVITY 4 date hipeavcdtedadmInpotonhahud

4. Understand how mole/female roles in Equal Rights Amendment: 4. a. Written description.

the family have developed in our recent news articles
b. Chart that shows comparison of
society and how they influence our
Books on cultural variations family structures on selected
daily lives.
in family structure and characteristics.
a. Describe the ideal family. roles
c. Report on statistical research.
b. Read about at least three other State Bureau of Labor, Civil
cultures and compare typical family Rights Division
structures in the cultures with
Local Affirmative Action
your own ideal. Suggested
programs
categories for comparison are:
Women's Studies programs in
Humber of generations present in
high school, college or
household?
unINA4rsity
Who is the chief decision maker?
Who is primarily in charge of Title IX of the Education
child care? Amendments of 1972
Who is the chief provider of ,(athletics)
material goods?
c. Research the statistics on family
structure and roles in the U.S.
Suggested data to look for are:
percentage of families with
single head of household
sex of these heads of households
percentage of mothers with
children under six years of age
who are employed outside the home

SCHOOL STAFF EVALUATION:

110
1v911
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 4 date during negotiation/
1Specify cotetia

. d. Choose some bases for comparison and 9. d. A comparative study of two

compile a comparative study of your structures emphasizing sex roles
ideal family with a typical family within the family.
either in the United States or in :
another culture. Try to analyze
whether sex roles are more related
to cultural patterns or to
biological differences.

SCHOOL STAFF EVALUATION:

111
11r)
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 5 date apecilyclitoniadarimnApthokrid

S. a. For each of the following job Equal Rights Amendment: 5. a. Discussion with school staff.
titles, write down the sex that recent news articles
comes to your mind first:
ill secretary
bank executive
-
-
Community site personnel
department
State Bureau of Labor, Civil
b.
School staff cartlficaonM
A well-written paragraph documenting
school principal
teacher _ Rights Division
difficulties and explaining any
discrimination of which you have
hair stylist
model
truck driver
-
-
Community instructor
Affirmative Action plans
Women's Studies programs
become aware.

Are you personally aware of any

exceptions? Explain. Title IX of the Education
Amendments of 1972
b. Pick a job title (could be on the
above list) which is not normally
associated with persons of your
sex.

Investigate and document the

difficulties you might expect to
encounter in trying to get that
job.

Are you aware of any sex

discrimination relating to hiring
for this job?

SCHOOL STAFF EVALUATION:

11 ,4
113
 PERSONAZ/SOCZAZ DEVEEOPNUNT
Attachment

USEFUL VOCABULARY LIST

1. behavior

2. behavior modification

3. coping

4. dominate.

5. facilitate

6. feedback

7. group process

8. ideals

9. interpersonal relationship

10. participant

11, participant-observer

12. perception check

13. personal goals

14. responsibility

15. risk

16. self' -awareness

17. self-concept

18. self-direction

19. social roles

20. strategy.

21. trust

22. values

115
71
PERSONAL/SOCIAL DEVELOPMENT
Attachment IX

SUGGESTED BOOK LIST

Go Ask Alice Anonymous

Lisa, Bright and Dark John Neufeld
I Never Promised You a Bose Garden Hannah Green
A Separate Peace John Knowles
I Know Why the Caged Bird Sings Maya Angelou
Anne prank: Diary of A Young Girl Anne Frank
Autobiography of Malcolm X Malxolm X; ed. by Alex Haley
Memoirs of an Ex-Prom Queen Alix K. Shulman
The Story of My Life Helen Keller
Zell, Nancy Milord
Siddhartha Herman. Hesse

Eleanor: The Years Alone Joseph P. Lash

Loneliness of the Long Distance Runner Alan Sillitoe
Dibs in Search of Self Virginia'Axline
Joey Donald Goddard
Manchild in the Promised Land Claude Brown
soledad Brother: The Prison Letters of George Jackson George Jackson
Why Am I Afraid To Tell You Who I Am? John Powell
Soul On Ice Eldridge Cleaver
Hey White Girl Susan Gregory
Yes I Can Sammy Davis Jr.
Alice in Wonderland Lewis Carroll
The Little Prince Antoine de St. Exupery
The Seven Storey Mountain Thomas Merton
Goliath David Harris

FOR FURTHER READING

72
Project Sample Number PS 1

STUDENT NAME Mike Calmers Personal/Social Development

LIFE SKILLS AREA
Sampson and Green Research Laboratory/
PROJECT TITLE Organizational Management and Personnel COMMUNITY SITE/INSTRUCTOR Will Knotts

SCHO3L STAFF RATIONALE: As Mike continues his learning level at Sampson and Green Research Lab, his major goal is
to familiarize himself with the general area of organizational management. As he becomes
exposed to different management functions, he will see what things are important to managers and he'll especially
concentrate on how they effectively deal with their staff in the areas of hiring, training, supervision and
evaluation.

STUDENT RATIONALE: Prom tbLis project, I hope to learn how to select, train and keep employees happy.

(Evaluation and Recenunendations have been deleted to save space.;

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotiation'

1. Mike will become familiar with all Sampson and Green Research Lab. 1. a. Completed application form,
phases of the hiring process. The certified by community instructor,
Sampson and Green's
first step in this sequence of events to be submitted to school staff
application for Executive
is the application procedures
Administrative, Professional b. Original and refined resume to be
filling out the form, a resume and
or Outside Sales Employment submitted to school staff
references.
a.
Will Knotts, community c. Community instructor certification
Fill out the attached application
instructor that Mike understands the
form and review it with the
functions of references for a
community instructor. Resume information booklet
complete application
b. With the CI's assistance,
critique your old resume and make
any changes that are necessary.
Community instructor certification
c. Discuss with the CI the importance
of references and the preferred
methods for contacting them.
Continued -

11 '7 113
Ja

WIOICCE .)anipic NUMMI! za-A.Lonuntiew

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apecilyentedadurivnegodation,

2. A crucial skill of managers is to be Interview session 2. a

able to conduct an effective interview Community instructor certification
Will Knotts
that enables the interviewee to feel
b. Written list to be certified by
comfortable and appreciated as well as
community instructor and submitted
challenged.
to school staff
a. Mike should observe his community
instructor conducting an interview. c. Tape of interview to be submitted
with project
b. After the observation, Mike should
be able to list the critical
components of the interview.
c. Mike will conduct a mock interview
with his community instructor as the
interviewee.

3. Coe of the sensitive areas a manager Sample letters 3. Two typewritten letters to be judged
must deal with is notifying persons of on the basis of sensitive and clear
Community instructor
personnel decisions. _T is generally communication in addition to grammatical
done either by telephone or in a letter. considerations.
Mike will demonstrate that he can
communicate this information in written ',..

form by writing and submitting two

letters- -one officially advising a
candidate who was selected and one
officially advising one who was not
'selected.

. Just as a student new to our program Orientation session A. Clear explanation of the similarities
goes through an orientation session, and differences of the two orientation
Community instructor
new employees at Sampson and Green are sessions - -our program's and Sampson
required to attend an orientation. and Green's.
121"
111
School staff certification

.
.

rentinum4
 (Project Sample Number ZUContinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

4. (cont.) Mike should go to one S & G

orientation, and then orally compare it
to the school orientation in terms of:
expectations
policy
evaluation
group participation
clear presentation of information
activities clearly related to
participants' needs IS

S. In order to get a first-hand picture of Sampson and Green personnel a. Written list of at least 10
how Sampson and Green trains its new office interview questions
employees, Nike will interview the
person whose specific job is staff Training materials b. Certification that Mike's interview
training. demonstrated his understanding of
staff training
a. He will write up a list of questions
to effectively guide the session.
b. lie will then conduct the interview, Community instructor certification
asking additional questions as they
come up in response to the staff
trainer's comments.

6. Another sensitive area of the management Community instructor a. Neatly written job description
position is that of supervision and certified by community instructor
School principal
evaluation. To demonstrate his under-
standing of both those processes Nike b. Certification that Nike can do a
Restaurant manager
will do the following: performance review in an acceptable
style
a. Write a job description for a
position designated by the
community instructor. Community instructor certification
b. Complete a mock performance review
for a person holding this job.

Continued

122
 (Project Sample NionberniContinnedi
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

. c. Conduct a simlated reprimand of . c. Certification that Mike can deal

this person for not taking effectively with personnel problems.
responsibility for one aspect of his/
her job.
d. have a routine performance review Community instructor certification
done on himself and record it on d. Tape of the performance review
tape.
e. Written list to be discussed with
e. List all the different kinds of and certified by community
communication skills that are instructor
crucial for a manager dealing with
supervision and evaluation.
Community Instructor certification

. As his learning level comes to a close, Cflminunity instructor . Two-three page essay written in ink
Mike should write an essay of at least or typed to be evaluated on the
Managers at other companies,
2-3 pages that includes discussion of following criteria:
both larger and smaller
the .following topics:
accurate spelling
What are the advantages and effective introduction and
disadvantages of being in a conclusion
manager's position? detailed coverage of requested
Utat parts of the job were most topics
and/or least personally
satisfying?
Mow did he feel while conducting
performance reviews?
What did he learn from this
experience that could help if ne
chose to enter a management
position?

123 1° 4̀It

Continued
 1Project Sample Number 2.1.1Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Spicily criteria during negotiation)

. Now that Mike has a perspective of Managers in different kinds . List of pros and cons of a management
management, he should give some serious of companies position to be discussed with a
thought to the reasons people seek these member of the school staff in relation
positions. In this activity he should Community instructor
to Mike's career goals.
\ consider prestige, power, money, health, School principal
etc. A way to communicate these
thoughts in an organized way would be to School staff certification
list pros and cons of a management job.

1.2 0
Project Sample Plumber PS 2

STUDENT NAME Christopher Robinson LIFE SKILLS AREA Personal/Social Development

PROJECT TITLE Creative Marriage COMMUNITY SITE/INSTRUCTOR Local Community

SCHOOL STAFF RATIONALE: AlthoUgh Christopher doesn't necessarily see marriage in his immediate future, it is
something he's quite goncerned about. His wish to prepare himself for a healthy marriage
has led him to help design this project. He'll be reading other people's views, investigating changes in marriage/
divorce statistics, and developing his own views of male/female roles and responsibilities, in addition to researching
the legal aspects and common financial needs. Christopher will leave this project with a more mature sense of what a
marriage demands and what he needs to do to prepare. Because Christopher still needs to reinforce his basic writing
skills, spelling and sentence completion will be a major emphasis in evaluation.
STUDENT RATIONALE: Lots of my friends axe getting married and I want to be more prepared than they are. I hope
this project will help me learn to make wise decisions.

(Evaluation and Recommendations have been deleted to save space.,

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotietion)

1. The age-old institution of marriage Your own opinions of the 1. Written answers to questions listed in
has been thought about, sung about, moment the activity. Your answers should be
painted about, written about and in complete sentences with all
thrown about. I'd like you first to spelling correct. (If the typewriter
think through your current feelings you are using can't spell, you'd best
on the following questions, in an look for one that cant)
attempt to clarify where you are now,
as opposed to where you may be at the
end of this project (or at the end of
three years of married life):
Why do most people get married?
For what reasons would you
marry a person?
List some reasons for marriage
that you think are not so good,

Continued

1'1)
4
O
(Project Sample NumberniContinuedl
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES goodly criteria dating negotiation;

1. (cont.)
but common nonetheless.
how have reasons for marriage
changed in the last half a century
or so?

2. Now that you've thought about and omen Marriaq . Complete bibliographic references
recorded some of your thoughts and for every article and book you've read
Fairing,
opinions about marriage, it will be all or part of.
useful to do some reading and explore The Intimate Enemy
a. For the magazine articles, write a
other people's opinions:
summary of the main idea of each.
a. Select and read at least three
b. For the book you read, write a
current magazine articles about
formal review. Negotiate the
marriage.
criteria for the book review with
b. Find at least one book to read. the school staff.
Make sure it is one that talks about
the institution of marriage itself.

3. When marriage comes to mind, our obvious Friends, married or single . a. and b. This product could take the
next thought is that of love. form of a tape in which you
Marriage counselor
informally discuss your feelings
a. Question the legitimacy of that
Church pastor about love and marriage. Include
progression.
mention of where your new insights
b. Concern yourself with the growth come from.
and cultivation of love by thinking
about and discussing the following:
What is your own definition of
love?
Can love develop and be cultivated
ti
e)
.. ,..0 %.,
if a marriage is started without
it?
Love and marriage may go together;
is it possible for one to exist
without the other?
What causes and enhances the
growth of love?
Continued
 OM= lmmw MEMO,- OMEN EI= MEMO CREME

iPsolect Sample Numberkal.Continued)

PRODUCTS /CRITERIA
AMITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

. a. Now let's gather some statistios to Public library /header's . a. Graph of statistical changes
accompany your general readings and Guide to Periodical
b. Write a statement giving your
personal opinions. Find a recent Literature
conclusions referring to specific
article that gives you information
High school library statistics that support your
about the percentage of marriages
opinions.
that succeed and that end in divorce. School sociology teacher
What I'd like you to end up with is
a graph of the changes in marriage/
divorce statistics for 1900, 1950,
1975 (approximate dates).
b. Then draw some conclusions of your
own about the causes for these
changes, i.e., what do you think
has caused the divorce rate to
increase? Do you think the causes
are different for couples between
the ages 20-35 and .35 -50? Beier to
both your readings and your personal
opinions.

5. List the roles and responsibilities Parents . A clearly laid out chart that shows
present in a marriage. Brainstorm whioh roles and responsibilities you
Friends
first alone and then with someone else think (a) should be assumed by one or
to make the list as long as possible. the other marriage partner, (b) should
After you're finished with your list, be assumed by both and (c) could be
for each item indicate whether or not assumed by either one. Discuss this
it should be assumed by the husband or chart with school staff.
the wife or both (or neither?).

School staff certification

County Bureau of Licensing . Written response to each question
6. If you're going to get married, there
listed, with all sentences complete
are some facts you lust can't do Attorney
and words spelled correctly
without, such as:
Notary public
What are the procedures and costs
for obtaining a divorce?

Continued
Oq

131 1,,k)2
 (Project Semple Number Ps 2 Conti/used)
PRODUCTS/CRITERIA
ACTIVITIES SUGGFSTED RESOURCES (Specify criteria during negotiation)

6. (cont.)

when and how and why does a _person

make out a will? Is there a fee?
What kinds of insurance does a
family need? Which are critical
and which aren't?
find the answers to each of the above
questions and accurately summarize the
information.

7. a. Hake a comprehensive list of all the Married community people . a. Graphs and/or charts that display
material needs two people would have all the required information
Parents
in order to start life as a married
b. and c. Written conclusions either
couple., such as house furnishings, Newspaper ads
in chart or in narrative form
personal items, clothes and
entertainment needs, food, monthly'
bills. Consult people in the
community and, based on gathered
information, your own life style
and estimated guesses, develop a
budget for yourself.
b. After you've determined your
financial needs estimate what income
you'd need, whether or not you'd both
deed to work and what kinds of jobs
would provide for your needs.
c. Then figure out what effect children
would have on your budget computa-
tions and conclusions.

313. What kinds of communication skills are Counselors 8. Comprehensive list of kinds of communica-
necessary for a married couple to tion skills needed with an explanation
Your parents
succeed? How can these be learned, used of why each is significant and how a
and constantly developed? Make a list couple can use it effectively
of the different skills and/6r techniques:
Continued
 - (Project Sample Magee, ilL2Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (SPecilY criteria during negotiation)

9. Interview at least five married people Married people in the 9. a. Submit your q.Istions for evaluation
to gather their insights and experiences community before you conduct the interviews.
concerning the institution of marriage.
Parents b. Turn in the tape to school staff.
a. Write a list of at least 10
Unmarried couples living c. Written statement about what you've
questions to guide you in the
together learned from interviewing these
interviews. Suggestions are:
people, i.e., how can their
what is the most challenging experiences and insights give you
aspect of married life? meaningful guidance?
What are the advantages of
marriage over being single or
living with a person?
Is it a dying institution?
Why is the divorce rate increasing?

'Make up more questions of your own.

b. Conduct and tape the interviews.
c. Based on your interview findings,
consider how your attitudes and
feelings about marriage have
changed and/or expanded since
Activity 1.

os
Prefect Sample Number PS 3
1

STUDENT NAME Melinda Zack LIFE SKILLS AREA Personal/Social Development

PROJECT TITLE The Big Step (Away from home) COMMUNITY SITE/INSTRUCTOR Local Metropolitan Area

SCHOOL STAFF RATIONALE: Melinda is eager to prepare herself to live on her own. One of her biggest questions is how
much it will cost to live each month and how large a salary she will need in order to support
herself. Melinda needs to work on basic addition and subtraction and on writing complete sentences. The final
product will be a large chart of expenses to use as a guide for accepting financial responsibility for herself.

STUDENT RATIONALE: From this project I will learn just how much it will cost to live on my own. At least then
I'll sort of know what to expect.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTEf) RESOURCES (Specify criteria during negotiation)

1. When you move away from home, you Local newspapers . a., b. and c. Begin a large chart that
have the option of living alone or you'll add to throughout this
Local apartment buildings
with someone else. There are project; the final product will
definite financial differences in Tag board or cardboard be a clear display of all living
each living arrangement. In this expenses. Be sure to turn in all
activity you should: figures and computations on a
a. Find oat how much it costs to separate sheet of paper.
rent a one-bedroom apartment,
including cleaning deposit,
first and last month's rent,
deposits and utilities.
b. Collect the same information for
a two-bedroom apartment.

(continued)
Continued

l''3
 (Project Sample NumberiContInuedl
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (SPecilyaltenadudngnegothwhut,

1. c. Compare the cost difference between

living alone and living with
another person.

2. a. Your project on nutrition should Nutrition prOject 2. a. Two-week menu written out with
have given you some useful three full meals per day.
Recipe books (there are
information for meal planning. For
specialty ones for budget b. Cost analysis showing all
a period of two weeks, plan
meals) computations with the final monthly
balanced and inexpensive meals.
Find some ways to stretch food for figure to be recorded on your chart.
Local supermarkets
more than one meal, in order to
Your mother
save both time and money. Be
creative!
b. After you've planned your meals,
do an estimate on how much it will
cost for one week of meals and
then do a monthly estimate allowing
for weekly variations.

3. a. Inquire about types of insurance a 3. a. Information for each type of

person in your situation would need insurance. (Add to your chart the
(medical, life, car, etc.). For costs you've selected--plus
each one, contact at least two miscellaneous medical expenses.)
insurance companies to collect the
b. On a separate sheet define your
following information:
medical problem and the amount of
type of policy a person your age time and expenses for both
and situation should have individual payment and insurance
estimated cost for one year payment.
b. Pretend that you just had a sudden
attack of appendicitis and have to

L4),
.. 9
go to the hospital to have your
appendix removed. By calling a
1'
hospital find out how much the
entire operation would cost you if
you have one of the insurance

Continued
 /Project Sample Numbea laContinued)
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES gpocitycubmisdurim/novhmkud

3. b. (cont.) policies you investigated

or how much it would cost without
any insurance coverage at all.
(When you call a hospital, be sure
to tell them that this is a learning
experience and not a real attack.)

4. Plan a clothing budget for a six-month Local retail stores 4. Add these estimated costs to your chart.
period, taking into consideration
special circumstances such as seasonal
needs and special occasion outfits.

S. List all the possible miscellaneous Local retail stores S. Add these estimated costs to your chart.
expenses a person could encounter
each month such as birthday gifts, Veterinarian
vacations, entertainment, personal Public transportation system
items such as tooth paste, pet food
and vet bills, transportation, etc.

6. Add up all the items on your costs Newspaper ads 6. a. List of types of jobs that pay the
analysis chart and figure out how much salary you'd need to cover expenses.
you would have to earn each month to Employment agencies
cover all your bills and expenses. b. List of all the jobs in these
'Occupations handbooks
categories that are actually
a. Check a handbook on occupations available and listed in the papers.
and make a list of various jobs of
interest to you that pay this
approximate salary.
b. Go through the newspaper and see if
there are jobs available to you.

Continued 4 c-.
co
 - grruieci ample Numoer.--.11-ontinueal
PRODUCTS/CRITER1A
ACTIVITIES SUGGESTED RESOURCES (Specitycnledadurffignegadadard

7. As a good exercise in economic planning, School staff 7. Compare the different jobs and their
create ways to cut down on expenses respective salaries during a
Parents
such as taking the bus as opposed to conversation with school staff.
owning a car, or making gifts rather Newspaper ads
than buying, etc.
Then try to refigure your general School staff certification
budget to one of extreme skimping and
figure out how much you'd need to earn
to cover these newly figured expenses.
Find out what jobs pay this salary and .

how they differ from jobs you found

for the first budget you figured.

8. Bring your completed chart to a home Home economics teacher 8.

economics teacher and discuss with
Completed charts
him/her the degree to which you've made School staff certification of discussion
realistic estimates.

9. Now you should be able to write a Other students working on a 9. Your essay will be evaluated on the
detailed evaluation of how much you feel similar project following criteria:
this project will help you when you
Parents clear communication of your
actually do move out on your own. Make
feelings
this an essay of about two pages and at School staff
sentence completion
the end include a list of questions you
general neatness
still have.

1 /4
'.r 'A
.1

1 A f)
.1. 'A 4,
Project Sample Number pS 4,

STUDENT NAME Howard Kaplan LIFE SKILLS AREA Personal/Social Development

PROJECT TITLE Volunteerism and the American Red Cross COMMUNITY SITE/INSTRUCTOR American iced Cross Dory Hansen

SCHOOL STAFF RATIONALE: Howard is interested in different types of service organizations. Already this year he has
partially completed a project on child abuse and he spent a week as a counselor at Outdoor
School, so this project will expose him to a completely different aspect of public service agencies. He'll be working
with the bloodmobile and volunteer programs as well as gaining a general picture of the Had Cross. The basic skills
emphasis in this project will be on spelling and independent proofreading since his other project at this time is more
heavily weighted with math.

STUDENT RATIONALE: I want to be of service somehow to other people, but I'll also need a job someday too, so I
want to learn about paid service jobs as well as volunteer. I've always wondered what happens
at the Red Cross.

(Evaluation and Recommendations have been deleted to save Wee.)

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotietion1

1. Howard will become familiar with all ARC staff . Written summary of each program
the services offered by the American currently offered at ARC. All
ARC written materials
Red Cross (ARC). sentences should be complete and it
Community people who have should be proofread for spelling.
Volunteer programs
volunteered at ARC
Youth programs
Emergency and disaster relief
programs
Health science classes
Instructor certification
programs

2. Howard will become a participating ARC personnel

member of the ARC community by
Community site
experiencing several different kinds
of services:
Continued

ii) 14G
 (Project Sample NumbeiContinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

. (cont.) . (cant.)
a. Participate in the job of host and a.
escort fcr the Blood Donor Center.
b. Participate in recruitment of blood b.
donors.
c. Understand and participate in the c.
clerical work.
d. Help coordinate volunteer schedules d.
for various services.'' Community instructor certification
for each area of service

. Howard will enroll in and successfully American Red Cross 3. Name of Course:
complete one of the Red Cross Health
Course materials
Services courses:
First Aid Certification of completion:
Water Safety
Mother & Baby Care
Home Nursing Community instructor
Creative Parenting or course instructor

. Howard will help design and create Art supplies . Certification that Howard has made
posters for specific program needs as useful posters.
Community instructor
they arise.

Community instructor

Howard will investigate how the average Library . Essay that explains the development and
citizen is affected by the work of the purposes of ARC. This well-organized
ARC materials
ARC. Why is it an important organization and concise essay should concentrate
and how and when did it originate? School staff on spelling and proper paragraph
construction.

Continued
 - (Project Sample NtanberPS `,Continued)
PRODUCT:: CRITERIA
ACTIVITIES SUGGESTED RESOURCES aped!), criteria during negotiation)

6. Howard will read the magazine article Reprinted magazine article 6. This essay should have a clear
titled "Volunteerism: Your Money or introductory and concluding paragraph
Your Life." He'll then think about aced part of the evaluation will be
these concepts and write a two-page essay based on how well Hoard proofreads
about how his experiences as a Rod Cross for spelling errors.
volunteer and as an Outdoor School
volunteer counselor have influenced me/
or changed his plans for a career in
social services.

150
.1100MIP

-
0
Project Swnple Number PS 5

STUDENT NAME Dorothy Jamison LIFE SKILLS AREA Personal/Social Development

Friendly House Work Activity Center/
PROJECT TITLE Overview of Mental Retardation COMMUNITY SITE/INSTRUCTOR George_BoMik

SCHOOL STAFF RATIONALE: Dorothy wants to learn about the causes and effects of mental retardation. She is considering
the possibility of teaching in special education programs or working in a hospital, but she
wants more information before making a definite decision. Dorothy is in her senior year and has already applied to
colleges and universities in the area, so this project will also encourage her to refine study and research skills.
Because Dorothy is taking Algebra II this term, there will be no math in this project.

STUDENT RATIONALE: I'm serious about working with the mentally retarded, but I want to learn more about certain
diseases. I might want to teach but also I might want to work as a nurse in a hospital. I
asked for this project so I could come closer to a decision.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. a. In order to gain.an overview of Library resources 1. a. Bibliography in proper form of

the entire issue of mental up-to-date publications concerning
retardation, first go to the Friendly House materials
mental retardation.
library and do a quick general Community instructor
survey of the most up-to-date b. Definition should be expressed
publications, both books and clearly and concisely in your own
magazines. words. Have it read and
evaluated by your community
b. After you've done the readings, instructor.
construct a definition of
°mental retardation."
COmmunitg instructor certification

Continued
to

(Project Sample Plumber 121Continue:11

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apathy criteria during negotiation)

2. Find out about as many agencies as Work Activity Center 2. List of service agencies indicating
possiLma that work with the mentally whether each is public or private with
Special Education Depts.
retarded. For each agency write a an annotation distinguishing the
brief annotaticm of their services and Mental Health Clinics services and clientele of each. Give
clientele. a more complete and detailed description
Rehabilitation Services
for-the Friendly Douse Work Activity
Medical School Hospital Center (WAC).
Goodwill Industries
Guide to Community Resources

3. With the help of your CI become familiar WAC resources 3. This paper should be about 2-3 type-
with the teaching methods used in written pages and will be evaluated on
Special Education Depts.
Friendly House. Because behavior the following criteria:
modification is emphasized, research Community instructor
accurate listing of resources
B.F. Skinner and his contributions to
Library resources clear understanding of concepts
the field. Then write a short research
accurate application of concepts
paper describing the philosophy and
to WAC
methods of Skinner'l theory of behavior
modification, with special attention to
how the WAC has been influenced by him.

4. Make an appointment with the community Community instructor 4. Certification that you can clearly
instructor to discuss your opinion of state and defend your opinions of
Research paper from Activity
behavior modification. You should be behavior modification.
able to state your opinion clearly and
logically. Defend it.
Community instructor certification

5. Gather information about the major types Library resources 5. Chart should be clear and easy to
of mental retardation, such as Down's
Syndrome, and be able to discuss the
causes and effects of each. Think about
Local doctors
WAC staff
interpret and should include all the
requested informa,:ion as well as your
own additions.
I
1 '

these in terms of teachability, need for

Community instructor
long-term institutionalization, etc.

Continued
 irfUleci Jaappie IVIIMOC, 4.-at.0111111110Ul
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Spec/iv criteria during negotiation)

5. (cone.) Design and complete a chart that

portrays the following information:
major types of retardation
known causes
earliest symptoms
effects of disease
implications for learning and/or
teaching
other information of interest to
you

6. As you observe and participate in the Community instructor 6. School staff certification of confident
teaching duties at Friendly House, and knowledgeable demonstration,
WAC teaching materials
concentrate on the teaching of including charts and/or other visual
functional words. As you become aids.
familiar with the presently used methods,
use your knowledge to develop an original
method and demonstrate it to a member of School staff certification
the school staff.

7. Think beckon your experiences at Tape recorder 7. Your tape should be clear in
Friendly House and prepare a statement articulation of concepts as well as
summarizing what you've learned and enunciation of words.
how it has thus far influenced your
career plans. use this opportunity to
try your hand at another communications
skill- -oral narrative. Convey this .
information on a cassette tape.

Z.,
 Project Sample Numb& PS 6

STUDENT NAME Tommie Johnson L1FESKILLSAREA Pursonal/Social Development

Communication Skills
PROJECT TITLE in Dealing with Customers COMMUNITY SITE/INSTRUCTOR Miller's Tool and Die/Sam Rush

SCHOOL STAFF RATIONALE: In Tomnie's first project at Miller's Tool and Die he devoted one activity to working on his
communication skills, and his community instructor commented that he made commendable progress.
Because Tommie still needs to work on these skills, this project will treat them in greater depth. Specifically,
Tommie will concentrate on dealing independently with customers on a one-to-one basis and interacting wi-a other staff
members.

STUDENT RATIONALE: I feel that this project would help me talk better with customers and get to know where the
parts are a lot better.

(Evaluation and Recommendations have been deleted to save spaced

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify critetia (luting negotiation!

1. a. Tommie will work on building his Community instructor 1. a. CI certification that Tommie has
self - confidence by improving his reached his goal.
Customers and requisitions
ability to work independently with
customers on a one-to-one basis.
Community instructor certification
His goal will be to wait on at
least one customer a day with no b. CI certification that Tommie asks
assistance. for assistance quickly.
b. 10 complete this he may have to ask
for assistance with three or four Community instructor certification
other customers before completing
the task independently. Wien he
asks for assistance, this must be
done quickly and without delay
so that the customers don't have
to wait too long.

Continued

17
 (Project Sample NumborMAContutued)
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Spucily cuteua during negotiation)

. Tommie will work especially bard on Regular customers . a. Written list of customers to be
improving some of his conversational certified for accuracy by community
Community instructor
skills. two specifc techniques are instructor and then submitted to
listed here: school staff.
a. Create a log of regular customers b. Goals to be written neatly and
listing each by name and department. clearly certified by CI after
reaching each one.
b. Tommie will ask his community
instructor to set some specific goals
for interaction with other staff
members.

. Miller's Central Store does inventory Inventory procedures . a. Written explanation describing in
twice yeariy. Going through this process detail at least three reasons for
Community instructor
of inventory will help Tommie gain the inventory.
confidence in knowing the stock. Inventory forms
b. and c. CI certification that Tommie
a. Explain in writing limy Miller's helped in inventory and accurately
does an inventory. completed forms.
b. Participate in inventory.
c. Complete inventory forms accurately. Community instructor certification

. Tommie will work on basic math skills Math teacher . a., b. and c. Final product will be
in the inventory process. He will in format used by Miller's and all
Inventory forms
be assigned one bin to inventory figures and computations will be
alone. Using catalog drawer #43 Catalog drawer submitted to school staff person.
he will;
Community instructor
a. Accurately count all items.
b. Figure merchandise value of each.
c. Compute total merchandise value in
4 v.I bin.
_.; 1C0

Continued
 (Proper Sample Number TAAContinued)
PRODUCE'S /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Spicily enteria during negotiation)

. Tommie will arrange to have a 5 minute School staff . School staff certification that
discussion with a member of the staff adequate discussion was held within
during which he will discuss the time allotment.
following:

increase in self-confidence
most difficult ccmmiunicaticn School staff certification
challenge
now experiences at Miller's have
affected his ability to communicate

0 1'
.v1.
 a
Project Sample Number gS

STUDENT NAME Maggie Gray LIFE SKILLS AREA Personal/Social DeveloPment

Dr. C. Krumm's Dental Office/
PROJECT TITLE
Smile You're a Dental Receptionist COMMUNITY SITE/INSTRUCTOR Peggy Smith

SCHOOL STAFF RATIONALE: In addition to the first project designed for learning the skills of a Dental Assistant at
Dr. Krumm's office, Maggie will now involve herself in learning receptionist duties. She'll
develop the communication skills for greeting and phoning patients, making and changing appointments,, and she'll
familiarize herself with the use of da' processing in billing procedures. Making use of knowledge of the job and
knowledge of self, Maggie will rate herself for improvement.

STUDENT RATIONALE: I hope to be able to answer questions that patients ask and I hope to see if I would like to
have a job like this.

(Eva Irma n and Recommendations have been de.seted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Spacify criteria during negotiation)

1. With your community instructor, make Community instructor . Construct a neat list accurately
a list of the personal and categorizing personal and professional
School counselor
professional qualities an ideal qualities.
receptionist would have.

2. a. For each of the qualities on School staff a. Chart on which you rate yourself
your list in Activity 1, rate on the qualittes listed in
Community instructor
yourself on a scale of 1 to 10, 1 Activity 1.
being the lowest and 10 the Community smote
highest. At the end of your
Graph paper
project repeat this rating on the
same form in another color so you
can see, your improvements.

imilm-,
Continued

1"
1j 3
 (Project Sample NuotherMiCoptinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify cut eda diving negotiation)

2. b. For each category that you rate . b. List your well-thought-out

yourself below 7, work with your strategies for each category.
community instructor or school
c. Turn in chart with CI certification
counselor to set some goals and
plan a specific strategy that will that you've shown improvement in
the designated areas.
result in significant improvements.
c. Implement your plan and at the end
of your project, turn in that__ ,
compiled rating chart.

3. As you learn to make appointments for Appointment books 3. a.

clients, you will learn to efficiently Community instructor certification
Clients
perform the following:
b.
Community instructor
a. Communicate pleasantly and easily Community instructor certification
with a client on the phone.
c.
b. Make sure that appointments are Community instructor certification
made for the appropriate length of
d.
time.
Community instructor certification
c. Accurately record the proper names of implementation
in the appointment book.
e.
d. Efficiently implement the doctor's Community instructor certification
recall system.
e. Be able to successfully maintain and
coordinate two separate appointment
schedules, one for the doctor and
one for the hygienist.

4. In order to understand the office Computer printout 4. a., b. and c. CI certification that
billing procedure, you should be able to: you can explain data processing
- Data processing materials
and interpret and work from the
a. Explain data processing and how it
Bank forms computer printouts.
serves the dental office.
b. Determine what bills are due by
reading the computer printout. Community instructor certification
Coot/nub:1
 fraileci aosispie 11141111001 =. -L.1.0111IllUeal
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apecily Wroth, dually negoliatisid

4. c. Read, interpret and fill out various

bank forms.

5. A very important aspect of a dental Insurance forms 5. a. CI certification that you can offer
office is the careful and accurate a clear explanation.
Math teacher
filling out of insurance forms. Mk
order to do this properly you must be
able to: Community instructor certification
a. Explain to a patient how to fill out b. CI certification that you can
the necessary forms. accurately compute insurance forms.
b. Compute a treatment plan with 100
percent accuracy.
Community instructor certification

6. When the office computes employee State and federal tax forms 6. CI certification that you were a
withholding taxes, assist your useful assistant.
Community instructor
community instructor throughout the
entire process, including doing the Payroll materials
payroll checks. Community instructor certification

7. During this project, you've performed Community instructor 7. Personal statement for each position
the duties of both the dental assistant with all spelling correct and
Activity 2 rating charts
and the receptionist. It would be to sentences complete. Each statement
your advantage to seriously consider the should have an introductory and
personal and professional challenges concluding sentence and be understood
and satisfactions of each position. independently of the other. To be
Write a personal statement for each certified by school staff.
position, giving your feelings about .

which job you'd rather have and why.

School staff certification

i_jL_a____
o
beim Sample Number PS 8

STUDENT NAME Candy Stevens Personal/Social Development

LIFE SKILLS AREA

PROJECT TITLE Social Skills for a Waitress COMMUNITY SITE/INSTRUCTOR Johnnie's Restaurant/Johnnie Corner

SCHOOL STAFF RATIONALE: Candy hopes to get a waitress job at Johnnie's or a similar restaurant, and she realizes her
need for acquiring some social and communication skills necessary for this kind of job. In
addition to becoming more comfortable with the customers, Candy will learn the basic tasks such as operating the
cash register, taking and serving orders and general housekeeping chores.

STUDENT RATIONALE: I feel that the type of job I am doing at Johnnie's will help me in figuring out some of my
own skills, and most important, it is forcing me to be more open with people. I have to talk
to them and smile.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotiation)

1. Candy will ask her community Community instructor . Written list of health safety
instructor to recommend a document regulations that affect you as a
State Health Department
for her to read explaining the State waitress. To be certified for
Health Regulations for people in food accuracy by your community instructor.
service positions.

community instructor certification

2. Candy will demonstrate her ability to Community instructor

make customers feel welcome hys
School counselor
smiling sincerely
sometimes suggesting a table
recognizing regular customers

Continued

.1.'*3 .1"0
 0
(Project Sample Numbern_§.Continueril
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apecitycnumiedudvnegotiethud

2. (cont.) 2. a. Community instructor certification

coping with people in different of evaluation discussion.
moods
finding positive ways to deal with
customers' negative reactions Community instructor certification
b. Written strategy for improvement to
a. She will then discuss her perform-
ance with her community instructor, be turned in to school staff.
taking note of his suggestions for c. Community instructor certification
improvement. of improvement.
b. Candy will construct a plan to
improve her skills in the
Community instructor certification
appropriate areas.
c. At the end of this project Candy
will again meet with her CI for an
evaluation session.

3. Candy will meet the physical appearance Home economics teacher 3. Community instructor certification
standards set by her community when Candy's appearance meets these
Hair care beauty school
instructor: standards.
Counselor
standard uniform (black skirt,
white blouse) Community instructor
Community instructor certification
clean nails and face
hair neat and clean and off
shoulders
minimal amount of jewelry

4. Candy will master the menu within one Johnnie's menu 4. CI certification that Candy can work
week to the point of being able to from the menu with ease.
describe what the items are, their
.1

1
°I
J. abbreviations, how they're served and
the price. Community instructor certification

Continued
 (Project Sample NumberUAContinded)
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

5. After Candy has memorized the menu, she Johnnie's menu 5. Community instructor certification
will demonstrate her ability to quickly that Candy can perform at the level of
Community instructor
and efficiently take an order by an employee.
Restaurant customers
understandin% .hat a customer
wants in case of a combination or
Community instructor certification
substitution order
quickly and legibly writing down
order
spelling all words correctly
recognizing when a table wants
something before the customers
need to wave their hands for
service

6. Candy will show that she can efficiently Math teacher . Community instructor certification that
use the cash register by: Candy can do all the tasks necessary to
Cash register
operate cash register.
counting cash quickly and making
Community instructor
accurate change
being able to quickly determine
Community instructor certification
whether a bill is approximately
correct to prevent gross errors
in case of averring or underring,
validating ticket in the register,
marking the ticket and tape and
writing the number on the master
tape
being able to change the tape

7. Candy will participate in all major/ Posted list of daily duties . Community instructor certification that
minor housekeeping chores to maintain Candy accepts her part in these chores.
the necessary clean environment,
including:
Community instructor certification
taking dishes from dishwasher to
storage place
making coffee

Continued
1"e 1
1'13
 frfeject arnipie NumDef 2-it..Untinisew -.
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apecily criteria during negotiation)

7. (cont.)

keeping juice chilled in

refrigerator
wiping down service areas
cleaning floor
emptying garbage cans
filling napkin holders
cleaning windows and glass cases

8. At the end of her learning level, Candy School staff 8. Criteria for essay should be written
will write an essay discussing how she below after a rough draft is discussed
improved in her social and communica- with the school staff.
Lion skills and how she feels about this
kind of work as it relates to her
personal and financial needs.

1 -.' 5 1. '2 G
 Project Sample
Sample Number 9

STUDENT NAME Philip Green LIFE SKILLS AREA Personal/Social Development

Basic Skills and Communications
PROJECT TITLE at Lowell Library COMMUNITY SITE /INSTRUCTOR Lowell. Library /Annie Borden

SCHOOL STAFF RATIONALE: As Philip continues his project at the Lowell Library. he will concentrate on specific
communication skills, some of which parallel his basic skills work. Because he still is not
cohtfortable initiating or sustaining conversations with strangers,one long-term activity will be learning to handle
the duties at the front desk of the library. In relation to his writing skills. Philip will work on vocabulary and
essay writing skills. Philip is currently involved in a math project, so nath will not be emphasized in this project.

STUDENT RATIONALE: I want to continue working in the library and learn how to work at the front desk.

(Evaluation and Recommendations have been deleted to save specs.!

PRODUCTSICRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify critarki during negotiation!

1. Philip will select 10 new words per School staff 1. a.-e. To complete all parts of this
week and become familiar with them activity Philip will select a
Community instructor
by doing the following: way to write his information that
Dictionary is legible and easy to read. He
a. Write each word legibly in a
list for each week. should figure out a format for
the first week and use the same
b. Use each word is a sentence that format throughout. All should
applies to the job site. be done in tnk and carefully
c. Por each wo,1 write a synonym proofread ,,More handing in.
and an antonym.
d. Break etch word into syllables.
e. For each word isolate the root
and add a suffix and a prefix.

Continued
L
7
 Project Sample Number PS _9Contonuedi
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negetietien)

a. Philip will work on the following Community instructor 2. Philip will:

communication skills that are
School counselor a. and b. Turn in a copy of a graph
essential to a successful librarian:
that indicates his progress.
Graph paper
eye contact with the person he's
c. Write a statement that describes his
talking to Lowell Library
personal feelings about his progress.
pleasant greetings for users
voluntary interactions with users
b. Philip will select one specific
period of time each day to be
aware of and count observations of
himself for the listed communication
skills, plotting these on a graph.
c. Based on his first week's count
(shown on a graph) Philip will set
a goal for himself for the remainder
of his project, and record his
daily observations.

. Because part of Philip's interest in Lowell Library . This essay should be proofread before
library work comes from his love of handing in.
Community instructor
reading he will select a novel to read
School staff certification of clear,
and evaluate. As he reads the book,
informative essay with accurate
he should pay particular attention to
spelling.
character development and plot.
After completing the book, Philip will
write a well-integrated essay in which School staff certification
he
describes the plot
describes the main character
evaluates the book by either
recommending or not recommending
it to a friend

Continued
 - frrolect winipte nitanoerzcontinnew
PRODUCTS/CRITER1A
ACTIVITIES SUGGESTED RESOURCES (Speen), criteria negotiation)

4. Philip will become familiar with the Community instructor 4. CI certification that Philip can
library classification system. For 10 understand and apply the library
Dewey Decimal System
books he will explain to his community classification system.
instructor where each is to be shelved
and how he came to that determination.
Community instructor certification

S. Philip will assume as much responsibility Lowell Library 5. Community instructor certification for
as possible for maintaining the front each listed task.
Community instructor
desk. His community instructor should
list the tasks he needs to perform: a.

b.
a.
C.
b.
d.
c.
e.
d.

e.
Community instructor certification

6. At the end of this project, Philip W.' Community instructor 6. Essay written in ink that makes a
write a statement that describes the statement of his opinion and also gives
School staff
progress he feels he's made in the area evidence to support this opinion. To
of interpersonal communication skills Counselors be read and certified by both his
throughout the whole year. community instructor and counselor.

Community instructor certification

School staff certification

1w
.1...)...
1 (.0.-1
1(V)
 Project Sample Number PS 10

STUDENT NAME Nan Carlisle LIFE SKILLS AREA Personal/Social Development

PROJECT TITLE Survival in the Wild COMMUNITY SITE/INSTRUCTOR Survival School/Markam Jordan

SCHOOL STAFF RATIONALE: Through this project Nan will become familiar with the basics involved in outdoor emergency
survival. After gathering information, she will teach some of it to fellow students and
analyze her own strengths and weaknesses in .:ight of possible emergencies. Because Nan has often been unsure of her
own ability to survive in the wilderness, this project is designed to give her useful information and, as a result,
personal confidence. Spelling will be the major basic skill focus.

STUDENT RATIONALE: Z really like to go camping and hiking, but one time we almost got lost in a snow storm and
that sure made me want to know more about survival.

/Evaluation and Recommendations have been deleted to save spaced

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES /Specify criteria during negotiation)

1. Nan will gather some information Library resources 1. First aid teacher's certification
about basic survival needs and, based that the survival kit is safe and
Hiking clubs
on this information, put together a complete for NarOs situation.
complete survival kit to take camping First aid teacher
or hiking, etc.
First aid teacher certification

2. a. Nan will read a book about Library 2. a. Correctly written bibliography

emergency survival situations, reference for the book she read.
such as the Donner Party or the
plane crash in the Andes
Mountains.

Continued
Iw

1 v tri
a
 ',yowl .3ample mumoeirzAu.c.onunuew
PRODUCTS/CRITERIA
ACTIVITIES I SUGGESTED RESOURCES apectlycntedaduringnagollahug

2. b. After reading the book, she should 2. b. Written report with information
Summarize what the crisis was, requested in the activity. All
describe how the people responded spelling should be correct.
to it and end with a statement
predicting how she would have
responded.

3. Nan will prepare a "survival lesson" Community instructor 3. Turn in completed evaluation forms and
for a croup of interested students. discuss them with the community
students
After teaching the lesson, she should instructor in terms of the quality of
ask the students to fill out a form the information and the ability to
that evaluates the interest and useful- convey it.
ness of her lesson.

Community Instructor certification

4. Nan will make a chart that gives useful ,Community instructor 4. Neat chart that is legible in ink,
survival information for situations spelled correctly and useful.
Tag board or cardboard
in which she could find herself.

5. Nan will research the various kinds of Library 5. Turn in a planning diagram with
survival shelters and choose one to accurate measurements and dimensions.
Outward Bound publications
construct as a model. As she builds Have the shelter evaluated by the
this shelter, she will measure every- community instructor on the basis of
thing to scale and keep an accurate its predicted effectiveness.
record of all measurements and
dimensions.
Community instructor certification

6. a. Nan will participate in a three-day Survival Class 6. a. and b. Completed journal should be
session with the survival class, turned in and discussed with school
Recommended supplies
keeping a daily journal to record staff person.
events, feelings, etc. Journal
b. After the survival trip, she will
School staff certification
write in the journal a summary of .

J* what she has gained in this project

1
and how it helped her during the
three days.
 OBJECTIVES FOR SCIENCE

1=1=1.10.

Outcome Goal: Students will Increase their ability to

recognize and apply scientific procedures and methods,
particularly in the analysis of technology's impact on
natural environments and cultural values.

Learning Oblectives: Students should be able to

1. use systematic logical methods for testing the

reliability of facts

2. use cause and effect reasoning to explain a point

of view

3. recognize precifiont accuracy and self-discipline

as necessary aspects of the scientific method and
discover by application the extent to which they
either have these traits or are willing to develop
them

4. discuss positive and negative consequences of

advancing technology

S. describe a balance between technological progress

and the quality of life

The existing level of technology in this country brings every

person into direct and often complex contact with the results of
science. In recent years environmentalists have shown quite
clearly what happens when we emphasize the products of science
without understanding fully or attending to the effects of those
products. Understanding scientific procedures and the impact of
technology on the natural environment and on human values
is an essential step toward meaningful participation in today's
society.

The Scientific Method

The scientific method involves the following basic steps:

1. collecting observations

2. generalizing the observations by searching for patterns

or correlations

1
125
PROJECT IDEABOOK'

3. from the patterns or correlations, formulating an

hypothesis relating the observations some cause
or condition

4. using the hypothesis to make predictions

5. collecting more observations to test the truth of the

predictions, thus confirming or denying the hypothesis

It is useful to point out to students how closely these steps

relate to the logic of the critical thinking steps outlined in the
learning objectives for that life skills area. It is also important
that students realize that the scientific method for any other
method of problem solving) does not necessarily yield the truth.
Using the method can only be expected to result in an increased
likelihood of finding a true relationship or a relationship more
closely approximating the truth. Thus students should come to
appreciate the role of uncertainty as a part of science and to
better understand that all human knowledge involves a growing and
changing process. This is particularly important with respect to
our attitude toward technology and its relationship to the
environment and to our standard of living.

Projects in Science

Science learning objectives emphasize the processes necessary to

understand science as a specified field of inquiry and to profit
from the scientific method as it may be applied to any problem.
All students need not immerse themselves at great length in the
facts and methods of a particular scientific discipline (for
example, biology, chemistry, physics) to gain a firm grasp of
science and its implications. Instead each student's project
activities should help the student discover personally what the
scientific method is and come to use a variety of community
resources and sites to test how and where science really does apply
to our lives individually and as a society.

The predesigned project in this area contains activities that are

standardized to the extent that all students confront each of the
learning objectives identified for science as a life skill. At
the same time, the resources and products/criteria columns are
designed to encourage students to make full use of their unique
interests and abilities in realistic practice of the scientific
method.

When negotiating the student's subsequent projects, staff should

try to build on activities practiced in the first, particularly in
terns of further using communitl sites and giving attention to both
local and global implications of particular science issues and
problems. In this way, students whose interests might be totally

116
183
 Science

"nonscientific" are helped to perceive some of the ways in which

science and technology impact all our Lives.

If interests warrant, students can plan projects for intensive

study of particular science fields in a variety of ways, including:

1. study of resource materials available at local

public and private libraries and institutions

2. working closely with a community instructor

with expertise in a given science (for example, a
chemical engineer at a gypsum plant)

3. taking classes offered by community colleges and

certain larger community sit ;

It is wise to let intensive study of this kind evolve as part of

the experiences students have as they come to understand science in
realistic situations by examining specific occupations of interest
to them. For example, a student with a general interest in chemistry
might, by exploring a local gypsum plant, wish to investigate
industry's application of chemistry more fully. He or she can then
negotiate a project to pursue chemistry in school or even sign up
for a class offered to employees at the gypsum plant, where chemistry
could be studied as it applies to the needs of that industry.
Similarly a student with no conscious interest in science, but
feeling strongly about being involved with people, might come to
explore a variety of medical/social community sites and decide to
pick up elementary biology as a prelude to advanced study in
medicine, psychology or other related fields. A student might be
very interested in general physics. Investigation could then occur
through the various options listed above and the student might come
to focus on a specific career or plan for future study in which a
background in physics would be necessary.

The following examples of projects negotiated by students in science

demonstrate how general interest in a subject can be given specific
focus at a community site.

117
 OBJECTIVES FOR PERSONAL/SOCIAL DEVELOPMENT

Outcome Goal: Students will increase their ability to

understand and accept responsibility for self, personal
behavior and effects of actions and attitudes on others.

.'.earning Objectives: Students should be able to

1. describe themselves by

a. identifying, assessing and using personal information

to bring about personal growth and development
14 demonstrating a positive self-image

. demonstrate self-direction and responsibility by

a. coping effectively with daily tensions and pressures

b. initiating action to further personal growth and
development
c. making their own decisions and choices
d. setting realistic learning and life goals with a
minimum of stress
e. describing and using strategies of decision making
in determining courses of action and goals
f. evaluating decisions and their end results
g. understanding the consequences of their behavior
in relation to themselves and others

3. deal positively with human sexuality by

a. understanding male /female roles as they develop

in societies
14 explaining femaleness and/or maleness in terms of
their personal development
c. understanding the effects of human sexuality on
the selection of goals and courses of action

4. use personal information for entering into and maintaining

effective interpersonal relationships by

a. describing individual and group behaviors in

nonjudgmental terms
b. demonstrating involvement in group processes by
talking, listening and looking at other group
members
c. listening and contributing in individual or group
discussions without interrupting or dominating the
interaction
d. agreeing and disagreeing with members of a group
without demonstrating hostility

59

DG
PROTECT IDEABOOK

As a Life Skill, personal/social development deals with what is

perhaps education's most generalized and least measurable purpose:
that of providing students with resources and experiences to help
them develop and refine their attitudes toward themselves and
society.

Supporting students' personal/social development begins with

increasing their awareness that personal growth is largely a
.result of the choices an individual makes and that observable
behavior equates with how a person acts out, choices. Hence it is
important to stress that they make the choices necessary to identify
and accomplish their long- and short-term goals. Ideally program
learning strategies comprise techniques and processes whereby
students can

1. reflect on their interests, personal characteristics

and talents

2. match what they are learning about themselves with

career and lifestyle interests

3. plan courses of action to achieve career and life

goals that are personally meaningful and satisfying

At the same time, students' actual learning experiences,

particularly their constant interaction with adults in various
community settings, give them a chance to reassess what they know
about themselves, redefine future goals accordingly and develop
the flexibility necessary to cope with the fact that not only are
they entering a rapidly changing world but their self-concepts
and goals will be changing as they grow and mature.

The learning objectives for personal/social development are

designed to help students deal effectively with a deluge of
information about themselves and till,. world they will be encountering
both in school and as adults. Objectives include growth in such
personal management skills as mental health, self-direction, self -
analysis, interpersonal relations and responsibility.

Individualized Learning and Self-Reflection

The negotiation process for developing individualized projects

encourages students to look at themselves, exercise self-direction
and responsibility and enter into effective interpersonal
relationships with a variety of people (personal/social
development objectives 1, 2 and 4). Care should be taken to avoid
male and female stereotyping in the design and implementation of
projects.

60

97
 Personal /Social Development

Projects Focus On Growth

When they participate at community sites, students face many of the

responsibilities required of mature adults. They not only examine
job-specific skills and conditions, but they also gain a better
feeling for the many intangibles related to the adult working world- -
the kinds of personal responsibility they will have to
exercise, types of people they will have to encounter and other
subtle psychological and environmental factors contributing to job
performance and personal satisfaction. In this way students
encounter personal management skills they will have to exercise
in adult life and work--getting along with others, being on time,
respecting property, being honest about expressing abilities and
talents, and so forth.

The ;redesigned project in this area asks students to describe

themselves in an objective yet positive way and to apply the
critical thinking process to examine "who" and "what" they are.
Students then interpret what they have observed about themselves,
identify a behavior they wish to change and define a course of
action to achieve that change. They also must reflect on themselves
as they relate to interpersonal activities and consider how they
perceive male and female roles in their own lives and in society.
Students conclude the project by summing up their experiences in
self-descriptions.

In the individually negotiated project for this area students

focus on a particular aspect of their personal development that
they feel needs improvement and/or further understanding. In
designing such a project students should look particularly for
ways in which they might learn more about themselves while also
learning more about the world around them.

61

fi3
 ...

STUDENT NAME LIFE mum AREA PERSONAL/SOCIAL DEVELOPMENT (pre designed)

PROJECT TITLE What (Can I Do) About Me? COMMUNITY SITE/INSTRUCTOR

SCHOOL STAFF RATIONALE:

By completing this project, you will learn how to know yourself better as an individual
and as a member of a group. In gaining a clear sense of "who you are," you will learn Starting Date
some skills to help change your behavior to a style that you think is more satisfying.
Target Date
Date Received
Completion Date
STUDENT RATIONALE:

PROJECT EVALUATION:

RECOMMENDATIONS:

(4'3
11
m
4.4 100
N.
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 1 date (Speedy c:le doting negotiation)

1. Describe yourself in a positive way. Useful Vocabulary List 1. a. Lists of strengths and weaknesses
(Attachment I) (Try to get at least 10 of each.)
a. Make a list of your personal
strengths and weaknesses, both --school staff b. Choose one of the followings
physical and personal. --psychology books
snake an advertisement for
b. Based on your list of strengths, Libraries yourself
show the goo& positive you in one use drawings, photographs and
Suggested Book List
of the ways suggested in the other materials to create a
(Attachment II)
Products/Criteria column. visual representation of (1) you
as you see yourself and (2) you
c. Read the list of words on the
as others see you
attached Useful Vocabulary List; as
write an autobiography
you work through this project,
write a long, laudatory eulogy
define these words in your own
for yourself extolling your
terms. Refer to school staff or
virtues and achievements, to be
psychology books for clarification
judged on ability to render the
of terms that are new to you.
reader teary-eyed
d. Read a book that deals with a
person who is looking deeply at
(other)
his/her life and attempting to
make changes. c. Definitions of the vocabulary words
d.
Title of book selected
Write a letter to the main
character in the book. Show that
you understand the changes this
person went through and the
processes involved.

SCHOOL STAFF EVALUATION:

10 9
A.,

.01
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 2 date (Specify criteria during negotiation)

2. Show that you can change your own Community site 2. a. Written description of behavior
behavior if you want to. (or cartoon or tape...)
a. Identify something you do that b. Chart or graph (make it clear and
you'd like to change (either simple)
improve it or abolish it).
c. Well-written paragraph explaining
b. At a community site, observe this how this behavior could affect
behavior in yohrself and record other people or your job. Have it
data about it in the following WAIFS read and certified by two people,
one community instructor and one
Select a period of time to
other person with whom you spend
observe yourself.
a lot of time.
Ar Count the number of times the
behavior occurs during this
Observation period.
Community instructor certification
Show the data on a graph or
chart.

c. interpret the graph or chart and Personal acquaintance certification

think about how your behavior
d. Discuss your goal, plan and
might affect other people and how
p
progress with your school staff.
it might affect job performance.
d. Plan a strategy for changing this
behavior by: School staff certification
Ar setting a goal
Ar listing the difficulties yo4 will
have to overcome to reach the
goal
(continued)

SCHOOL STAFF EVALUATION:

.'t.1 -,4
11 -4
I')
... ...:

Vs
 Planned completion PRODUCTS/CRITERIA
OU
SUGGESTED RESOURCES
ACTIVITY 2 date (Specify criteria daring negotiation,

2. (cont.)

listing the resources you already

have that will help you overcome
the difficulties and achieve the
goal
outlining what you need to do
setting a deadline
evaluating your progress

SCHOOL STAFF EVALUATION:

lilr
%.: u

1' 117-
.../J
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 3 date aucifycatmianwinpnvertiathud

3. Learn how to be an effective member of Community site 3. a. Completed chart recording group
a group.* behavior
Group sessions
a. Prepare a chart for recording the b. Community instructor certification
behavior of individuals in a group. that you can do perception checks
meeting. (Ask school staff for
help in selecting behaviors to
evaluate.) Observe the group and Community Instructor certification
record data on your chart.
c. Adult certification with suggestions
b. On a community site participate for improvement
in a conversation doing at least
three "perception checks." (See
the Vocabulary List, Attachment I Adult certification
and define "perception check.")
d. Discussion with school staff
Practice with a friend first!
person
c. Ask an adult to observe you
participating in a groUp and, using
your Jroup behavior chart from School staff certification
Activity 3, to rate your
participation as a group member.
d. Evaluate your ability to apply
group process skills. First talk
with school staff about what
these skills are; then talk with
staff about how you rate yourself
on applying these skills.

*Small groups will be organized to complete

this activIttp.

SCHOOL. STAFF EVALUATION:

1' "?
 Planned completion PRODUCTS/CRITERIA
I SUGGESTED RESOURCES I
ACTIVITY 4 date (Specify criteria dating negotiation)

4. Understand how male/female roles in Equal Rights Amendment: 4. a. Written description.

the family have developed in our recent news articles
b. Chart that shows comparison of
society and how they influence our
Books on cultural variations faAilY structures on selected
daily lives.
in family structure and cha.moteristics.
a. Describe the ideal family. roles
c. Report on statistical research.
b. Read about at least three other State Bureau of Labor, Civil
cultures and compare typical family Rights Division
structures in the cultures with
Local Affirmative Action
your own ideal. Suggested
programs
categories for comparison are:
Women's Studies programs in
Number of generations present in
high school, college or
household?
university
Who is the chief decision maker?
Who is primarily in charge of Title IX of the Education
child care? Amendments of 1972
Who is the chief provider of (athletics)
material goods?
c. Research the statistics on family
structure and roles in the U.S.
Suggested data to look for area
percentage of families with
single head of household
sex of these heads of households
percentage of mothers with
children under six years of age
who are employed outside the home

SCHOOL STAFF EVALUATION:

.t *%
x k../ ,
4.CI
110
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 4 date (Specify criteria daring negotiation,

4. d. Choose some bases for comparison and 4. d. A comparative study of two

compile a comparative study of your structures emphasizing sex roles
ideal family with a typical family within the family.
either in the United States or in t
another culture. Try to analyze
whether sex roles are more related
to cultural patterns or to
biological differences.

SCHOOL STAFF EVALUATION:

111
11?
al
to
Co

Planned completion PRODUCTS/CRITERIA

SUGGESTED RESOURCES
ACTIVITY 5 date apatitycdhoiadwiagnegodatkud
1
5. a. For each of the following job Equal Rights Amendment: 5. a. Discussion with school staff.
titles, write down the sex that recent news articles
comes to your mind first:
secretary
bank executive
-
-
Community site personnel
department
State Bureau of Labor, Civil
b.
School staff certification
A well-written paragraph documenting
school principal
teacher -
-
Rights Division
difficulties and explaining any
discrimination of which you have
hair stylist
model
truck driver
-
-
Community instructor
Affirmative Action plans
Women's Studies programs
become aware.

Are you personally aware of any

exceptions? Explain. Title IX of the Education
Amendments of 1972
b. Pick a job title (could be on the
above list) which is not normally
associated with persons of your
sex.

Investigate and document the

difficulties you might expect to
encounter in trying to get that
job.

Are you aware of any sex

discrimination relating to hiring
for this job?

SCHOOL STAFF EVALUATION:

1 ... 4
if
1.13
 nasom/somm DEVELORMOT
Attachment

USEFUL VOCABULARY LIST

1. behavior

2. behavior modification

3. coping

4. dominate

S. facilitate

6. feedback

7. group process

S. ideals

9. interpersonal relationship

10. participant

11. participant-observer

12. perception check

13. personal goals

14. responsibility

1S. risk

16. self-awareness 4
17. self-concept

18. self-direction

19. social roles

20. strategy

21. trust

22. values

72
PERSONAL/SOCIAL DEVELOPMENT
Attachment TT

SUGGESTED BOOK LIST

Go Ask Alice Anonymous

Lisa. Bright and Dark John Neufeld
I Never Promised You a Rose Garden Hannah Green
A Separate Peace John Knowles
I Know Why the Caged Bird Sings Maya Angelou
Anne Frank: Diary of A Young Girl Anne Frank
Autobiography of Malcolm X Malcolm X; ed. by Alex Haley
Memoirs of an Ex-Prom Queen Mix X. Shulman
The Story of My Life Helen Keller
Zelda Nancy Milford
Siddhartha Herman Hesse
Eleanor: The Years Alone Joseph P. Lash
Wnaliness of the Long Distance gunner Alan Sillitoe
Dibs in Search of Self virginia'Axline
isex. Donald Goddard
Manchild in the Promised Land Claude Brown
Soledad Brother: The Prison Letters of George Jackson George Jackson
Why Am 1 Afraid To Tell You Who Z Am? John Powell
Soul On Ice Eldridge Cleaver
Hey White Girl Susan Gregory
Yes I Can Sammy Davis Jr.
Alice in Wonderland Lewis Carroll
The Little Prince Antoine de St. Exupexy
The Seven Storey Mountain Thomas Merton
Goliath David Harris

FOR FURTHER READING

72
116
Project Sample Number PS 1

STUDENT wig Mike Calmers Personal/Social Development

LIFE SKILLS AREA
Sampson and Green Research Laboratory/
PROJECT TITLE Organizational Management and Personnel COMMUNITY SITE/INSTRUCTOR Will Knotts

SCHOOL STAFF RATIONALE: As Mike continues his learning level at Sampson and Green Research Lab, his major goal is
to familiarize himself with the general area of organizational management. As he becomes
exposed to different management functions, he will see what things are important to managers and he'll especially
concentrate on how they effectively deal with their staff in the areas of hiring, training, supervision and
evaluation.

STUDENT RATIONALE: From this project. I hope to learn how to select, train and keep employees happy.

(Evaluation and Recommendations have been deleted to savo space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotiation)

1. Mike will become familiar with all Sampson and Green Research Lab. 1. a. Completed application form,
phases of the hiring process. The certified by community instructor,
first step in this sequence of events Sampson and Green's
to be submitted to school staff
application for Executive
is the application procedure;
filling out the form, a resume and Administrative, Professional b. Original and refined resume to be
references. or Outside Sales Employment submitted to school staff
Will Knotts, community c. Community instructor certification
a. Pill out the attached application
instructor that Mike understands the
form and review it with the
community instructor. functions of references for a
Resume information booklet
complete application
b. With the CI's assistance,
critique your old resume and make
any changes that are necessary.
c. Discuss with the CI the importance Community instructor certification
of references and the preferred
methods for contacting them.
Continued

117 113
 /Project Sample NumbealitiContinuedl
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES aPecirvcilwiDdwingnegothahmd

2. A crucial skill of managers is to be Interview session 2. a.

able to conduct an effective interview Community instructor certification
Will Knotts
that enables the interviewee to feel
b. Written list to be certified by
comfortable and appreciated as well as
community instructor and submitted
challenged.
to school staff
a. Mike should observe his community
instructor conducting an interview. c. Tape of interview to be submitted
with project
b. After the observation, Mike should
be able to list the critical
components of the interview.
c. Mike will conduct a mock interview
with his community instructor as the
interviewee.

3. One of the sensitive areas a manager Sample letters 3. Two typewritten letters to be judged
must deal with is notifying persons of on the basis of sensitive and clear
Community instructor
personnel decisions. This is generally communication in addition to grammatical
done either by telephone or in a letter. considerations.
Mike will demonstrate that he can
communicate this information in written .

form by writing and submitting two

letters--one officially advising a
candidate who was selected and one
officially advising one who was not
'selected.

4. Just as a student new to our program Orientation session 4. Clear explanation of the similarities
goes through an orientation session, and differences of the two orientation
Community instructor
new employees at Sampson and Green are sessions - -our program's and Sampson
required to attend an orientation. and Green's.
1 4ry
nil
113
School staff certification

Continued
 (Project Sample Number n 1Continuedl
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apecily criteria during negotiation,

. (cont.) Mike should go to one S & G

orientation, and then orally compare it
to the school orientation in terms of:
expectations
policy
evaluation
group participation
clear presentation of information
activities clearly related to
participants' needs

5. In order to get a first-hand picture of Sampson and Green personnel a. Written list of at least 10
bow Sampson and Green trains its new office interview questions
employees, Mike will interview the
person whose specific job is staff Training materials b. Certification that Mike's interview
training. demonstrated his understanding of
staff training
a. He will write up a list of questions
to effectively guide the session.
b. He will then conduct the interview, Community instructor certification
asking additional questions as they
come up in response to the staff
trainer's comments.

6. Another sensitive area of the management Community instructor . a. Neatly written job description
position is that of supervision and certified by community instructor
School principal
evaluation. To demonstrate his under-
standing of both those processes mike b. Certification that Mike can do a
Restaurant manager
will do the following: performance review in an acceptable
style
a. Write a job description for a
position designated by the
community instructor. Community instructor certification
b. Complete a mock performance review
for a person holding this job.

Continued
1'41
OS

(Project Semple illianberPS 1 Continued)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

. c. Conduct a simulated reprimand of 6. c. Certification that Mike can deal

this person for not taking effectively with personnel problems.
responsibility for one aspect of his/
her job.
d. have a routine performance review Commeni4 instructor certification
done on himself and record it on d. Tape of the performance review
tape.
e. written list to be discussed with
e. List all the different kinds of and certified by community
communication skills that are instructor
crucial for a manager dealing with
supervision and evaluation.
Community instructor certification

As his learning level comes to a close, Community instructor 7. Two-three page essay written in ink
Mike should write an essay of at least or typed to be evaluated on the
Managers at other companies,
2-3 pages that includes discussion of following criteria:
both larger and smaller
the .following topics:
accurate spelling
What are the advantages and effective introduction and
disadvantages of being in a conclusion
manager's position? detailed coverage of requested
What parts of the job were most topics
and/or least personally
satisfying?
'low did he feel while conducting
performance reviews?
What did he learn from this
experience that could help if he
chose to enter a management
position?

12'3 14

Continued
 (Project Sample NumberELIContinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specity criteria during negotiation)

S. Now that Mike has a perspective of Managers in different kinds . List of pros and cons of a management
management, he should give some serious of companies position to be discussed with a
thought to the reasons people seek these member of the school staff in relation
Community instructor
positions. In this activity he should to Mike's career goals.
consider prestige, power, money, health, School principal
etc. A way to communicate these
thoughts in an organized way would be to School staff certification
list pros and cons of a management job.
ProjectUnigeNumber PS 2

STUDENT NAME Christopher Robinson LIFE SKILLS AREA Personal/Social DeveloPment

PROJECT TITLE Creative Marriage COMMUNITY SITE/INSTRUCTOR Local Community

SCHOOL STAFF RATIONALE: Altholigh Christopher doesn't necessarily see marriage in his immediate future, it is
something he's quite sJoncerned about. His wish to prepare himself for a healthy marriage
has led him to help design this project. He'll be reading other people's views, investigating changes in marriage/
divorce statistics, and developing his own views of male/female roles and responsibilities, in addition to researching
the legal aspects and common financial needs. Christopher will leave this project with a more mature sense of what a
marriage demands and what he needs to do to prepare. Because Christopher still needs to reinforce his basic writing
skills, spelling and sentence completion will be a major emphasis in evaluation.
STUDENT RATIONALE: Lots of my friends are getting married and I want to be more prepared than they are. I hope
this project will help me learn to make wise decisions.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES aped& criteria during negotiation)

1. The age-old institution of marriage Your own opinions of the 1. Written answers to questions listed in
has been thought about, sung about, moment the activity. Your answers should be
painted about, written about and in complete sentences with all
thrown about. I'd like you first to spelling correct. (If the typewriter
think through your current feelings you are using can't spell, you'd best
on the following questions, in an look for one that cant)
attempt to clarify where you are now,
as opposed to where you may be at the
end of this project (or at the end of
three years of married life):
Why do most people get married?
For what reasons would you
marry a person?
List some reasons for marriage
that you think are not so good,

Continued

1 "7
12R
 (Project Sa vie Numberljj_Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES mmeitycnrmandurinpnegothokm0

1. (cont.)
but common nonetheless.
How have reasons for marriage
changed in the last half a century
or so?

2. Now that you've thought about and Open Marriage 2. Complete bibliographic references
recorded some of your thoughts and for every article and book you've read
Pairing
opinions about marriage, it will be all or part of.
useful to do some reading and explore The Intimate Enemy
a. For the magazine articles, write a
other people's opinions:
summary of the main idea of each.
a. Select and read at least three
b. For the book you read, write a
current magazine articles about
formal review. Negotiate the
marriage.
criteria for the book review with
b. Find at least one book to read. the school staff.
Make sure it is one that talks about
the institution of marriage itself.

3. When marriage comes to mind, our obvious Friends, married or single 3. a. and b. This product could take the
next thought is that of love. form of a tape in which you
Marriage counselor
informally discuss your feelings
a. Question the legitimacy of that
Church pastor about love and marriage. Include
progression.
mention of where your new insights
b. Concern yourself with the growth come from.
and cultivation of love by thinking
about and discussing the following:
What is your own definition of
love?
Can love develop and be cultivated
if a marriage is started without 1 6,
it?
14 n Love and marriage may go together;
_ke v
is it possible for one to exist
without the other?
What causes and enhances the .
growth of love?
Continued
 lhoject Sample NumbertaiContinuedi
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

. a. Now let's gather some statistics to Public library/Reader's 4. a. Graph of statistical changes
acoompany your general readings and Guide to Periodical
b. Write a statement giving your
personal opinions. Find a recent Literature
conclusions referring to specific
article that gives you information
High school library statistics that support your
about the percentage of marriages
opinions.
that succeed and that end in divorce. School sociology teacher
What I'd like you to end up with is
a graph of the changes in marriage/
divorce statistics for 1900, 1950,
1975 (approximate dates).
b. Then draw some conclusions of your
own about the causes for these
changes, i.e., what do you think
has caused the divorce rate to
increase? Do you thiLk the causes
are different for couples between
the ages 20-35 and 35-50? Refer to
1Noth your readings and your personal
opinions.

5. List the roles and responsibilities Parents 5. A clearly laid out chart that shows
present in a marriage. Brainstorm which roles and responsibilities you
Friends
first alone and then with someone else think (a) should be assumed by one or,
to make the list as long as possible. the other marriage partner, (b) should
After you're finished with your list, be assumed by both and (c) could be
for each item indicate whether or not assumed by either one. Discuss this
it should be assumed by the husband or chart with school staff.
the wife or both (or neither?).

School staff certification

County Bureau of Licensing 6. Written response to eadi question

6. If you're going to get married, there
listed, with all sentences complete
are some facts you just can't do Attorney
and words spelled correctly
without, such as;
Notary public
what are the procedures and costs
for obtaining a divorce?

Continued
%
131 132
 (Project Sample Numberl2a2Cootinued)
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES apeellyertterhiduringnegigiathud

6. (cont.)

When and how and why does a person

make out a will? Is there a fee?
What kinds of insurance does a
family need? Which are critical
and which aren't?
Find the answers to each of the above
questions and accurately summarize the
information.

7. a. Make a comprehensive list of all the Married community people 7. a. Graphs and/or charts that display
material needs two people would have all the required information
Parents
in order to start life as a married
b. and c. Written conclusions either
couple., such as house furnishings, Newspaper ads
in chart or in narrative form
personal items, clothes and
entertainment needs, food, monthly'
bills. Consult people in the
community and, based on gathered
information, your own life style
and estimated guesses, develop a
budget for yourself.
b. After you've determined your
financial needs estimate what income
you'd need, whether or not you'd both
need to work and what kinds of jobs
would provide for your needs.
c. Then figure out what effect children
would have on Your budget computa-
tions and conclusions.

138. What kinds of communication skills are Counselors 8. Comprehensive list of kinds of communica-
necessary for a married couple to tion skills needed with an explanation
Your parents
succeed? How can these be learned, used of why each is significant and how a
and constantly developed? Make a list couple can use it effectively
of the different skills and/Or techniques.
Continued
 (Project Sample NumberliaCentinuecil
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Spacily criteria during negotiation)

. Interview at least five married people Married people in the . a. Submit your questions for evaluation
to gather their insights and experiences community before you conduct the interviews.
concerning the institution of marriage.
Parents b. Turn in the tape to school staff.
a. Write a list of at least 10
Unmarried couples living c. Witten statement about what you've
questions to guide you in the
together learned from interviewing these
interviews. Suggestions are:
people, i.e., how can their
What is the most challenging experiences and insights give you
aspect of married life? meaningful. guidance?
What are the advantages of
marriage over being single or
living with a person?
Is it a dying institution?
Why is the divorce rate increasing?

'Make up more questions of your own.

b. Conduct and tape the interviews.
c. Based on your interview findings,
consider how your attitudes and
feelings about marriage have
changed and/or expanded since
Activity 1.
Project Sample Number PS 3

STUDENT NAME Melinda Zack LIFE SKILLS AREA Personal/Social Development

PROJECT TITLE The BiqStep (Away from Some) Local Metropolitan Area
COMMUNITY SITE/INSTRUCTOR

SCHOOL STAFF RATIONALE: Melinda is eager to prepare herself to live on her own. One of her biggest questions is how
much it will cost to live each month and how large a salary she will need in order to support
herself. Melinda needs to work on basic addition and subtraction and on writing complete sentences. The final
product will be a large chart of expenses to use as a guide for accepting financial responsibility for herself.

STUDENT RATIONALE: Prow this project I will learn just how much it will cost to live on my own. At least then
sort of know what to expect.

"-Ablation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotiation)

1. When you move away from home, you Local newspapers 1. a., b. and c. Begin a large chart that
have the option of living alone or you'll add to throughout this
Local apartment buildings
with someone else. There are project; the final product will
definite financial differences in Tag board or cardboard be a clear display of all living
each living arrangement. In this expenses. Be sure to turn in all
activity you should: figures and computations on a
a. Find out haw much it costs to separate sheet of paper.
runt a one-bedroom apartment,
including cleaning deposit,
first and last month's rent,
deposits and utilities.
b. Collect the same information for
a two-bedroom apartment.

(continued)
Continued
 (Project Sample Number lit 2Continuedi
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation,

1. c. Compare the cost difference between

living alone and living with
another person.

2. a. Your project on nutrition should Nutrition prOject 2. a. Two-week menu written out with
have given you some useful three full meals per day.
Recipe books (there are
information for meal planning. Por
specialty ones for budget b. Cost analysis showing all
a period of two weeks, plan
meals) computations with the final monthly
balanced and inexpensive meals.
Find some ways to stretch food for figure to be recorded on your chart.
Local supermarkets
more than one meal, in order to
Your mother
save both time and money. Be
creative!
b. After you've planned your meals,
do an estimate on how much it will
cost for one week of meals and
there do a monthly estimate allowing
for weekly variations.

3. a. Inquire about types of insurance a 3. a. Information for each type of

person in your situation would need insurance. (Add to your chart the
(medical, life, car, etc.). For costs you've selected- -plus
each one, contact at least two miscellaneous medical expenses.)
insurance companies to collect the
b. On a separate sheet define your
following informations
medical problem and the amount of
type of policy a person your age time and expenses for both
and situation should have individual payment and insurance
estimated cost for one year payment.
b. Pretend that you just had a sudden
attack of appendicitis and have to
go to the hospital to have your
appendix removed. Dy calling a
1
hospital find out how much the
entire operation would cost you tf
you have one of the insurance

Continued
 (Project Sample NumberMaContinued),-
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

3. b. (cont.) policies you investigated

or how much it would cost without
any insurance coverage at all.
(When you call a hospital, be sure
to tell them that this is a learning
experience and not a real attack.)

4. Plan a clothing budget for a six-month Local retail stores 4. Add these estimated costs to your chart.
period, taking into consideration
special circumstances such as seasonal
needs and special occasion outfits.

. List all the possible miscellaneous Local retail stores . Add these Istimated costs to your chart.
expenses a person could encounter
each month such as birthday gifts, Veterinarian
vacations, entertainment, personal Public transportation system
items such as tooth paste, pet food
and vet bills, transportation, etc.

6. Add up all the items on your costs Newspaper ads a. List of types of jobs that pay the
analysis chart and figt.e out how much salary you'd need to cover expenses.
Employment agencies
you would have to earn each month to
cover all your bills and expenses. b. List of all the jobs in these
Occupations handbooks
categories that are actually
a. Check a handbook on occupations available and listed in the papers.
and make a list of various jobs of
interest to you that pay this
approximate salary.
b. Go through the newspaper and see if
there are jobs available to you.

Continued
1.
co
co
ta
;Fromm sample NOIllbef 1" 4 cOniiinieei
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify &take doting negotiation)

7. As a good exercise in economic planning, School staff 7. Compare the different jobs and their
create ways to cut down on expenses respective salaries during a
Parents
such as taking the bus as opposed to conversation with school staff.
owning a car, or making gifts rather Newspaper ads
than buying, etc.
Then try to refigure your general School staff certification
budget to one of extreme skimping and
figure out how much you'd need to earn
to cover these newly figured expenses.
Find out what jobs pay this salary and
how they differ from jobs you found
for the first budget you figured.

8. Bring your completed chart to a home Home economics teacher 8.

economics teacher and discuss with
Completed charts
him/her the degree to which you've made School staff certification of discussion
realistic estimates.

9. Now you should be able to write a Other students working on a 9. Your essay will be evaluated on the
detailed evaluation of how much you feel similar project following criteria:
this project will help you when you
Parents clear communication of your
actually do move out on your own. Make
feelings
this an essay of about two pages and at School staff
sentence completion
the end include a list of questions you
general neatness
still have.

144
1 A q
J.`z t.)
Project Sample Number PS 4

STUDENT NAME Howard Kaplan LIFE SKILLS AREA Personal/Social Developusent

PROJECT TITLE Volunteerism and the American Red Cross COMMUNITY SITE/INSTRUCTOR American Red Cross - Dory Hansen

SCHOOL STAFF RATIONALE: Howard is interested in different types of service organizations. Already this year he has
partially completed a project on child abuse and he spent a week as a counselor at Outdoor
School, so this project will expose him to a completely different aspect of public service agencies. He'll be working
with the bloodmobile and volunteer programs as well as gaining a general picture of the Red Cross. The basic skills
emphasis in this project will be on spelling and independent proofreading since his other project at this time is more
heavily weighted with math.

STUDENT RATIONALE: I want to be of service somehow to other people, but I'll also need a job someday too, so I
want to learn about paid service jobs as well as volunteer. I've always wondered what happens
at the Red Cross.

!Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. Howard will become familiar with all ARC staff . Written summary of each program
the services offered by the American currently offered at ARC. All
Red Cross (ARC) .
ARC written materials
sentences should be complete and it
Community people who have should be proofread for spelling.
Volunteer programs
volunteered at ARC
Youth programs
Emergency and disaster relief
programs
Health science classes
Instructor certification
programs

2. Howard will become a participating ARC personnel

member of the ARC community by
Community site
experiencing several different kinds
of services;
Continued
C1

(Project Sample NumberZUConuntted)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

2. (cont.) . (cont.)
a. Participate in the job of host and a.
escort for the Blood Donor Center.
b. Partici,?ate in recruitment of blood b.
donors.
c. Understand and participate in the c.
clerical work.
d. Help coordinate volunteer schedules d.
for various services.- Community instructor certification
for each area of service

3. Howard will enroll in and successfully American Red Cross . Name of Course:
complete one of the Red Cross Health
Course materials
Services courses:
First Aid Certification of completion:
Water Safety
Mother & Baby Care
Home Nursing Community instructor
Creative Parenting or course instructor

. Howard will help design and create Art supplies . Certification that Howard has made
posters for specific program needs as useful posters.
Community instructor
they arise.

Connunity instructor

5. Howard will investigate how the average Library . Essay that explains the development and
citizen is affected by the work ci the purposes of ARC. This well-organizeJ
ARC materials
ARC. Why is it an important organization and concise essay should concentrate
and how and when did it originate? School staff on spelling and proper paragraph
l'i
4 construction.

Continued
 /Project Sample NumberPS `.Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES /Specify criteria during negotiation)

. Howard will read the magazine article Reprinted magazine article 6. This essay should have a clear
titled "Volunteerism; Your Money or introductory and concluding paragraph
Your Life." He'll then think about and part of the evaluation will be
these concepts and write a two-page essay based on how well Howard proofreads
about how his experiences as a Rod Cross for spelling errors.
volunteer and as an Outdoor School
volunteer counselor have influenced and/
or changed his plans for a career in
social services.

15 0
Project Sample Number PS 5

STUDENT NAME Dorothy Jamison LIFE SKILLS AREA Personal/Social Development

Friendly House Work Activity Center/
PROJECT TITLE overview of Mental Retardation COMMUNITY SITE/INSTRUCTOR George Ponnik

SCHOOL STAFF RATIONALE: Dorothy wants to learn about the causes and effects of mental retardation. She is considering
the possibility of teaching in special education programs or working in a hospital, but she
wants more information before making a definite decision. Dorothy is in her senior year and has already applied to
colleges and universities in the area, so this project will also encourage her to refine study and research skills.
Because Dorothy is taking Algebra II this term, there will be no math in this project.

STUDENT RATIONALE: vm serious about working with the mentally retarded, but I want b3 learn more about certain
diseases. I might want to teach but also I might want to work as a nurse in a hospital.
asked for this project so I could come closer to a decision.

(Evaluation and Re immendations have been deleted to save space.)

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. a. In order to gain.an overview of Library resources 1. a. Bibliography in proper form of

the entire issue of mental up-to-date publications concerning
retardation, first go to the Friendly House materials
mental retardation.
library and do a quick general Community instructor
survey of the most up-to-date b. Definition should be expressed
publications, both books and clearly and concisely in your own
magazines. words. Have it read and
evaluated by your community
b. After you've done the readings, instructor.
construct a definition of
"mental retardation."
Cbmmunity instructor certification

Continued
tO

(Project Sample Number PS SConunued)

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES Agway criteria daring negotiation)

2. Find out about as many agencies as lar.rk Activity Center 2. List of service agencies indicating
possible that work with the mentally whether each is public or private with
. Special Education Depts.
retarded. For each agency write a an annotation distinguishing the
brief annotation of their services and Mental Health Clinics services and clientele of each. Give
clientele. a more complete and detailed description
Rehabilitation Services
for.. the Friendly House Work Activity
Medical School Hospital Center (WAC).
Goodwill Industries
Guide to Community Resources

3. With the help of your CI become familiar WAC resources 3. This paper should be about 2-3 type-
with the teaching methods used in written pages and will be evaluated on
Special Education Depts.
Friendly House. Because behavior the following criteria:
modification is emphasized, research Community instructor
accurate listing of resources
B.F. Skinner and his contributions to
Library resources clear understanding of concepts
the field. Then write a short research
accurate application of concepts
paper describing the philosophy and
to WAC
methods of Skinner's theory of behavior
modification, with spcial attc*ntion to
how the WAC has been influenced by him.

4. Make an appointment with the community Community instructor 4. Certification that you can clearly
instructor to discuss your opinion of state and defend your opinions of
Research paper from Activity 3
behavior modification. You should be behavior modification.
able to state your opinion clearly and
logically. Defend it.
Community instructor certification

5. Gather information about the major types Library resources 5. Chart should be clear and easy to
of mental retardation, such as Down's interpret and should include all the
Local doctors
'' Syndrome, and be able to discuss the requested information as well as your 1
causes and effects of each. Think about WAC staff own additions.
these in terms of teachability, need for
Community instructor
long-term institutionalization, etc.

Continued
 fritilercr aOMPIC MIIIIDef .F.17L011111711OCII
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES aiwciiycnrteriadurinpaegrgiatkud

5. (cont.) Design and complete a chart that

portrays the following information;
major typos of retardation
known causes
earliest symptoms
effects of disease
implications for learning and/or
teaching
other information of interest to
you

6. As you observe and participate in the Community instructor 6. School staff certification of confident
teaching duties at Friendly House, and knowledgeable demonstration,
HAC teaching materials
concentrate on the teaching of including charts and/or other visual
functional words. As you become aids.
familiar with the presently used methods,
use your knowledge to develop an original
method and demonstrate it to a member of School staff certification
the school staff.

7. Think beckon your experiences at Tape recorder 7. Your tape should be clear in
Friendly House and prepare a statement articulation of concepts as well as
summarizing what you've learned and enunciation of words.
how it has thus far influenced your
career plans. Use this opportunity to
try your hand at another communications
skill- -oral narrative. Convey this
information on a cassette tape.

U'

J
 Project Sample Number PS 6

STUDENT NAME Tommie Johnson LIFE SKILLS AREA Personal/Social Development

Communication Skills
PROJECT TITLE in Dealing with Customers COMMUNITY SITE/INSTRUCTOR Miller's Tool and Die/Sam Rush

SCHOOL STAFF RATIONALE: In Tommie's first project at Miller's Tool and Die he devoted one activity to working on his
communication skills, and his community instructor ornamented that he made commendable progress.
Because Tommie still needs to work on these skills, this project will treat them in greater depth. Specifically,
Tommie will concentrate on dealing independently with customers on a one-to-one basis and interacting with other staff
members.

STUDENT RATIONALE: I feel that this project would help me talk better with customers and get to know where the
parts are a lot better.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. a. Tommie will work on building his Community instructor 1. a. CI certification that Tommie has
self-confidonce by improving his reached his goal.
Customers and requisitions
ability to work independently with
customers on a one-to-one basis.
Community instructor certification
His goal will be to wait on at
least one customer a day with no b. CI certification that Tommie asks
assistance. for assistance quickly.
b. 'P0 complete this he may have to ask
for assistance with three or four Community instructor certification
other customers before completing
the task independently. When he
asks for assistance, this must be
done quickly and without delay
so that the customers don't have
to wait too long.

Continued
%./ 7
 Sample Nwnbern..§Contrnuedi
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

2. Tommie will work especially hard on Regular customers 2. a. Written list of customers to be
improving some of his conversational certified for accuracy by community
Community instructor
skills. Two specifc techniques are instructor and then submitted to
listed here: school staff.
a. Create a log of regular customers b. Goals to be written neatly and
listing each by name and department. clearly certified by CI after
reaching each one.
b. Tommie will ask his community
instructor to set some specific goals
for interaction with other staff
members.

3. Miller's Central Store does inventory Inventory procedures 3. a. Written explanation describing in
twice yearly. Going through this process detail at least three reasons for
Community instructor
of inventory will help Tommie gain the inventory.
confidence in knowing the stock. Inventory forms
b. and c. CI certification that Tommie
a. Explain in writing ityMiller's helped in inventory and accurately
does an inventory. completed forms.
b. Participate in inventory.
c. Complete inventory forms accurately. Community .instructor certification

4. Tommie will work on basic math skills Math teacher 4. a., b. and c. Final product will be
in the inventory process. He will in format used by Miller's and all
Inventory forms
be assigned one bin to inventory figures and computations will be
alone. Using catalog drtwor #43 Catalog drawer submitted to school staff person.
he will:
Community instructor
a. Accurately count all items.
b. Pigiir werchandise value of each.
c. Compute total merchandise value in
bin.
1C0

Continued
 - (Project Sample Number PS
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

Tommie will arrange to have a S minute School staff School staff certification that
discussion with a member of the staff adequate discussion was held within
during which he will discuss the time allotment.
following:

increase in self-confidence
most difficult communication
School staff certification
challenge
now experiences at Killer's have
affected his ability to communicate

8
0.0

1G1
Project Sample Number PS 7

STUDENT NAME Maggie Gray LIFE SKILLS AREA Personal/Social Development

Dr. C. Krumm's Dental Office/
PROJECT TITLE Smile -- You're a Dental Receptionist COMMUNITY SITE /INSTRUCTOR Peggy Smith

SCHOOL STAFF RATIONALE: xn addition to the first project designed for learning the skills of a Dental Assistant at
Dr. Krumm's office, Maggie will now involve herself in learning receptionist duties. She 11
develop the communication skills for greeting and phoning patients, making a ,:hanging appointments., and she' 11
familiarize herself with the use of data processing in billing procedures. raking use of knowledge of the job and
knowledge of self, Maggie will rate herself for improvement.

STUDENT RATIONALE: X hope to be able to answer questions that patients ask and I hope to see if I would like to
have a job like this..

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

t. With your community instructor, make Community instructor . Construct a neat list accurately
a list of the personal and categorizing personal and professional
School counselor
professional qualities an ideal qualities.
receptionist would have.

2. a. For each of the qualities on School staff . a. Chart on which you rate yourself
your list in Activity 1, rate on the qualities listed in
Community instructor
yourself on a scale of 1 to 10, 1 Activit:, 1.
being the lowest and 10 the Community site
highest. At the end of your
Graph paper
project repeat this rating on the
same form in another color so you
can see your improvements.

--- Continued
JP"
1.0
 (Project Sample Numbed:al Continued)
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

2. b. For each category that you rate . b. List your well-thought-out

yourself below 7, work wits, your strategies for each category.
community instructor or school
0. Turn in chart with CI certification
counselor to set some goals and
that you've shown improvement in
plan a specific strategy that will
the designated areas,
result in significant improvements.
c. Implement your plan and at the end
of your project, turn in that__
compiled rating chart.

3. As you learn to make appointments for Appointment books a

clients, you will learn to efficiently Community instructor certification
Clients
perform the f.alowings
b.
Community instructor
a. Communicate pleasantly and easily Community instructor certification
with a client on the phone.
c.
b. Make sure that appointxents are Community instructor certification
made for the appropriate length of
time. d.
Community instructor certification
c. Accurately record the proper names of implementation
in the appointment book.
e.
d. Efficiently implement the doctor's Community instructor certification
recall system.
e. Be able to successfully maintain and
coordinate two separate appointment
schedules, one for the doctor and
one for the hygienist.

4. In order to understand the office Computer printout a., b. and c. CI zartification that
billing procedure, you should be able to: you can explain data processing
Data processing materials
I.. and in and work from the
a. Explain data processing and how it
serves the dental office.
Bank forms computer printouts. 16
b. Determine what bills are due by
reading the computer printout. Community instructor certification
Continued

JIMBR=f---ffiSSI-1
 DC ' In
1., ain't' um
Walley( amine 111114100, 6 6.
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apathy ailed. doting negotiation)

4. c. Read, interpret and fill out various

bank forms.

. A very important aspect of a dental Insurance forms 5. a. CI certification that you can offer
office is the careful and accurate a clear explanation.
Math teacher
filling out of insurance forms. Mk
order to do this properly you must be
able to; Community instructor certification
a. Explain to a patient how to fill out b. CI certification that you can
the necessary forms. accurately compute insurance forms.
b. Compute a treatment plan with 100
percent accuracy.
Community instructor certification

6. When the office computes employee State and federa,;. tax forms 6. CI certification that you were a
withholding taxes, assist your useful assistant.
Community instrwtor
community instructor throughout the
entire process, including doing the Payroll materials
payroll checks. Community instructor certification

7. During this project, you've performed Community instructor 7. Personal statement for each position
the duties of both the dental assistant with all spelling correct and
Activity 2 rating charts
and the receptionist. It would be to sentences complete. Each statement
your advantage to seriously consider the should have an introductory and
personal and professional challenges concluding sentence and be understood
and satisfactions of each position. independently of the other. To be
Write a personal statement for each certified by school staff,
position, giving your feelings about .

which job you'd rather have and why.

School staff certification

1 I0
 Pro lea Sample Number PS

STUDENT NAME Candy Stevens Personal/Social Development

LIFE SKILLS AREA

PROJECT TITLE Social Skills for a waitress COMMUNITY SITE /INSTRUCTOR Johnnie's Restaurant/Johnnie Corner

SCHOOLSTAFFRATIONALE: Candy hopes to get a waitress job at Johnnie's or a similar restaurant, and she realizes her
need for acquiring some social and communication skills necessary for this kind of job. In
addition to becoming more comfortable with the customers. Candy will learn the basic tasks such as operating the
cash register, taking and serving orders and general housekeeping chores.

STUDENT RATIONALE: I feel that the type of job I am doing at Johnnie's will help me in figuring out some ef my
own skills, and most important. it is forcing me to be more open with people. I have to talk
to them and smile.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. Candy will ask her community Community instructor . Written list of health safety
instructor to recommend a document regulations that affect you as a
State Health Department
for her to read explaining the State waitress. To be certified for
Health Regulations for people in food accuracy by your community instructor.
service positions.

Community instructor certification

2. Candy will demonstrate her ability to Community instructor

make customers feel welcome byt
School counselor
smiling sincerely
sometimes suggesting a table
recognizing regular customers

O
/1 Continued

1"3 170
 (Project Sample NumberUiContinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (*Spec' ly criteria during negotiation)

2. (cont.) 2. a. Community instructor certification

coping with people in different of evaluation discussion.
moods
finding positive ways to deal with
Community instructor certification
customers' negative reactions
b. Written strategy for improvement to
a. She will then discuss her perform-
be turned in to school staff.
ance with her community instructor,
taking note of his suggestions for c. Community instructor certification
improvement. of improvement.
b. Candy will construct a plan to
improve her skills in the
Community instructor certification
appropriate areas.
c. At the end of this project Candy
will again net with her CI for an
evaluation session.

3. Candy will meet the physical appearance name economics teacher 3. Community instructor certification
standards set by her community when Candy's appearance meets these
Bair care beauty school
instructor: standards.
Counselor
standard uniform (black skirt,
white blouse) Community instructor
Community instructor certification
clean nails and face
hair neat and clean and off
shoulders
minimal amount of jewelry

4. Candy will master the menu within one Johnnie's menu 4. CI certification that Candy can work
week to the point of being able to from the menu with ease.
describe what the items are, their
11 abbreviations, how they're served and
the price. Community instructor certification

Continued
 (Project Sample NumberMIConinsuedl
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

5. After Candy has memorized the menu, she Johnnie's menu 5. Community instructor certification
will demonstrate her ability to quickly that Candy can perform at the level of
Community instructor
and efficiently take an order by; an employee.
Restaurant cc . mars
understanding what a customer
wants in case of a combination or
Community instructor certification
substitution order
quickly and legibly writing down
order
spelling all words correctly
recognizing when a table wants
something before the customers
need to wave their hands for
service

6. Candy will show that she can efficiently Math teacher 6. Community instructor certification that
Use the cash register by: Candy can do all the tasks necessary to
Cash register
operate cash register.
counting cash quickly and making
Community instructor
accurate change
being able to quickly determine
Community instructor certification
whether a bill is approximately
correct to prevent gross errors
in case of overring or underring,
validating ticket in the register,
marking the ticket and tape and
writing the number on the master
tape
being able to change the tape

7. Candy will participate in all major/ Posted list of daily duties 7. Community instructor certification that
minor housekeeping chores to maintain Candy accepts her part in these chores.
the necessary clean environment,
including;
Community instructor certification
taking dishes from dishwasher to
storage place
making coffee

Continued
1-4
a
N MI 174
03
- trrojecr 4ansple ovuesoerEa.a.Lontotatear
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria negotiation)

7. (cont.)

kceping juice chilled in

refrigerator
wiping down service areas
cleaning floor
emptying garbage cans
filling napkin holders
cleaning windows and glass cases

8. At the end of her learning level, Candy School. staff 8. Criteria for essay should be written
will write an essay discussing how she below after a rough draft is discussed
improved in her social and communica- with the school staff.
tion skills and how she feels about this
kind of work as it re:ates to her
personal and financial needs.

125 1:1G
Protect Sample Number PS 9

STUDENT NAME Phili Green LIFE SKILLS AREA Personal/Social Development

Basic Skills and Communications
PROJECT TITLE at Lowell Library COMMUNITY SITE/INSTRUCTOR Lowell Library/Annie Borden

SCHOOL STAFF RATIONALE As Philip con. ues his project at the Lowell Library, he will concentrate on specific
communication -kills, some of which parallel his basic skills work. Because he still is not
comfortable initiating or sustaining conversations with strangers, one long-term activity will be learning to handle
the duties at the front desk of the library. In relation to his writing skills, Philip will work on vocabulary and
essay writing skills. Philip is currently involved in a math project, so math will not be emphasized in this project.

STUDENT RATIONA I want to continue working in the library and learn how to work at the front desk.

(Evaluation and Recommendations have been deleted to save space.1

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiations

1. Philip will select 10 new words per School staff . a.-e. To complete all parts of this
week and become familiar with them activitn will select a
Community instructor
by doing the following: way to wri te his information that
Dictionary is legible and easy to read. He
a. Write each word legibly in a
list for each week. should figure out a format for
the firut week and use the same
b. use each word in a sentence that format throughout. All should
applies to the job site. be done in ink and carefully
c. For each word write a synonym proofread before handing in.
and an antonym.
d. Break each word into syllables.
e. For each word isolate the root
and add a suffix and a prefix.

*- Continued
1"7
173
 (Project Sample NumberMIContinuedi
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

. a. Philip will work on the following Community instructor . Philip will:

communication skills that are
School counselor a. and b. Turn in a copy of a graph
essential to a successful librarians
that indicates his progress.
Graph paper
eye contact with the person he's
c. Write a statement that describes his
talking to Lowell Library
personal feelings about his progress.
pleasant greetings for users
voluntary,interactions with users
b. Philip will select one specific
period of time each day to be
aware of and count observations of
himself for the listed communication
skills, plotting these on a graph.
c. Based on his first week's count
(shown on a graph) Philip will set
a goal for himself for the remainder
of his project, and record his
daily observations.

. Because part of Philip's interest in Lowell Library . This essay should be proofread before
library work comes from his love of handing in.
Community instructor
reading he will select a novel to read
School staff certification of clear,
and evaluate. As he reads the book,
informative essay with accurate
he should pay particular attention to
spelling.
character development and plot.
After completing the book, Philip will
write a well-integrated essay in which School staff certification
he
describes the plot
describes the main character
evaluates the book by either
3 recommending or not recommending
it to a friend

Continued
 (Project Sample NumberLS_kontsnuedi
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Sgeeily CIlleti8 during negotiation)

. Philip will become familiar with the Community instructor 4. CI certification that Philip can
library classification system. For 10 understand and apply the library
Dewey Decimal System
books he will explain to his community classification system.
instructor where each is to be shelved
and how he came to that determination.
Connunity instructor certification

5. Philip will assume as much responsibility Lowell Library 5. Community instructor certification for
as possible for maintaining the front each listed task.
Community instructor
desk. His community instructor should
list the teaks he needs to perform: a.

b.
a.
c.
b.
d.
c.
e.
d.

e.
Community instructor certification

. At the end of this project, T.tilip will Community instructor 6. Essay written in ink that makes a
write A statement that describes the statement of his opinion and also gives
School staff
progress he feels he's made In the area evidence to support this opinion. To
of interpersonal communication skills Counselors be read and certified by both his
throughout the whole year. community instructor and counselor.

Community instructor certification

School staff certification

Project Semple Number PS 19

STUDENT NAME __Nan Carlisle LIFE SKILLS AREA

Personal/Social Development

PROJECT TITLE Survival in the Wild COMMUNITY SITE/INSTRUCTOR Survival School/Markam Jordan

SCHOOLSTAFFRATIONALE: Through this project Nan will become familiar with the basics involved in outdoor emergency
survival. After gathering information, she will teach some of it to fellow students and
analyze her own strengths and weaknesses in light of possible emergencies. Because Nan has often been unsure of her
own ability to survive in the wilderness, this project is designed to give her useful information and, as a result,
personal confidence. Spelling will be the major basic skill focus.

STUDENT RATIONALE: I really like to go camping and hiking, but ono time we almost got lost in a snow storm and
that sure made me want to know more about survival.

(Evaluation and &commendations have been deleted to save spaced

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. an will gather some information Library resources . First aid teacher's certification
about basic survival needs and, based that the survival kit is safe and
Biking clubs
on this information, put together a complete for Nan's situation.
complete survival kit to take camping First aid teacher
or hiking, etc.
First aid teacher certification

2. a. Nan will read a book about Library . a. Correctly written bibliography

emergency survival situations, reference for the book she read.
such as the Donner Party or the
plane crash in the Andes
Mountains.

....,,, - Crifidatied

1 4
r
 irmuci 4anipie N11111001 ERAXGOBIIIMIUUI
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES apecftycniedadutinynagolladm,
2. b. After reading the book, she should 2. b. Written report with information
summarize what the crisis was, requested in the activity. All
describe how the people responded spelling should be correct.
to it and end with a statement
predicting how she would have
responded.

3. Nan will prepare a "survival lesson" Community instructor 3. Turn in completed evaluation forms and
for a group of interested students. discuss them with the community
Students
After teaching the lesson, she should instructor in terms of the quality of
ask the students to fill out a form the information and the ability to
that evaluates the Interest and useful- convey it.
seas of her lesson.

Community instructor certification

4. Nan will make a chart that gives useful Community instructor 4. Neat chart that is legible in ink,
survival information for situations spelled correctly and useful.
Tag board or cardboard
in which she could find herself.

5. Nan will research the various kinds of Library 5. Turn in a planning diagram with
survival shelters and choose one to accurate measurements and dimensions.
Outward Bound publications
construct as a model. As she builds Have the shelter evaluated by the
this shelter, she will measure every- community instructor on the basis of
thing to scale and keep an accurate its predicted effectiveness.
record of all measurements and
dimensions.
Community instructor certification

6. a. Nan will participate in a three-day Survival Class 6. a. and b. Completed journal should be
session with the survival class, turned in and discussed with school
Recommended supplies
keeping a daily journal to record staff person.
events, feelings, etc. Journal
b. After the survival trip, she will
School staff certification
write in the journal a summary of .

what she has gained in this project

and how it helped her during the
1
three days.
 OBJECTIVES FOR SCIENCE

Outcome Goal: Students will increase their ability to

recognize and apply scientific procedures and methods,
particularly in the analysis of technology's impact on
natural environments and cultural values.

Learnigg Objectives: Students should be able to

1. use systematic logical methods for testing the

reliability of facts

2. use cause and effect reasoning to explain a point

of view

3. recognize precision? accuracy and self-discipline

as necessary aspects of the scientific method and
discover by application the extent to which they
either have these traits or are willing to develop
them

4. discuss positive and negative consequences of

advancing technology

S. describe a valance between technological progress

and the quality of life

The existing level of technology in this country brings every

person into direct and often complex contact with the results of
science. In recent years environmentalists have shown quite
clearly what happens when we emphasize the products of science
without understanding fully or attending to the effects of those
products. Understanding scientific procedures and the impact of
technology on the natural environment and on human values
is an essential step toward meaningful participation in today's
society.

The Scientific Method

The scientific method involves the following basic steps:

1. collecting observations

2. generalizing the observations by searching for patterns

or correlations

lc-'
L.,

115
PROJECT ZDEAPOOK"

3. from the patterns or correlations, formulating an

hypothesis relating the observations to some cause
or condition

4. using the hypothesis to make predictions

5. collecting more observations to test the truth of the

predictions, thus confirming or denying the hypothesis

It is useful to point out to students how closely these steps

relate to the logic of the critical thinking steps outlined in the
learning objectives for that life skills area. It is also important
that students realize that the scientific method for any other
method of problem solving) does not necessarily yield the truth.
Using the method can only be expected to result in an increased
likelihood of finding a true relationship or a relationship more
closely approximating the truth. Thus students should come to
appreciate the role of uncertainty as a part of science and to
better understand that all human knowledge involves a growing and
changing process. This is particularly important with respect to
our attitude toward technology and its relationship to the
environment and to our standard of living.

Projects in Science

Science learning objectives emphasize the processes necessary to

understand science as a specified field of inquiry and to profit
from the scientific method as it may be applied to any problem.
All students need not immerse themselves at great length in the
facts and methods of a particular scientific discipline (for
example, biology, chemistry, physics) to gain a firm grasp of
science and its implications. Instead each student's project
activities should help the student discover personally what the
scientific method is and come to use a variety of community
resources and sites to test how and where science really does apply
to our lives individually and as a society.

The predesigned project in this area contains activities that are

standardized to the extent that all students confront each of the
learning objectives identified for science as a life skill. At
the same time, the 1.i...sources and products/criteria columns are
designed to encourage students to make full use of their unique
interests and abilities in realistic practice of the scientific
method.

When negotiating the student's subsequent projects, staff should

try to build on activities practiced in the first, particularly in
terms of further using community sites and giving attention to both
local and global implications of particular science issues and
problems. in this way, students whose interests might be totally

116
183
 Sclence

"nonscientific" are helped to perceive some of the ways in which

science and technology impact all our lives.

If interests warrants students can plan projects for intensive

study of particular science fields in a variety of ways, including:

I. study of resource materials available at local

public and private libraries and institutions

2. working closely with a community instructor

with expertise in a given science (for example, a
chemical engineer at a gypsum plant)

3. taking classes offered by community colleges and

certain larger community sites

It is wise to let intensive study of this kind evolve as part of

the experiences students have as they come to understand science in
realistic situations by examining specific occupations of interest
to them. For example, a student with a general interest in chemistry
might, by exploring a local gypsum plant, wish to investigate
industry's application of chemistry more fully. He or she can then
negotiate a project to pursue chemistry in school or even sign up
for a class offered to employees at the gypsum plant, where chemistry
could be studied as it applies to the needs of that industry.
Similarly a student with no conscious interest in science, but
feeling strongly about being involved with people, might come to
explore a variety of medical/social community sites and decide to
pick up elementary biology as a prelude to advanced study in
medicine, psychology or other related fields. A student might be
very i.cerested in general physics. Investigation could then occur
through the various options listed above and the student might come
to focus on a specific career or plan for future study in which a
background in physics woilld be necessary.

The following examples of projects negotiated by students in science

demonstrate how general interest in a subject can be given specific
focus at a community site.

.117
 25

MICROCOPY RESOLUTION TEST CHART

NATIONAL BUREAU OF STANOARDS
STANDARD REFERENCE MATERIAL 10103
(ANSI and ISO TEST CHART N0.21
Pro ject Sample Number FC 1

STUDENT NAME Eva Garcia LIFE SKILLS AREA Functional Citizenship

PROJECT TITLE La Reza - The Mexican American COMMUNITY SITE/INSTRUCTOR None

SCHOOLSTAFFRATIONALE: Eva has spent much of her childhood following the migrant farm circuit with her family.
She wants to learn more about the history of Mexicans in the U.S. to discover what
organizations have been established to help Mexican-Americans and what she can do to help improve the conditions
of their lives. She will get a lot of practice reading, doing research, organizing information into different
categories and reporting the results in different formats. This experience in organizing and analyzing information
will help her in all of her school work. Meeting local mexican-American leaders, with an emphasis on unifying to
gain influence over the conditions of their lives, will be a good lesson in American politics.
STUDENT RATIONALE: I hope this project will help me learn to read and write better. A lot of things I have
to read are so boring they put me to Sleep! I want to read more about the history of my
people in this country and find ways to make things better.

(Evaluation and Recommendations nave been deleted to save space./

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotiation)

1. Eva will learn the definition of Library 1.. Definitions:

"Mexican-American" and trace change:
Migrant Council Mexican-American as defined in 1930
in that meaning. She will also define
"La Reza." Mexican-American as defined in 1.976
La Reza

School staff certification

2. Eva will sasearch three major waves of History books 2. Graphs, charts and maps depicting
Mexican migrations to the U.S., noting comparisons of the three migration
Mexican- American organizations
numbers of migrants, kinds of job the waves on the basis of nuebers, reasons,
in local community
migrants found and major areas where jobs obtained and areas settled, with
Bureau of Labor
Continued 286
285
co
a
Tried admple 11141MDCPLU-d.I.U1111114100/
PRODUCTS/CRITERIA
-,
ACTIVITIES SUGGESTED RESOURCES (Specify cutetia dating negotiation)

2. (cont.) they settled. the three waves 2. (cant.) a brief explanation of the
are: 1900, 1920 and during WWII. data illustrated by the graphs, charts
and maps.

3. Eva will research and write a report on History texts 3. Carefully organized report tracing
the history of Mexican-Americans in the major historical events involving
Migrant Council
U.S., focusing on: Mexican-Americans.
Bureau of Farm Labor
the effects of the Depression
Local Mexican-Americans
the repatriation of Mexicans School staff certification
their involvement in the American
farm movement
the conflicts between Mexican-
Americans and Anglos
Try to figure out how much of the
conflict grew out of economic issues
and how much was based on the more
elusive issues of language, customs,
skin color, etc.

4. a. Interview key people in local Local MexicanAmerican 4. a, b. Turn in outline and report
Mexican-American organizations to organizations on findings.
determine the major issues of
Tape recorder
concern to them.
School staff certification
b. Make an interview outline before
going and be prepared to take
notes or tape record the interviews.

237 288

romipi ._.
 Minim Simple NumberFiContinuedi -
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

. Coose one of the issues named in All of tht above project . An informative oral presentation about
Activity 4 of major concern to local activities the issue to a group of your choice
Mexican-American leaders. Research this (staff, students, community group, etc.)
Materials on how to effect
issue and organize data on the following
political change
elements:
Certification by group member
history and causes
laws pertaining to the issue
what has been and is being done
about the issue
what more could be done to deal
with the issue
what you can do about it
Project Sample Number FC 2

STUDENT NAME Mickey Russell LIFE SKILLS AREA Functional Citizenship

PROJECT TITLE Legal Aid COMMUNITY SITE/INSTRUCTOR Legal Aid Bureau/Legal Aid Staff

SCHOOL STAFF RATIONALE: Hickey's project is at the Legal Aid Bureau. He will use his experiences at this placement
to increase his understanding of the purpose of public agencies and how they serve the
public. Mickey needs to improve his research skills. In this project, he will make thorough use of written
resource materials at the Legal Aid office and elsewhere.

STUDENT RATIONALE: I'm really interested in the law but always thought about being a lawyer with a private
practice. Legal Aid is a whole new world to me. I like the work and want to know more
about it.

(Evaluation and Recommendations have been deleted to save space.'

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation'

1. Mickey will work at the Legal Aid Legal Aid Bureau . a. Mickey will maintain this schedule
office under the supervision of the to the satisfaction of the
Community instructors
professional staff, focusing on the community instructors.
areas of family and housing laws.
a. He will establish and maintain
Community instructor certification
a regular working schedule.
b. He will show his project plan to b. Approval of project plans:
the Legal Aid staff who will be
supervising him for their approval.
Community instructor certification

Continued
 (Project Sample Number MiConthmed)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Speck), criteria during negotiation)

2. Mickey will develop an understanding of Legal Aid staff and clients 2. a. He will answer the questions in a
the Legal Aid Program and its purpose form to be negotiated with the
Reading materials at the site
and function in the community. school staff.
a. Me will be able to answer the
following questions about the
School staff certification
program:
Why was this program developed? b. He will be able to apply each
vocabulary term in an interview
Who are the clientele?
with the school staff.
What "legal" areas is it
concerned with?
School staff certification
Why do people go to Legal Aid?
Who pays the bills? c. Written descriptions.
How is it alike and different
from a public defender's office?
Community instructor certification
How great is the need for this
kind of program?
What other groups are concerned
with Legal Aid?
b. He will develop a vocabulary list,
with definitions of the new words
he learns in this setting.
c. He will write brief descriptions of
each area of specialization handled
by Legal Aid professionals.

3. He will become familiar with the Legal Aid 3. a, b, c. Professional certification

practical aspects of famill and housing of Mickey's satisfactory completion
291 Department of Housing and
laws. He will have the opportunity
to work in these areas under the
Urban Development
of these assignments. 294
supervision of the professionals and
will: Community instructor certification

Continued
 3. (continued)
ACTIVITIES
,
irruisci Jai 111110 ivumoer KL

SUGGESTED RESOURCES
t011111n1C41/
PRODUCTS/CRITERIA
(Specify criteria during negotiation)
i
a. Do research into statues
b. Assist in drafting pleadings and
.

court papers
c. Deal directly with clients (phone,
interview, letter)

4. Mickey will increase his understanding Legal Aid 4. He will write a formal paper responding
of the concept of democracy by to these questions and submit a copy
Court
answering the following questions: to both school staff and the
Texts on U.S. Government and community instructors.
How does it work in this setting?
the Constitution
How does it work compared to the
Site materials
ideals set forth in the School staff certification
Constitution?
What "evidence" of the Bill of
Community instructor certification
Rights is apparent at this site?
What is the role of a citizen in
an operating democracy?
What is a responsible and informed
citizenry?

5. Mickey will evaluate this project with School staff 5. Certification of evaluation.
shcool staff and Legal Aid personnel.
Community instructor
School staff certification

Community instructor certification

295
i
296
Project Sample Numbes 2C..3_

STUDENT NAME Rachel Fisk LIFE SKILLS AREA Functional Citizenship

PROJECT TITLE Cycle Law COMMUNITY SITE/INSTRUCTOR None

SCHOOL STAFF RATIONALE: Rachel is an avid biker and has been troubled by some of the laws about motorcycles and
by attitudes toward bikers as a group, This project will give her a chance to research
these laws and attitudes both as a means to greater understanding and in order to learn methods of exercising
her political rights as a citizen.

STUDENT RATIONALE: It seems to me a lot of laws and complaints about motorcycles are just a way of hassling
young people. Maybe this project will help me learn ways to handle that without getting
into trouble all the time.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. Trace the evolution of the motocycle Public Library . a. choose your own method of
as an important part of American life. summarizing your findings.
Cycle shops
Include a list of the resources
a. Research the development of the
Bikers you consulted.
motorcycle in this country in
the last twenty-five years. Come State Legislature
to your own conclusions about why
Revised statutes
the machine has become so popular.
Review state laws that affect School staff certification
Police department
motorcycles and analyze why these
Hospital emergency ward staff
laws were passed. In drawing
your conclusions, take in to Your own research
consideration social attitudes and
Residents of local community
economic realities, as well as
safety and noise considerations. Tape recorder
Books on interview techniques

Continued
297 296
 (Project Sample NumberEC_ICominueig
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation,

. (continued) . (continued)
b. State where you as a motorcyclist b. For the benefit of the school staff,
fit into the overall picture. Your choose some way of depicting your
work for Activity la should part in the motorcycle evolution.
serve as yovr point of departure.
c. Formulate some ideas about the
School staff certification
image the motorcyclist has and some
of the problems, if any, that are
c. A report comparing your image of
current with motorcycles in our
cyclists with your research findings.
local community. Design an outline
and then interview people to find
out whether community residents
School staff certification
(cyclists and non-cyclists) report
a similar image and similar problems.
Nefjoti.ate with school staff a clear,
brief format Zor reporting ,aur
community research and how it
compares with your original ideas.

. Pick out one problem with the motorbike Local residents . Your formulated solution on the issue
and 'develop both sides of :tr question. of
Bikers club
(Helmets, noise, mountain trcj3 use,
etc.) Research both sides of the Public officials who deal
controversy keeping careful notes, with cycle issues in
including identification of sources read some way Public official certification
and people interviewed. Formulate a
possible solution to the problem and
explain it to a public official, such as
your local representative to the State
Legis]ature or the City Chief of Police.

299 300

Continued
 (Project Sample NotaberEC_IContitutedi
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

. Research, explore and plan to impact Public library 3. a. Prepare a list of the most popular
local, state and national government clubs. Be able to discuss with
Motorcycle clubs (local)
through some interest group for school staff the purpose of each
motorcyclists. Bike shops club (both locally and nationally).
Cycling journals
a. Discover how many motorcycle
organizations there are. and out
which are most active locally. School staff certification
Which of these would you join if you
wanted to do so? Which would have
b. Prepare a diagram or labeled
the best chance of influencing illustration pointing out your
government in your favor? Why? plan for gaining political influence
for some motorcycle issue.
Cite an example of how one of these
organizations has actually impacted
government.
b. Outline your own plan for impacting School staff certification
government on some motorcycle
issue that interests you.

302
301
 Project Sample plumber re 4

STUDENT NAME LoqULorkstein LIFE SKILLS AREA

Functional Citizenship

PROJECT TITLE Abortion: Legal Issue, Moral Issue COMMUNITY SUE/INSTRUCTOR None

SCHOOL STAFF RATIONALE: Roger has expressed a deep concern over the legalization of abortion. This project will
guide him in collecting and analyzing information about this controversial issue and looking
at the issue from the perspective of how societies change their laws. Roger will have considerable opportunity to
improve his communication skills by contacting members of interest groups and people in the medical and legal
professions.

STUDENT RATIONALE: Everybody talks a lot about abortion these days (including me). I want to know more of the
facts about it because everybody has a different opinion.

lEvaluation and Recommendations have been deleted to save space.)

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES iSpocify criteria during negotiation)

1. Roger, before you begin your research Quiet place . Taped or written statement of what
on abortion, take a while and think "law" means to you.
Unhurried time
seriously and personally about what
the word "law" means to you. Reflect
about:
School staff certification
why societies make laws
how they change them
how you feel about obeying laws
whether yon agree with them or not
You might like to talk into a tape
recorder about this or write about it
in your journal.

1.1
Continued
so
303 304
tp

(Project Sample Number ISAContinueo

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

2. Now begin to explore the legal history Public library . A well-written paper detailing your
of abortion nationally and locally. findings and speaking to each of
Doctors
After exploring the development, prepare the questions outlined.
a paper discussing the following State laws
questions:
State legislators
What year did legalization of
Planned Parenthood School staff certification
abortion become a major issue in
the U.S.? Right to Life movement
What were some other major national
concerns at that time?
Do you see logical reasons for legal
abortion to gain more social
acceptance at this particular time?
Who are the people and groups that
have fallen on both sides of the
issue?
What has been the case here in our
local community?
What has happened in our society
that 'as turned the tables in favor
of legalized abortion?
What is the state law regarding
abortion?
When was it passed?
What are the major points of the law?
What is the most current U.S.
Supreme Court position on abortion? 3u6

Continued
 (Project Sample Numberfre_i_Continued1
PRODUCTS/CRITgRIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation,

3. Explore the moral questions surrounding Natianal Organization of Women 3. a. An oral presentation of your
abortion. findings to school staff and/or
Doctors
a. Study and be able to describe a group of students.
Catholic clerics
arguments for and against abortion
in terms of the rights of the mother Planned Parenthood
School staff certification
and the fetus. Should the rights
Right to Life movement
of the father be considered?
b. A tape recording of your interviews
Magazine Articles
b. Explore the attitudes of your peers with people. Also, a written
and adults in the community toward Peers statement of the anticipated results
the "right" and "wrong" of abortion. before oondmcting the interviews.
Citizens of local community
Produce a tape of interviews. Use Compile the information you have
a standardized interview technique gathered and discuss the results
and questionnaire. Before embarking with school staff, comparing them
on this venture, explain your plans to your pre-interview statement.
to school staff.
A list of all the resources utilized
in completing this activity.

School staff certification

4. Review your reflections about "law" from Everything done in this 4. Revised general statement about law.
Activity 1. Consider the information project
Specific application of that statement
you have collected regarding the
to recent events regarding legalization
legalization of abortion. If your
of abortion in the state and in the
concept of "law" has changed, revise
u.S.
your statement from Activity 1. Then
apply Uses concept specifically to what
has happened regarding the legal status
of abortion. Consider the relationship
School staff certification
between the climate of opinion and laws.
What does this do to the meaning of
"law?"

Continued
0
 (Project Sample ithauberrc 4 Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation(

5. a. Study the political impact of Public library 5. a. Set of charts and graphs.
abortion and construct a system of
Newspapers
charts and graphs that report the
data collected. Interest groups such as Right School staff certification
to Life and Planned
How many abortions are occurring
Parenthood b. Diagram and statement.
annually?
Texts on interest in group
Is it affecting the birth-rate?
politics
(and growth rate?) School staff certification
State lobby groups
Are there any problems cropping
up? State legislatures
Is it in fact making things U.S. Representatives and
safer for those who desire Senators
abortions?
What age groups are having
abortions?
Why are they having them?
b. Study the various avenues of
influence available to a citizen
wishing to have some say in the
direction of this issue. Prepare
a diagram portraying the various
avenues, and submit a short
statement estimating which method
has the greatest influence and why.

309 3IC
;Wiest Sample Number Fe 5

STUDENT NAME Bob Oates LIFE SKILLS AREA Functional Citizenship

Eagle Newspaper /Lil Bartholomew,
PROJECT TITLE Stalking the Eagle COMMUNITY SITE/1NSTRUCTOR Managing Editor

SCHOOL STAFF RATIONALE: Bob is interested in a career as a journalist and is especially interested in the Eagle,
a newspaper that specializes in investigative reporting. This project will give him a
chance to involve himself in the day-to-day functioning of a low-budget weekly newspaper with a relatively small
circulation and compare that with the operations of a larger, more traditional daily newspaper. He will practice
all the kinds of writing required by the Eagle staff and do math computations both for the Eagle business and for
purposes of his comparison.

STUDENT RATIONALE: I've been interested in the Eagle for a long time and want to really get my teeth into it
now (that's just an expression--actually I'm a vegetarian). I'm especially interested in
learning about the investigative part of it, plus writing, but I'll learn a lot about the press and individual
rights that a reporter needs to know.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. Bob will research the history of the School library . Research paper (using standard
free press in the United States, format) on U.S. free press.
Public library
paying special attention to its
informal designation as "the fourth Local newspapers (archives
branch of government" and laws that and staff)
govern the owning and operation of School staff certification
Various periodicals, films,
newspapers and other media. He will
film strips
'..ake notes on his research and
organize his findings into a research Legal Aid office
paper.
Textbooks on standard
research paper format

312
Continued
 (Project Sample NumberIgkontinuedi
PRODUCTS/CRITERIA
ACTIVITIES SUGGE3IED RESOURCES (Specify cation during negotiation)

a. Bob will describe in detail the Back copies of the Eagle a. A descriptive analysis of the role
jobs of: of each editor indicating why each
Eagle staff
is crucial to the efficient
managing editor
functioning of the business.
editorial editor
An attached sheet that lists his
news ed for participation in their tasks.
After becoming totally familiar
with the duties and responsibilities
Community instructor certification
of each editor, he will outline his
own tasks in assisting each.
b. Participation certified by
b. Bob will participate in the various community instructor.
daily operations necessary to the
functioning of the newspaper,
including: Community instructor certification
taking orders for subscriptions
estimating oasts for ads of
different sizes
preparing copy for pre
proofreading
distributing

3. a. Bob will study the "Free Speech U.S. Constitution . a. Discussion with school staff
Amendment" in the Bill of Rights and
Textbooks on history and
investigate the conflict between the
government
:4mblic's right to L.now and the School staff certification
individual's right to privacy. Social studies teachers and
b. Written artiole that briefly
students around school
b. He will select a recent or current describes the event and the issue
event (preferably local) where this Eagle staff in standard reporting style, and
controversy was the focal point and an editorial style article
313 write a carefully reasoned article
Daily-Times staff
explaining Bob's position on the
in support of his own opinion in District Attorney issue with carefully reasoned
relation to that event. support for his position.
Public defenders
Local judges
Community instructor certification
Current newspapers/magazines
Continued
 IP, OieCi Sample aViinbefITCLCOntintied
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES apecity criteria during negotiation'

4. Bob will do comparative research on the Eagle staff 4. A comparative report that deals with
Eagle and the Daily Times in order to the items listed in some form negotiated
Daily Times staff
compare a small circulation, low-budget, with school staff.
investigative weekly newspaper with a
larger, more traditional daily newspaper.
Include at least the following as bases
for comparison: School staff certification
how the editors view their role in
society (to lead, report or
challenge majority opinion, fol
example)
the reporters' positions on the
conflict you analyzed in Activity 3;
the editors' positions on the same
conflict
budgets, profits, source of income
and cost per issue
staff salaries
legal statutes affecting each (if
different)

"investigative" journalism vs.

"standard" journalism

5. Bob will pause to reflect on his Career guidance counselor 5. Discussion with school staff followed
experiences at the Eagle and decide by choice of a new learning activity.
School staff
where to go from here--an exploration
at the Daily Times or in another medium, .Friends and family
another project at the Eagle, journalism
Career literature and
class, small business management project School staff certification
assessments
at another site, etc.
Project Sample Number FC 6
.

STUDENT NAME Ellie Forster LIFE SKILLS AREA Functional Citizenship

PROJECT TITLE Minding My Own Business COMMUNITYSITE/INSTRUCTOR To be selected

SCHOOLSTAFFRATIONALE: Ellie is attracted by the apparent independence of operating her own business some day.
She is good at bookkeeping and long-term planning, and she gets along well with people.
She wants to discover other skills and investments necessary to successful small business operation.

STUDENT RATIONALE: That about sums it 40 My parents complain a lot about their jobs and their bosses, and
want to be my own boss. But f know f have a lot to learn. Maybe this project will give me
a start.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES Madly criteria during negotiation)

1. Choose a small business to Program files on community 1. a. Three small business sites
investigate: sites selected.
a. Look through files of small Other students' exploration
business sites students have records
School staff certification
explored and choose three of
Career guidance materials
interest to you.
b. Originally designed interview
Career guidance counselor
b. Design an interview outline that outline.
will elicit the kinds of Business people in local
information you feel you need. community
For example: School staff certification
Books on business management
independently owned or
franchised?
best operating hours for
kind of product or service?
icontinuedL Continued

311 318
 (Pro loci Sample NelmberECA.Continuedi
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria (luring negotiation;

1. b. (continued) c. Agreement by one owner selected to

participate in this student
number of hours per week owner
project as your community
works (and did work first two
instructor.
or three years of operation?
owner's yearly salary?
Community instructor certification
owner's yearly profit?
types of duties owner performs? 1

Name of Business
c. Interview owners of three sites
chosen in Activity la and select
one for further investigation.

2. Begin to investigate legal and State Labor Department 2. a. Listing plus samples of required
financial considerations for starting forms.
Community instructor
a small business:
Small Business
a. Determine what licenses or approval
Administration Community instructor certification
must be obtained.
Real estate agent
b. Estimate start up costs, including: b. A careful report itemizing
Bank loan officer information obtained and including
costs of site
samples of all necessary forms for
Federal Housing
cost of merchandise to stock the lending agency selected.
Administration
business
Veterans Administration
cash and collateral required
Community instructor certification
financial options

3. Research what things are necessary for Community instructor' 3. A simulated record for one week's
setting up and maintaining the bookkeeping at the small business site,
State Tax Department
bookkeeping system of a small business. including an indication of planning
Be sure you can compute and explain Bookkeeping texts and forms ahead for preparation of tax returns.
such things as depreciation and taxes.
Tax forms and explanatory
materials
Community instructor certification

_.. Continued
 - irrofeci Jainple ivionver&vvLominuew
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES aptcilycnromioduringnegimiatiord

4. Research what types of insurance the Insurance agents 4. A record of information obtained through
small business owner must have and do research and a selection based on the
Community instructor
comparison shopping for the various research.
kinds.

School staff certification

5. Forecast financial advantage or Community instructor 5. a. Accurate computation for three -

disadvantage over a period of three year period.
Banks
years of starting a small business vs.
working for a salary and investing Stock brokers
capital elsewhere: Community instructor certification
Realtors
a. Using figures gathered in Activities
b. Accurate computation for three -
1 and 2, do a rough computation of
year period.
estimated gains and losses over a
three-year period. Use simulated
figures for amount of cash for down
Community instructor certification
payment and changes in profit margin
over three-year period.
c. Discussion comparing the two
b. Investigate other ways of investing computations.
the cash and simulate an amount to
be invested each month over a three -
year period. Computing increases Community instructor certification
and savings, estimate what you would
end up with.
c. Compare the financial computations
in a discussion with the community
instructor.

6. Look back at your interview outline All the products of this 6. Discussion with school staff
from Activity 1 and verify that it still project
includes the items that matter most to
you. Evaluate owning a small business
School staff certification
based on your experiences in relation
to the items in your outline.

.-1,4,..0 t
444
321
Project Sample Number PC 7

STUDENT NAME Elaine Peeperidge LIFE SKILLS AREA Functional Citizenship

City Polica Department/
PROJECT TITLE Law Enforcement COMMUNITY SITE/INSTRUCTOR Michael Boyce, Gene Clark

SCHOOL STAFF RATIONALE: This project is designed to provide Elaine with an opportunity to explore the role of police
officers in American society, realizing that police work is more than just the apprehension
of criminals. She will also have a chance to reflect on how individuals and society can work with the police to
provide greater law enforcement. During the course of this project, Elaine will work on clarity and organization in
both oral and written communications.

STUDENT RATIONALE: I'm interested in a career in law enforcement and want to find out all I can about police
work. I'm especially eager to take the entrance tests to find out what I need to work on.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. Elaine should write a one-page paper Community instructor 1. One-page paper written in ink to be
in which she discusses the role of evaluated on the basis of a clear
Local city police officers
police in America. The paper should explanation of the role of the
include the following: Policies and methods handbook police in America.
why police are necessary Library resources
duties and responsibilities of
police Community instructor certification
rights of the policeman
protection of the rights of
citizens

Continued
34
tv

irtitivta aampre nitlittovrwurLamitutteui -

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

2. Elaine will read the City Police Community instructor 2. To the satisfaction of the community
Department's policies and methods instructor demonstrate your under-
City Police officers
handbook and then demonstrate her standing of the City Police Department's
understanding of its content to the Policies and methods handbook policies and methods handbook.
satisfaction of her CI. Methods of
determining her understanding will be
at the discretion of the community
Community instructor certification
instructor.

3. a. Because Elaine is seriously City police entrance tests 3. a. Bring the tests and results in
interested in law enforcement, she and forms for application to school staff.
should take all the entrance tests
Community instructor b. Certification of discussion.
that are required of applicants.
This will include filling out the
job application forms.
Community instructw certification
b. Discuss results with community
instructor and pay particular
attention to implications for
actual hiring.

4. For two consecutive days Elaine will City police officers 4. Completed log for two consecutive
keep a log of her activities while days to be signed by the community
Community instructor
riding with city police officers, instructor.
recording times, v..ents and people
involved.
Community instructor certification

5. Elaine will describe in detail the Community instructor 5. Written description of correct
procedures to be oLaerved and practiced procedures for a felony arrest to be
City police officers
by a police officer in making a felony signed by the community instructor.
arrest. The description is to be Policies and methods handbook
written and judged accurate by the
community instructor. Community instructor certification

Cant ;aired
 ifiroiect Sample NumberEQ1Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES /Specify criteria during negotiation)

6. Elaine should choose a current book that Library . For this activity Elaine will write
deals with the concept of law enforce- a book review in the traditional
Book stores
ment. Some suggestions are: format. Since she will most likely
Book review literature pursue a career that demands higher
Blue Knight
education, this will be a useful skill
Onion Field to have.

New Centurions
Serpico School staff certification
Psychologist with a Gun

7. Elaine will work with the City Police City Police Department 7. a-d. Blaine will satisfactorily
Department community relations unit and carry out the planning and
Officer Clark
under the supervision of Officer Clark. teaching responsibilities
She will act as a teaching assistant Junior high classes designated by Officer Clark.
in his junior high school classroom
program.
Community instructor certification
a. She will carry out revision of
lesson plans, including writing
e. Submission of daily log.
of objectives, etc.
b. She will plan a weekly classroom
schedule. School staff certification
c. She will develop two new units,
on crisis intervention and
communications, to be included
in the course.
d. She will, under supervision, teach
some units.
e. She will also maintain a log of
her activities on this project,
noting dates, hours and activities
daily, to be submitted to the
school staff at the conclusion.

Continued

007
ki
3"3
 (Project Sample Numberrc 7 Continued)
PRODUCTS/CRITERIA
r ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation,

8. Elaine will participate in the bicycle City Police Department 8. a. She will present a copy of her
safety program carried out by the evaluation of the present program
City Police Department. and a statement of her plan for
improvement of the program.
a. She will evaluate the present
program and assist in developing b. Elaine will submit sample items to
a revised program for presentation school staff for review.
this spring.
b. She will write public: service
School staff certification
announcements, make posters and
design flyers, as appropriate.
Community instructor certification

9. Elaine will increase her understanding City Police Department 9. Elaine will write a well-organized
of the community relations role of paper describing the role of community
Local citizens
the Police Force. relations in police work.
What is the major purpose of police
community relations?
School staff certification
How could the city's program be
improved?
What is the value of a community
relations program in terns of
taxpayer dollars?
Is it worth it?
What is the relationship between
crime prevention and community
relations?
What are some of the innovative
things being done by police forces
around the country?

Continued
 'Project Sample Number*Si _Continued)
'PRODUCTS/CRITERIA
ACTIVITIES SUGGEVED RESOURCES (Specily criteria during negotiation)

'10. Elaine will conduct a taped interview Sample interviews 10. Taped interview to be evaluated on
with a city police officer in which the basis of the questions being
Tape recorder
she asks at least the following asked clearly and the use of follow-up
questions? City Police Department questions necessary to gather required
information.
Why did you choose to become
police officer?
Sow do taunts - -being called "pig,"
School staff certification
etc. - -affect you?

Saw important is self control and

restraint to your job?
flow much of your job is actually
public relations, paper work, court
appearances, etc. as opposed to
law enforcement?
Is the public's view of police
officers improving, remaining
the same or becoming more negative?
What can the courts, schools and
other institutions of society do
to assist with law enforcement?
How can citizens work with the
police to provide safer
communities?
Project Sample Number ..F.C.-11.

STUDENT NAME Henry Wong LIFE SKILLS AREA Functional Citizenship

PROJECT TITLE Citizen and Consumer COMMUNITY SITE/INSTRUCTOR None

SCHOOL STAFF RATIONALE: Henry will become more aware of his role aa a consumer and citizen. He will study his legal
rights and responsibilities and learn more about private and public agencies that assist
people in obtaining legal rights. Because Henry is seriously considering going to college next year he is going to
concentrate on acquiring some basic research skills, specifically gathering information from a variety of resources.

STUDENT RATIONALE: I am interested in learning more about what citizens can do to find out their rights and make
use of them, especially to protect themselves as consumers.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Slma* criteria during negotiation)
1. Henry will become more aware of legal U.S. Constitution and . a. Certification of interview.
rights and responsibilities of government texts
citizens in the U.S.:
Pamphlets on citizens' legal Public official certification
a. He will research materials and rights
b. List of rights and responsibilities.
interview staff at local agencies.
Public Defenders
b. Ou will list his legal rights and
Legal Aid School staff certification
responsibilities.
City Police Department c. Oral explanation of situation and
c. lie will then make up a hypotheti-
rights.
c41 situation (such as being
arrested for speeding) and explain
his rights and the process he Legal aid employee certification
would go through.
d. completed registration form.
d. Finally, Henry will complete a
voter registration form.
County official certification
Continued

334
333
O
(Project Sample AlumberECLContinuedl
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES iSpecily criteria during negotiation,

2. Henry will familiarize himself with Warranty from a recent 2. a. Satisfactory explanation of
laws for the protection of the consumer: purchase warranty terms.
a. Explain clearly the terms of a Local consumer protection
warranty included with some recent agency
purchase.
School staff certification
Common Cause
b. List of consumer agencies and help
b. Research local agencies to discover
Legal Aid they provide.
which agencies could assist him if
he had difficulties. List the Better Business Bureau
agencies and describe the kinds of
State legislators Better Business Bureau certification
consumer assistance they would
provide. U.S. Congressional c. Letters to State and U.S. Repre-
Representatives sentatives to obtain information.
c. Find out what state and federal
laws exist to protect the rights
of consumers.
School staff certification

3. Based on his experiences in Activities 1 Materials from citizen groups 3. a. List of alternative actions and
and 2, Henry will choose a law he feels who lobby for causes proof of active pursuit of at
does not adequately protect his rights. least two of them.
State legislators
a. He will investigate what avenues
U.S. Representatives
are available to him to try to
School staff certification
change the law and initiate some U.S. government textbooks
activities to attempt this. b. Oral presentation to a group of
his choice.
b. Following his involvement in
Activity 3a, Henry will make an
oral presentation to some group
School staff certification
expressing his opinion about the
power of individual citizens to
influence government.
%) t)
Project Sample Number 1°C 9.

STUDENT NAME John Ortez LIFE SKILLS AREA Functional Citizenship

PROJECT TITLE 'HelPin9 the Melting Pot COMMUNITY SITE/INSTRUCTOR None

SCHOOL STAFF RATIONALE: John is a second-generation U.S. citizen who understands many of the painful and frightening
experiences the immigrants face. He wants to help a local Vietnamese student grow accustomed
to the U.S. and acquire citizenship if he chooses to. Working on this project will show John what a newly-arrived
foreigner needs to know about the U.S. and how to teach that basic knowledge.

STUDENT RATIONALE: X want to make sure Buu Huy Nguyen doesn't have to go through some of the things my parents
did. I will have to learn a lot about language and laws if I'm going to teach someone else.
But I want to try.

lEvaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERI A
ACTIVITIES SUGGESTED RESOURCES iSpecily criteria during negotiation)
1. John will learn as much as possible Local Vietnamese people 1. A well-written essay accounting for
abodt the Vietnamese and their back- each of the questions. Other
Periodicals
ground. He should be able to respond activities may result from this
to the following questions: Office of Emergency Services section. Discuss with school staff.
What has been their history of Local service organizations
independence and occupation by (American Friends Service OPM141.0

foreign powers? Committee, etc.) School staff certification

What are the major religions in
Vietnam?
For how many years did the war
continue in their country?
What languages are spoken there?
What are the major ways people
support themselves?
(continued)
Continu"d
337
 (Project Sample
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation,

. (continued)

Why did the Vietnamese come to the

United States?
What avencies are assisting them?
How has the U.S. Government been
involved?
What has the national reception
been?
Do local Vietnamese have any
special problems that you as a
good citizen can help with?
What is the relationship between
the U.S. and the present Vietnamese
government?
In your opinion what will it be in
the future?
On what do you base your
conclusions?

2. John will outline a program to help a Naturalization authorities 2. a. Planned course of study with real-
local Vietnamese student become rapidly istic activities and timelines.
Periodicals
familiar with the uniqueness of
America: Duu Huy Nguyen (student)
Certification of staff at Naturaliza-
a. Pind out what it will take UP Vietnamese orientation ti on office
become a citizen and plan a course materials
b. Compose a diagram or chart illustra-
of study if the student desires
ting similarities and differences.
this.
This will be designed as a teaching
n b. Study the differences between the aid.
C/ Z1 Vietnamese customs and U.S. Cus toms
and plan ways to introduce the
School staff certification r
student to these differencesin an td
informative way. c. Plan a program introducing the
student to various aspects of the
c. Outline for the student the
U.S. system of government.
responsibilities of a United States
citizen.
Continued Schoni_s_taff certification
 trioleci aampte rocairoer onrinciew
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES owellyartariaduringnegothahmd

3. John will develop tutoring skills. Books on conversational 3. a. The "Informal Language Survey" will
English for those who be utilized to measure progress of
a. He will plan and teach "survival
speak another. language the student. This will be accom- 1
communications " -- "What's your
plished to the satisfaction of the
name?" "I am fine," etc. Foreign language department
foreign language teacher.
of school
b. John will provide for language and
vocabulary development. He will
pretest, record, teach and posttest School staff certification
the student's language and
The teacher will also periodically
vocabulary development.
critique the work of the student.
c. He will tutor the student according
b. John will assist the student to
to a planned weekly schedule.
the satisfaction of the foreign
d. A record of John's progress with language teacher.
the student will be maintained.

School staff certification

c. John's satisfactory attendance will
be certified.

School staff certification

d. A record of John's progress with
the student will be submitted with
the completed project.

4. John will investigate the teaching State Department of 4. Discuss with school staff. Bring
field and find answers to the following Education information to conference indicating
questions. research.
Teacher Standards and
educational requirements Practices Commission
atmosphere Teacher education department School staff certification
of local college
characteristics of profession
School staff
pay scale
areas of concentration
new fields

341 342
Project Sample Number _mast

STUDENT NAME Lu Thomas LIFE SKILLS AREA Functional Citizenship

Red & White Ambulance Service/
PROJECT TITLE Community Services COMMUNITY SITE/INSTRUCTOR Philip Wallaby

SCHOOL STAFF RATIONALE: This project is designed to provide Lu with opportunities to learn about emergency medical
services and become competent in basic first aid techniques. She will also experience ways
in which a variety of community services can be provided by private and public agencies as well as by individuals.

STUDENT RATIONALE: Exploring the Red & White Ambulance Service has really been an eye-opener for me. When
someone's life depends on you, you have to learn to do your job right and do your best all
the time. I want to learn more about the health services in my community and maybe go into one as a career.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)
1. Define "community service" and list as Local community services 1. Definition and categorized list of
many necessary community services as directory community services.
you can think of, separating them into
Telephone directory -- yellow
categories:
Pages
those provided only by public School staff certification
agencies (such as criminal
justice)
those provided only by private
agencies (such as telephone
service)

those provided by both public and

private agencies (such as
ambulance service)
those provided by both public

Continued -344
343
 (Project Sample NumberM2Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES !Specify criteria during negotiation)

1. (cont.) agencies and personal

volunteers (such as a fire department
and welfare service)

2. Excluding doctors, compile a list of Public Health Bureau 2. List and' explanation.
both private and public agencies that
Community services directory
provide health care services in our
county. Include a brief description of Yellow pages School staff certification
the services they provide. Select one
of these agencies and explain step-by -
step how a person would gain access to
its services. Include specific names,
titles and phone numbers where
appropriate.

3. Begin to analyze the Red & White Red & White Ambulance 3. Written or oral report.
Ambulance Service in order to answer Service
such questions ass
Community instructor
School staff certification
What community needs does it serve?
Other community ambulance
What are its services? services
.
How is it funded?
How is it alike or different from
services funded by other means?
What are the numbers served by the
ambulance service in an average
year?

4. Obtain a map of the local area and pin- Local street map 4. Community instructor certification of
point where every ambulance service is your judgment in routing and your
Phone directory 3.4
located. Determine the fastest route accuracy in making time estimates.
and estimate the length of time it Community instructor
would take to obtain ambulance service
from five locations specified by your Community instructor certification
community instructor.

Continued
 (Project Sample NumberMQ.Continuedl
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

5. Write a one-page paper discussing the Red & White Ambulance 5. One-page paper written in ink (or typed)
following: Service staff and to be evaluated by the community
equipment instructor.
Based on the conditions and needs of our
local area, determine what would be the
most appropriate vehicle for ambulance
Community instructor certification
service, including performance capa-
bilities. Also tell how this ambulance
shoulJ be equipped, explaining the .

reasons why it should be so equipped.

6. Define with 80 percent accuracy the 50 Medical terminology list 6. A list of 50 prefixes, suffixes and
prefixes, suffixes and root words on the root words, matched with their
Community instructor
medical terminology list available at definitions with 80 percent accuracy.
the ambulance site.

Community instructor certification

7. Under the instruction of your community Community instructor 7. Basic first aid competency to be certi-
instructor become competent in basic fied by the community instructor.
First aid handbook
first aid techniques.
Materials and equipment at
Red & White Ambulance Community instructor certification

8. Under the instruction of your community Community instructor 8. Competency in figuring charges to be
instructor become competent in deter- certified by the community instructor.
mining charges for services performed.
Demonstrate competency by accurately
figuring charges for five individuals Community instructor certification
served by Red & White Ambulance Service.

9. Research the relationship of federal State laws

and state laws to a community service
Federal regulations
agency.
Red & White Ambulance
flow does Federal law affect budget
Service
And behavior at Red & White
- Ambulance? Continued
348
347
 wo.041 a% 0.
Wolf.= aDMIN e manoormag..uonttntsear-
PRODUCTS/CRITER1A
ACTIVITIES SUGGESTED RESOURCES (Spicily criteria during negotiation)

9. (continued) 9. Two-page essay responding to these

questions to be certified by school
What state legislation affects
staff.
policies and practices at Red &
White Ambulance?
What codes are enforced here? Who School staff certification
enforces them? Why?
Are there any legal changes that
would help the ambulance service
operate more effectively?

10. a. Investigate the role of the Local volunteer 10. a. Present a program, in whatever
volunteer in the community. organizations style you choose, at a "weekly
meeting" on "The Bole of the
What roles do volunteers serve
Volunteer in the Community."
in our community?
Discuss with school staff.
What organizations need and
use volunteers?
School staff certification
What training is given to
volunteers?
b. List to be submitted to school
What personal gains are there staff.
in volunteering?
How do you go about volunteer-
School staff certification
ing? Where would you go?

b. Compile a list of ways in which you

as a good citizen can perform
volunteer services, health and
otherwise.

319 35Q
Project Sample Number PC 11,

STUDENT NAME Sarah Bartell LIFE SKILLS AREA Functional Citizensh iP

PROJECT TITLE On the Air COMMUNITY SITE/INSTRUCTOR KARP Radio/ Eleanor Martinez

SCHOOL STAFF RATIONALE: Sdrah has been able to get really involved in creative and practical tasks at the radio
station. This project will expand her involvement and guide her to explore the relationship
of the FCC to radio broadcasting. Sarah already has excellent writing skills and will direct those skills toward
professional writing tasks at the radio station.

STUDENT RATIONALE: My project at KARP is the best thing that's ever happened to me in education. I want to
learn as much as I cot* about radio broadcasting while I'm here.

(Evaluation and Recommendations have been deleted to save spaced

'RODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES ISpecuy criteria during negotiation)

1. Sarah will develop skills necessary Community instructor 1. a. Sarah will prepare "before" and
to be a part of the radio business. "after" tapes to be presented to
Tape recorder
the school staff. Her final tape
a. Sarah will develop and improve
School speech department will meet the airing standards of
her radio voice.
the communi ty instructor .
KARP production staff
b. She will write commercial copy for
KARP.
Community instructor certification
(continued) b. Community instructor will certify
that Sarah has written usable
commercials.

Community instructor certification

Continued

352
 (Protect Sample NumberFC11 Continued)
PRODUCTS/CRITERIA
ACTiVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

1. c. She will assist in compiling 1. c. (continued) Sarah will prepare a

research for the top hits. She written description of what she
will compile composite lists. has done. In her description, she
will explain how her activities
d. She will prepare a vocabulary list
will improve the operation of KARP.
complete with definitions.
d. Sarah will present the vocabulary
list to her community instructor
who will certify its accuracy.

Community instructor certification

2. Sarah will gain an understanding of the Man Behind the Mike (Fisher) 2. a. Sarah will discuss her readings
radio business. with the community instructor.
Trade magazines recommended
a. She will complete readings assigned by community instructor
by her community instructor.
KARP staff Community instructor certification
b. She will accompany a salesperson
Materials on persuasion and b. In a conversation with the school
on his/her rounds.
sales techniques staff, Sarah will relate the
c. She will spend a day with Eleanor essential steps in successful
KARP staff and equipment
Martinez in news presentation. radio sales.

School staff certification

c. Sarah will demonstrate her under-
standing of the news presentation
process in a discussion with her
community instructor.

353
Community instructor certification

3. Sarah will study KARP in its roles and Community instructor

responsibilities within the community.
Readings suggested by
a. She will study the relationship community instructor
between KARP and the federal
Continued
 - (Project Sample NemberEMContinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

3. a. (continued) government. She will be Statistics available at 3. a. Sarah will answer these questions
able to answer the following KARP to the satisfaction of the school
questions: staff.
What is the FCC?
What power has it over KARP? School staff certification
Does it have any influence over b. Sarah will present an oral or
editorial policy? written report on KARP's compliance
with licensing requirements.
Why is it necessary to have
federal regulation as opposed
to state regulation?
School staff certification
Does the FCC cause any problems?
c. Sarah will conduct an interview
What is meant by "equal also?* and produce a short article for
the school newsletter.
b. What does KARP do to carry out its
responsibilities as a licensee of
To complete the project, Sarah will
the air waves?
write a major paper describing the
c. What is he nature of the responsi- radio industry, how it operates
bilities that the radio industry financially, its community role and
carries in shaping public opinion? responsibiliti,n, its purposes and
Does KARP have public impact? Or importance.
does it merely air several sides
of the same issue? How does your
community instructor feel about School staff certification
these responsibilities?
 OBJECTIVES FOR CREATIVE DEVELOPMENT

Outcome Coal: Students will increase their ability to

identify the effects of and participate in creative
processes to blend new and existing materials, ideas or
concepts into new forms or experiences.

Learning Objectives: Students should be able to:

1. recognize and use the creative process in thinking,

talking and writing

2. discuss the form and meaning a "art"

3. identify and participate in creative experiences to develop

skills and styles that satisfy their expectations.

Creativity is an essential element of self-expression and contributes

significantly to total growth as a person. Education should be
comprehensive preparation for life, and thus creative development
is a valuable living skill that can help students find more satis-
faction in both their work and nonwork pursuits.

Creativity is more a characteristic of our attitude and the ways in

which we act than it is indicative of a specific product or result.
Since creativity is by its nature a uniquely personal quality,
learning objectives for this area should serve as guidelines_ to
help students recognize their own creative capacities and encourage
them to become more confident about expressing themselves in creative
ways.

In applying creative development objectives to the design of projects,

the following ideas should be considered:

I. Creativity is a process, not a product.

2. The concept of creativity should not be limited to the

"arts;" rather it is a way of understanding and dealing
with all human endeavors and should be reflected in
everything we do.

3. Projects should spur inventiveness and positive

originality in any field rather than merely emphasizing
participation in one of the arts or crafts.

223

357
 PROJECT IDEABOOK

is
4. Project goals should emphasize the recognition and use
of creative thought rather than some quality, act or
outcome. Similarly, while projects may address the
history of an art or the products of someone else's
creativity, they should always stress the student's
awn creativity in the =wen . .

The predesigned project in creative development asks students first

to define creativity in their ("an words and then to look for
examples of it in a variety of settings, including the community
sites they are using: Students can interact with staff, other
adults and their peers in working out their ideas. However, they
should take their own stand on what creativity is and defend and
explain it in conversation with school staff members and, as
necessary, with community instructors and other adults in the
community.

There are no easy ways of "measuring" the degree to which a person

is creative. Evaluation of a student's creative development depends
largely on staff getting to know the student as a whole person and
making subjective judgments of performance based on what can be
perceived and/or judged professionally about that particular student.
The creative development predesigned project helps staff get to know
what creativity means to each student and provides a basis for giving
further feedback in an individual manner.

Individually negotiated projects in creative development give the

students a chance to exercise creativity as a skill to be used in
exploring the possibilities of any subject they choose. Whereas the
predesigned project treats creativity in many different situations,
the individually negotiated projects tend to focus on a particular
topic or skill. Students should be encouraged to use projects in this
Life Skills area as a way of exploring modes of creative expression
that interest them.

Q...
..., Ia." 0

224
STUDENT NAME LIFE SKILLS AREA CREATIVE DEVELOPMENT (predesigned)

PROJECT TITLE Recognizing Creativity in New Ways COMMUNITY SITE/INSTRUCTOR

SCHOOL STAFF RATIONALE:

This project will acquaint you with the creative process. You will learn to recognize
creativity in yourself, others and the world around you. In addition to defining and
Starling Date
identifying creativity, you will engage in a creative activity of your choice.
Target Dale
Date Received

STUDENT RATIONALE: Completion Date

PROJECT EVALUATION:

RECOMMENDATIONS:

3b0
t)
3'1'
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 1 date (Specify criteria Outing negotiation) .

1. Define creativity. Your past experiences 1. a. A well-written definition of

creativity.
a. Write a definition of the term The community at large
"creativity." Make sure that this b. A collection (collage, scrapbook,
Photographs from magazines or
definition applies to anything photographs, etc.) of examples of
newspapers
you think is creative.* creativity. Include a caption for
Camera each that explains how it fits your
b. Identify things in the community
definition of creativity.
that show creativity. How do
these things fit your definition c. Oral discussion with school staff.
of creativity?
c. Explain creativity as a single
School staff certification
happening or a process.

*Helpful hint for definition:

List ten things you think are creative.
On another sheet List words that apply to
all ten creative things. Try to use those
words In your definition.
I

SCHOOL STAFF EVALUATION:

3C1...
"
36?
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY, 2 date (Specily criteria during negotiation)

2. Apply your definition of creativity to Community site 2. a. Develop an advertisement for this
the followings example of creativity and have it
Library
. evaluated and certified by your
a. A creative idea that has improved
Magazines community instructor.
business on your job site.
Television
b. A commercial product that you think
is creative. Community instructor Community instructor certification
c. An advertisement that you feel is Museums b. Written statement that describes
creative. the product and explains why it is
Art galleries
creative. To be submitted to
d. Two pieces of recognized art.
school staff.
c. Bring in the ad and orally explain
to school staff why it is creative.
d. Zak a gallery or museum attendant
to certify that you can explain
how the two pieces of at fit your
idea of creativity.

Gallery or museum attendant

certification

SCHOOL STAFF EVALUATION:

364
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 3 date (Specify eiteia Outing negotiation)

3. Use the creative process both for Community site 3. a. Written statement of the situation
business and for pleasure. followed by three alternatives,
Community instructor
signed by the community instructor.
a. Choose a situation at your
Library resources
community site that could be
improved. Arts and crafts shops and
Community instructor certification
books J
Propose three creative
b
b. Completed Attachment I.
alternatives. Attachment I
Select the one you think will
best improve the situation.
Discuss your choice and your
reasons with the community
instructor.
b. Select a creative "leisure time"
activity that you can do.

SCHOOL STAFF EVALUATION:

3 .)J
q oil
4., ...) .../
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOIIRCES
I_ ACTIVITY 4 date
1
apeedyeritedad4rioneoniathull

4. Analyze the creative process. Products and resources from 4. a. Discuss these questions with
Activities 1, 2 and 3 of school staff.
a. Think about how it feels to create
this project.
something.
Are you satisfied with your School staff certification
product? Rewritten definition or an
b.
What mental and physical skills
additional statement that you are
did you use? satisfied with your original
Is there room for improving
definition of creativity.
these skills? In what ways?
Describe yourself as a creative
person.
b. Reread your definition of creativity
from Activity 1 and rewrite it if
this project has changed your
ideas.

SCHOOL STAFF EVALUATION:

3C8
AA// /
16,
13
to
CREATIVE DEVELOPMENT
Attachment I
ACTIVITY SHEET

Select one activity from each group and participate in it as indicated.

Group A

1. Spend an hour at your local art museum.

2. Visit a local arts or crafts gallery.
3. Interview a local artist.
4. critique a piece of art or an exhibit.
5. Other:

Group B

1. Select a creative medium and design and produce something that

meets your own definition of creativity.
2. Using "before and after" photographs, do some interior decorating
in a room of your choice.
3. Design a detailed plan to physically improve your program's
learning center.
4. Other:

Group C,

1. For the activity you select in Group B, keep a record of all costs
and'how long the activity took you. If you selected 3.1., create
a detailed marketing plan for your product.
2. Create an advertisement for your product or interior decorating
skills or whatever activity you selected from Group B. Include
prices.
Other:

.1
3.

I've chosen to do the following activities:

Group A
Group B
Grcup C

My products will be

My target date for completion is

.-TtWant

School staff

230

3 is
Project Sample Number CD 1

STUDENT NAME
Steve Matthews Creative DeveloPment
LIFE SKILLS AREA
Smith-Davidson Metal Works/
PROJECT TITLE Advanced Welding Techniques COMMUNITY SITE/INSTRUCTOR Leo McGuire

SCHOOL STAFF RATIONALE: This project is a continuation of Steve's first project at Smith-Davidson Metal Works. In
his first project he became familiar with the certification requirements for a welder as well
as demonstrating understanding of some basic welding techniques. In this project he will get into electric arc
welding, oxygen acetylene welding and cutting and heli arc welding. Also, Steve will explore welding as an art form
by observing a recognized metal sculptor. In the area of basic skills, Steve really needs to work on neatness and
taking the time to be accurate, so this project will stress diagrams and clear descriptive narrative.

STUDENT RATIONALE: I plan on getting a greater knowledge of this profession so I can go to work as a welder.

(Evaluation and Recommendations have been deleted to save space.,

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotiation)

1. Steve will become familiar with the Community instructor . a. A careful lnd accurate diagram of
principles of an electric arc welder. the electrical working of an arc
Textbooks
welder.
a. We will diagram and explain
Welders at Smith-Davidson
electrical input to variable
b. A well-written paper describing the
output.
electrical function of an arc
b. lie will describe in narrative the welder to be evaluated for spelling
electronic principles involved. and punctuation and certified by
the community instructor for
technical accuracy.

Community instructor certification

School staff certification

Continued

370 371
N
14
(Project Sample NumberCD j Continued) -
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

2. Steve will become familiar with the Smith-Davidson welders 2. a. An accurate diagram of an oxygen
principles of oxygen acetylene welding acetylene welding unit to include
Community instructor
and cutting. gas source flow mixture and flame.
Welding supplies
a. Steve will diagram and describe
a gas welder, including
Community instructor certification
gauges
b. Sample of joined materials at least
gas and its properties three inches in length demonstrating
a smooth and strong weld.
mixer head and tips
b. He will learn to make horizontal
join welds in mild steel. Community instructor certification
c. He will braze any bwo materials c. Sample of joined materials at least
using a gas welder. three inches in length demonstrating
efficient brazing techniques.
d. lie will learn to cut mild le steel.

Community instructor certification

d. A piece of le steel demonstrating
a pattern cut using one angle and
one curve plus a straight line.
Total material size need not be
over 4" x 4".

Community instructor certification

3. a. Steve will learn to use the Hydro-blaster at Smith- 3. a. Take at least six pictures of the
Hydro-blaster. Davidson hydro-blaster. Mount and provide
a creatively written narrative for
b. He will also learn how to adjust Community instructor
each photo.
and maintain the equipment.
b. Certification that Steve can use and
maintain the equipment.
3"
.

Community instructor certification

Continued
 /Project Sample NumbergiCantimied)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

. Steve has operated the heli arc but has Bali arc at Smith-Davidson 4. a. Steve will write a paper comparing
not yet welded aluminum. the characteristics of aluminum
Community instructor
and mild steel as they relate to
a. He will compare welding in steel
English teacher or tutor welding. The paper will be
and aluminum.
evaluated for spelling and grammar
b. Me will perform simple repair welds by school staff.
in aluminum.

School staff certification

b. Certification that Steve can do
simple repairs in aluminum.

Community instructor certification

. Steve will practice his welding skills Welding equipment 5. a. Five pieces of mild steel joined
in order to make them more salable. by five different methods:
Community instructor
a. He will practice a minimum of right angle
five different joints. side by side veed and welded
on both sides
b. lie will practice welds from five
T weld with material centered
different positions.
round to flat stock
c. He will explain how these skills round to round butt weld
can be an expression of a person's
creative abilities.
Community .instructor certification
b. Five 3 to 5-inch welds applied
from Live different positions to
your community instructor's
satisfaction.

Community instructor certification

c. Discussion with school staff in
which Steve explains the creative
application of welding skills.

School staff certification

Continued
tJ
4.4

375
 (Protect Sample ItlemberelContmued)
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

Steve will explore the opportunities for Art museum . a,b. Steve will make a tape in which
a welder in the field of art. he expresses his impressions of
Local galleries
metal sculpture, both in terms of
a. He will observe some exhibits of
School staff and gallery technical skill and artistic
metal sculpture by local artists.
staff for contacts with appeal.
b. He will then contact and interview artists
one metal sculptor.
School staff certification

37G

377
Project Sample Number. CD 2

STUDENT NAME Angie Canfield LIFE SIULLS AREA Creative Development

Rainbow Hills Intervention Program/
PROJECT TITLE Rainbow Hills Special Education COMMUNITY SITE/INSTRUCTOR Sarah Hamilton

SCHOOL STAFF RATIONALE: Angie's major interest is counseling, and this project will give her a chance to work in a
one-to-one counseling situation. She will be in an elementary-level special education
program called Intervention and will become totally familiar with the philosophy of the program and some of the
techniques of behavior modification. As she works closely with one student, she will learn to do behavior counts
and interpret them for daily lessons. She will also prescribe a plan to integrate students back into the regular
program. Because Angie is serious about pursuing college, she will work on refining her writing style.

STUDENT RATIONALE: I want to learn how to deal with children on a one-to-one basis, how to record behaviors and
learn and practice reinforcement techniques.

(Evaluation and Recommendations have been deleted to save sit.ice.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotiation)

1. In order to gain a complete under- Intervention program . Written statement (about one typed
standing of the Rainbow Hills overview page) that gives a clear, smooth -
Intervention program, Angie will read flowing description understandable
Manuals on class management
the most signigicant catalogs, to people not familiar with the
brochures and manuals. Then she will program.
write a statement describing the
philosophy and purposes of the program.

2. To help her experience various aspects Parent meeting . Community instructor certification
of the program, Angie will attend at of attendance and ability to explain
Community instructor
least one parent group meeting. the role parents play in program
success.

Community instructor certification

Continued

3'73 3wnj
. -+.1111r-
w
0
(Project Sample Numbeten 2 Continued)-.
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES goodly criteria during negotiation)

. Angie will be assigned one student to Observations . Turn in either a tape of the discussion
observe ..nd work with (This student's or a written summary. Also, turn in
Student files
file will be made available to her). copies of the real and the hypothetical
From observaticai and the file Community instructor Intervention Plan. The written plan
information, Angie will fill out a should reflect Angie's ability to
"hypothetical" Intervention Plan and write clearly in a professional style.
then compare it with the actual
Intervention Plan that was written for
the student. She will then discuss this
with her community instructor.

. Angie will be able to recognize and Intervention materials . Community instructor certification
explain whythe behaviors listed that Angie can recognize and explain
Community instructor
below are the focus of attention for these behaviors.
behavior modification procedures: Special eduction teachers
at local colleges
talking out
Community instructor certification
Textbook resources
out of seats
noise
off task
acting out

. Angie will describe the use and Intervention brochures . Written explanation of each procedure
function of the following: and manuals to be certified and evaluated by the
community instructor and then turn4d
baseline Community instructor
in to school staff.
confidential recordkeeping Textbook resources
behavior counts
Community instructor certification
350 contracts
point system of enforcing
School staff certification
381
consequences
time-out room

Continued
 (Project &vole NumberCrnontinued)
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

6. Angie will familiarize herself with the Teaching materials 6. Angie will write a well-organized
teaching materials used in the Inter- paragraph that explains the rationale
Teachers' guides
vention program. and/or techniques of each set of
materials.

As an exercise in creative interpreta-

tion, Angie will re-do one of the
lessons in a way that she feels might
be more interesting and motivating for
students.

7. Angie will work in depth with one Community instructor 7. a. A daily log of her experiences
student. In whatever area she is working with this one student.
Skills materials
tutoring, she should have a confident
b. Copy of the behavior graph to be
grasp of the materials and procedures by Graph paper
turned in to school staff.
reading the teacher's manuals.
a. She win tutor, correct work and
record the student's progress on
his/her academic record.
b. Also on appropriate occasions, she
will observe and count behaviors and
record in graph form.

8. If the situation arises during this Behavior graphs 8. Angie wil' turn in a written summary of
project, Angie will help prepare a the Student's Reintegration Plan. Then
Reintegration forms
student for reintegration into the she should assume the role of the
regular program. This includes Student files regular classroom teacher who is
writing the Reintegration Plan and receiving this student and write a
explaining expectations for the hypothetical response offering her
student and how to monitor the plan. opinion of the Reintegration Plan and
As in Activity 3, Angie could write a its potential to help her with the
plan and then compare it with the actual student.
pan written by her community instructor.
Both the plan and the response should
show Angle's ability to make creative
use of skills and knowledge acquired.

Continued
382
383
 f (Project Sample NumbereL Continued)
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

. As a final activity in this project, School staff . Staff certification of thoughtful

Angie will discuss with a member of and productive discussion.
the staff whether or not she feels that
Intervention experiences
a career in special education would be
satisfying to her creative, intellectual School staff certification
and personal needs.

3 ..,..t
:4
Project Sample Number SP 1

STUDENT NAME Lance Warner LIFE SKILLS AREA Creative Development

Mountain Side Iron Works/
PROJECT TITLE Using Creative Processes COMMUNITY SITE/INSTRUCTOR Harvey Cook, Darren Jensen

SCHOOL STAFF RATIONALE: This project is designed to make Lance aware of the various facets of a person's life to
which creative processes can be applied. He will also have experiences in a variety of job
tasks in the blacksmithing career and will complete a course in blue print reading. In the area of basic skills,
Lance will concentrate on written communication and he will also work on typing skills.

STUDENT RATIONALE: I've 'always been interested in making things and blacksmithing sounds really interesting too.

(Evaluation and Recommendations hove been deleted to save space.)

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify clitetia dating negotiation)

1. Operate the following machines Harvey Cook (cI) Satisfactory operation of the
(equipment) common to the blacksmith equipment to be certified by
Darren Jensen (CI)
trade to the satisfaction of Darren Darren Jensen.
Jensen (CI) . Other employees at Mountain
Side Iron Works
handsaw
Community instructor certifi cation
drill press
acetylene cutting torch
wire-fed welder
lathe

Continued
3'7
K)

(Project Sample Numberraa.Coporwed)

PRODUCTS /CRITERIA
ACTIVITIES SUGGF.STED RESOURCES (Specify criteria during negotiation)

2. Write safety instructions for each of Harvey Cook 2. Typewritten rules to be evaluated by
the above listed pieces of equipment. Darren Jensen.
Darren Jensen
Other employees at Mountain
Side Iron Works Community instructor certification

3. Complete the Introduction to Blueprint Course materials 3. Course and test completed to the
Reading by Delmar Publishers, a self satisfaction of school staff.
School staff
taught course in blueprint reading.
Darren Jensen
School staff certification
Harvey Cook
Other employees at Mountain
Side Iron Works

4. Conduct a taped interview with Harvey Harvey Cook 4. Taped interview in which the questions
Cook, foreman of Mountain Side Iron are asked clearly, with expression, and
Tape Recorder
Works, in which you ask him the in which further questioning is used
following questions: if necessary to elicit the appropriate
information.
What are some examples of jobs
recently completed by Mountain
Side Iron Works which required
some creativity?
How important is creativity,
particularly in the area of layout
of design?
How has creativity been used to
make mountain Side Iron Works a
more successful business?
C P (-
Of what importance are mathematical
skills to the operation of
Mountain Side Iron Works?
Qr*,

- Continued IN
 irtuicui oarirpie murnoefuirs.olumuea,
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES gpacityclitefiadufingnalywhgied

5. Design and build any item c: your Harvey Cook 5. Quality and creativeness of design
choice (and at your expense) at and the finished product to be
Darren Jensen
Mountain Side Iron Works. Complete evaluated by Darren Jensen.
the following steps! Other employees at Mountain
Side Iron Works
make a plan
Community instructor certification
Library resources
do a layout, including preparation
of parts
assemble, including necessary .

welding

6. Determine a problem area at home (i.e., Family 6. One-page typed paper to be evaluated
appliance that won't work, room needing on the degree to which you clearly
School staff
redesign, a family problem which must stated the problem and used creative
be solved, a need to change land- processes to solve it.
soaping, etc.) and apply the creative
process to solving this problem. Then
write a one-page paper in which you School staff certification
present the following:
statement of problem
creative steps taken to deal with
the problem
success of your creative actions
alternative creative actions you
could use to deal with the
problem

4
1%)

391.
390
Project Sample Number C.

STUDENT NAME Arthur Kowalski LIFE SKILLS AREA Creative Development

PROJECT TITLE Teaching Art and Basic Skills COMMUNITY SITE/1NSTRUCTOR Kiddiedom/David O'Brien

SCHOOL STAFF RATIONALE: Arthur wants to develop his skills for teaching preschool children to participate in
creative activities. This learning level will be a good opportunity for him to plan and
implement activities, both att and academic, that encourage the children to use their creativity. Also, Arthur will
learn about eye-hand motor coordination and the interpersonal logistics of team work. His written work will
concentrate on spelling and sentence/paragraph construction. Because Arthur is taking a math class, this project
need not stress that area.

STUDENT RATIONALE: I hope to understand Kiddiedom and learn more about the way of teaching, not just the creative
part, but the math, spelling, etc.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotiation)

1. Arthur will gain an understanding of Kiddiedom materials . a. Certification of a knowledgeable

the Kiddiedom program by becoming explanation of programs.
School staff
familiar with their pre-math and
pre-reading programs. Community instructor
a. He will give an oral explanation School staff certification
to school staff of the pre- .b. Lesson plans to be submitted for
reading and pre-math programs. critique by David O'Brien (CI)
b. He will create lesson plans in before lessons are taught.
preparation for teaching classes
in these areas.
Cornmeal 0 instructor certification
c. na will teach the students
from both of these programs. c. Certification that lessons have
been successfully presented.

Community instructor certification

Continued

392 393
 irtuject oilitspie IVIIIHDOIWL-101111M10111
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Speedy criteria during negotiation)

2. a. Arthur will read existing curricu- Curriculum files 2. a. CI certification that Arthur can
lum files for examples of exercises adequately discuss this issue.
Kiddiedom staff
which teach eye-hand motor coordi-
nation. He will discuss these Game books
ideas with other teachers. Community instructor certification
b. Ile will then make up a "test" (or b. The "test" or a clearly written
.

a structured activity) Ehat description of it. All words

determines whether or not a child must be spelled correctly. Submit
has adequate eye-hand motor to school staff.
coordination. If it shows that
some students are more advanced than
others, Arthur will create another School staff certification
activity to develop these necessary
skills.

3. a. Arthur will create a bibliography Library resources 3. a. List of at least 15 books in proper
of books that can be read to the bibliographic form.
Kiddiedom books
children. He should try to find
b. After reading the story, Arthur
new books rather than the usual Children's bookstore
will write a short statement about
familiar ones.
his success in keeping the attention
b. Arthur will choose one of these of the youngsters. If he feels that
books and; using visual aids, read the children were bored by the
it to a small group of children. story, he will write up a plan for
While reading, he will observe improving his reading ability and
the behavior of the children, . have this plan certified by the
especially their attention span. community instructor.

Community instructor certification

4. Arthur will create a storybook without Bibliography of Activity 3 4. Storybook to be turned in to school
words by drawing a story. He will then staff with an oral statement about
Library resources
work with a small group of students and its effectiveness.
ti'll "read" the story to them, involving them Kiddiedom Qr)*
in the creation of the narrative. I.., 4"

enatiturad
 (Project Sample Numbergeontinood)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Sped ly criteria diming negotiation)

a. Arthur will create at least one art Teacher's lesson plan forms S. a. Lesson plan to be turned in to
activity for the Children. To do (if used) community instructor for discussion
this, he will need the skills to and evaluation before the art
Art materials
teach the use of such art materials activity is taught.
as Chalk, glue, crayons, paints, Community instructor
b. Certification that the activity has
paper and colored inks.
School staff been taught and that a follow-up
For this activity, Arthur will write evaluation discussion has taken
out a lesson plan including: place.
the objective or goal
the process he will use to Community instructor certification
teach the activity
the necessary materials
b. Arthur will direct a class using
the knowledge he has gained and
following the lesson plan he has
written.

a. Arthur will demonstrate his ability Kiddiedom staff . a. Community instructor's certification
to develop a comfortable rapport that Arthur has been actively
School counselor
with coworkers. This should involved in staff activities.
include:
open communication about issues
Community instructor certification
of concern
listening to and being sensitive
to the needs of other persons
giving feedback to others
working as a member of a group
in designing activities
being a participating member of
a group to discuss alternative
solutions to problems

Continued

396 397
F

- to-rweCI .)WIIJIIC 1111111100,,,.....z-LkaNKI1IUCCl/

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria daring negotiation)

6. (continued) 6. (continued)
b. Arthur will prepare a written b. evaluation of written statement in
statement that (1) discusses the terms of clarity of expression,
most difficult aspect of relating spelling and sentence/paragraph
to fellow employees, (2) discusses construction.
how a staff such as this one could
be a more effective and/or
productive team, and (3) includes School staff certification
a list of personal qualities that
make a team productive,.

7. Arthur just completed an experience School staff 7. Well-constructed paragraph for each
with the Acme Insurance Centrex system of the three issues to be covered,
Acme Insurance project
and in this final activity he should to be written in ink with an intro -
compare that with this kind of job ductory and concluding sentence for
in terms of: each. To be certified by school
staff.
personal satisfaction
creative use of skills
usefulness to others
School staff certification

t 3 Clg

399
Project Sample Number _CEL-5_

STUDENT NAME Rosalind wagger LIFE SKILLS AREA Creative Development

PROJECT TITLE The Challenge of First Graders COMMUNITY SITE/INSTRUCTOR Trevor City Elementary/Laurie Jones_

SCHOOL STAFF RATIONALE: Rosalind is very interested in working with young children, but she doesn't know yet whether
or not she wants to be in a classroom situation. Her learning experience at Trevor City
Elementary will give her useful classroom experience to make decisions about future directions. Rosalind wants
specifically to learn the Distar method of teaching reading and to explore other institutions or community programs
that work with children. Because Rosalind has developed superb writing skills, she will concentrate on the spoken
communication skills necessary for an effective teacher and coworker.

STUDENT RATIONALE: I know for sure that I want to find a career in which I'll be working with young children.
I've always thought that I'd like to teach, but lately I have questioned whether I want to
teach or find another way. This project should help me decide.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES
(Specify criteria during negotiation)

1. Rosalind will learn how to make a Observations of other Rosalind will demonstrate these
student feel comfortable in the school teachers skills to the satisfaction of the
situation by providing reassurance and community instructor.
Memories of personal experi-
warmth. She will be able to correct
ences as a youngster in
seat-work exercises on the spot in
school
such a way as to make her students Community instructor certification
feel encouraged while at the same TA for Tots
time rcinforcing their learning.

2. Rosalind will audit the evening Community college 2. Community college instructor certifi-
community college class in Distar. cation that Rosalind attended class
Distar materials
regularly.

Instructor certification

Continued
47r- 401
 4=MMMEIMMI

(Project Sample Numbercp 5 Continued)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

3. To demonstrate comprehensive understand- Class observation 3. Certification by Laurie Jones that the
ing of a teacher's day, Rosalind will diagram is complete.
Community instructor
block a week in diagram form and fill in
the events that take place in half-hour
increments. This should include: Community instructor certification
academic exercises
art lessons
reading
socialization experiences
routine activities such as roll
taking, collecting lunch money,
directing students to the cafeteria
or the playground and any other
miscellaneous activities.

4. Rosalind will plan and write lesson Lesson plan format from the 4. Copy of a week's lesson plans or a unit
plans on a weekly or daily basis, depend- teacher plan to be certified by the community
ing on the class structure. She will instructor and then submitted with
School library
do this by finding materials, sorting the project.
them out for review and compiling rele- Community instructor
vant materials for the introduction of
new concepts. Community instructor certification
This will be preceded by a discussion
with her community instructor on 'the
subject of efficient lesson plans.

S. To further her understanding of the Lesson plan format S. Lesson plan to be certified by community
function of a lesson plan, Rosalind will instructor before it is taught.
School library
prepare a lesson that she can teach to
or) the class, paying close attention to: Community instructor
1 % e 140 Community instructor certification
use of humor and creativity to
Present new materials
4i.t"
,...;
organization of materials, adequate
explanation and ditto sheets, if
necessary
Continued
 (Project Sample NumbergUContinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

6. After thorough observation and working Community instructor 6. Tape of evaluation to be submitted with
on lesson plans, Rosalind will trade this project.
Approved lesson plan
places with the teacher for a day. She
will prepare appropriate lesson plans Tape recorder
and administer the day's activities. At
the end of the day Rosalind and her CI
will evaluate the experience on tapes,
identifying both strengths and weak-
nesses of Rosalind's teaching style.

7. Rosalind will help the teacher involve Art supplies 7. Certification by Laurie Jones that
students in decorating the room for Rosalind actively participated in
Tape of previous activity
Thanksgiving and Christmas. Possibly involving the entire class in the
she could plan an art project for the Community instructor project.
students and teach it, keeping in mind
the taped evaluation discussion. One
focus of attention for this activity Community instructor certification
should be to make sure that all students
are involved.

O. Rosalind will read the book Teacher by Local library 8. Rosalind, here's a good opportunity to
Sylvia Ashton-Warner and think about write an evaluative book review, where
School staff
how her ideas can be applied in the you show that you understand the
classroom. author's ideas and can apply them in a
meaningful way. Come talk to me after
you've read the book and before you
write the.review, so we can set out the
criteria for evaluation of your review.

9. So Rosalind will have a realistic pic- Computer 9. Arrange and attend a meeting to discuss
ture of education, benefits, job the computer printout with school
CIS Questionnaire booklet
opportunities, etc., for teachers in staff.
the area, she should complete the
Career Information System (CIS)
Questionnaire for elementary teachers. School staff certification

Continued
t)
41.

404 405
-- frruiect ',amine nrunwerum-?Lonunuew
PRODUCTS/CRITER1A
ACTIVITIES SUGGESTED RESOURCES apecilyeavi9duriAgnegodiNho4

10. Because Rosalind is interested in non- Telephone directory 10. a. List of programs.
classroom methods of working with
Youth programs and services b. Certification of visits to three
children, she will do the following;
directory different community programs for
a. Make a list of all local community children.
State Children's Services
programs in this field.
Division
b. Choose three of these programs to
visit for a day.

11. The final activity in this project will Computer printout 11. Essay criteria to be established after
be for Rosalind to think about her initial outline or rough draft is
Community instructor
teaching experiences, interpret the completed.
CIS printout, consider the other kinds School staff
of programs available and write a two -
page paper expressing her feelings
about teaching and being with young
children as a future career.

1u6 407
Project Sample Number CD 6

STUDENT NAME Julie Howard LIFE SKILLS AREA Creative Development

Creative Design and the Graphic Public School Graphic Arts Dept./
PROJECT TITLE Artist COMMUNITY SITE/INSTRUCTOR Stan Painter

'SCHOOL STAFF RATIONALE: Julie's interest in design and media has led her to a job site that will teach her some
marketable skills. As she becomes familiar with the public school Graphic Arts Department,
she'll learn not only some of the critical job-related skills, but she'll also consider ways to tie this into her
interest in advertising. Because Julie needs to develop perserverance and the ability to conquer frustration, these
detailed and technical tasks will be a meaningful challenge for her.

STUDENT RATIONALE: In this project I'd like to learn a lot of the different jobs and opportunities the graphics
department has.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria (luring negotiation)

1. You need to develop a comprehensive Student glossary of terms . a. Definition of the term written
orientation to the field of graphics. from graphics department clearly in your own words.
a. Define the term "graphics" as it Dicti:nary b. Written descriptions of various
applies to this job site. forms of graphics and processes
Department materials
involved in them to be certified
b. Identify and describe various
Community instructor for accuracy by community
forms of graphics used on this
instructor.
site.
c. Develop a vocabulary list of at
least 30 terms used on the site Community instructor certification
that you are not already familiar
c. Vocabulary list with definitions
with.
certified for accuracy by
community instructor.

Community instructor certification

Continued

408 409
 (Project Sample NumbergRi.Contin»ed)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation)

1. (continued) 1. (continued)
d. Understand and be able to explain d. List of purposes or ways in which
how this department serves the the graphics department serves
needs of the public school. the schools, written neatly in
complete sentences.

2. Since you need to become familiar with Public library 2. Bibliography written clearly in a
learning and professional resources in college -level format.
Professional journals
the field of graphics and design,
develop an annotated bibliography noting Community instructor
resources and general contents.
Museum art classes

3. a. You should become thoroughly Graphic department tools and 3. a. Community instructor certification
familiar with the care and cleaning maintenance instructions that Julie can use each piece of
of tools and equipment. equipment, keeping each in proper
Equipmert catalogs
Order and carefully cleaned and
b. Because you could someday do this
maintained.
kind of work on your own, you
should also investigate the replace-
ment costs for the most crucial
Community instructor certification
pieces of equipment (i.e., the
minimum you'd need to start the b. List of the basic equipment and
business from scratch). replacement costs.

4. Even though it is a different area of Equipment manuals 4. a certification that Julie's operation
this job site, you should become of the equipment meets the standards
Community instructor
familiar with the lamination equipment. of the district and is comparable to
Read written instructions carefully and the work of a regular paid employee.
then operate equipment to the satis-
faction of the community instructor.
Consunity instructor certification

(1 Lea
4114

Continued
 'Project Sample NumbergiiContinuct11
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)
.
S. As teachers walk in to make requests, Counselor S. Discuss your performance with your CI
the graphic artist may need to help and take notes on areas of communica-
Community instructor
them articulate/clarify their needs. tion, if any, in which you need
Work on developing the following Communication skills improvement.
communication skills: exercises
listening openly
Community instructor certification
paraphrasing and summarizing
questioning positively
With your CI present, handle a typical
request by working through the details
with the requesting teacher.

6. One of your tasks will be to help your Community instructor 6. Turn in to school staff a written
community instructor create and lead "lesson plan" that has been certified
art projects in school classes. For by the community instructor and also
one of these projects, ask your CI to your community instructor's evaluative
allow you to take the leading role in comments concerning your performance
planning and implementing a particular in the classroom.
project.

7. In order to get a complete understanding Tag board 7. Flow chart showing each step in the
of each step involved in completing a process to be certified for accuracy
Community instructor
project, you should make a flow chart by the community instructor.
that includes all steps in the process.

Community instructor certification

8. a. After your flow chart has been District catalogs 8. a. Community instructor certification
evaluated and certified by the CI, that Julie can accurately under-
Community instructor
you need to participate in every stand a request and complete a
step of this process by showing that project.
you can complete a project from
beginning to end.
Community instructor certification
Continued

412
413
Vs
4
- irraieci aampte svumver=- -toununtreat
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES Omtilycriteriadufingnmpniathud

8. (continued) 8. (continued)
b. Share your finished project and b. Discussion of the project and
samples of your work with the school explanation of work completed with
staff in a small, informal group two or three staff members you
discussion. select.

School staff certification

9. The final activity in this project will Products of this project 9. Essay of about two pages that clearly
be for you to assess your performance communicates your personal thoughts
Community college catalogs
on this job site in terms of personal concerning these experiences.
growth, creative ability and career School staff/counselors
possibilities. After gathering info r-
Community instructor
mation and integrating it with your School staff certification
experiences, write an essay expressing
your feelings concerning the above.

414 415

I.
Project Sample Number CD 7

STUDENT NAME Terry Spencer and Douglas Rice LIFE SKILLS AREA Creative Development
Video Productions, Inc./
PROJECT TITLE VideotaPinq a Mystery COMMUNITY SITE/INSTRUCTOR Archie Gray

SCHOOL STAFF RATIONALE: Both Terry and Douglas are eager to learn to use videotape equipment and they want to do.
this by taping a mystery story. They'll go through every step of planning a video production
from brainstorming the idea to editing and showing the final production. Technical assistance will be provided by
Video Productions, Inc. Because Terry and Douglas are serious about multimedia communication, they will plan a
careful evaluation of their work to be followed by specific recommendations.

STUDENT RATIONALE: We want to learn about videotape and we think a neat way to do this would be to try to tape
a mystery. We hope to get help from Archie Gray when it comes to the actual production.

iEvaluation and Recommendations have been deleted to save spece.1

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify ernes's doting negotiation!

1. a. Go to the library and find some County library 1. a. List of books in annotated
books on filmmaking and the use of bibliography format.
Community college library
videotape machines. Compile these
into a bibliography with short b. Certification that you are both
Community instructor
familiar with the basic process
useful annotations.
of video production and how it
b. Discuss this bibliography with differs from filmmaking.
your CI. Talk about the practi-
calities of videotaping and the
differences and similarities Community instructor certification
between filmmaking and video
productions.

11,

4,1G Continued

417
 ut
Ol
(Project Semple fiumberC.RiContinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Sped'', criteria during negotiation)

2. a. Even though yon. have had some Mystery stories (Sherlock 2. a. Write out a summary of the theme/
experience using portable video Holmes) plot for your video story.
equipment, you need to develop the
How to Survive in your b. Write a brief statement describing
skills to tape an actual story.
Native Land by James the basic differences between each
The first step is to brainstorm all
Herndon type of mystery.
the ideas you'd like to develop as
possible theme/plot structure. TV shows c. If a story script has been decided
on, submit a copy of it, at least
b. It could be useful for you to Newspaper, movie and TV ads
in outline form, to school staff.
consider various kinds of mysteries,
Community instructor
such as a Peter Sellers comedy, a. Prepare a shooting script or story-
Alfred Hitchcock-style, Gothic Books on videotaping, play- board for your production. Have
mystery, science fiction, etc. writing, filmmaking, it verified by the community
television production instructor.
c. After you have decided on the theme
and plot sequence, the next step is
to decide whether you want a script
for the characters or just a plot Community instructor certification
with lots of adlibbing.
d. Finally, whether your characters
adlib or not, you'll need a shooting
script or storyboard that maps out
what you'd be doing with the video
recorder to capture your story on
tape the way you want it.

3. Do a complete cost analysis for a pro- Books on videotaping 3. Cost analysis and request to be
duction such as you are planning. If submitted to staff member before it
Audiovisual merchandise
you plan on receiving funds for this goes to the principal. All totals
catalogs
project, make out a request to take to should be accurate.
the principal for consideration. Community instructor
Principal
School staff certification

4. Now that the theme, plot, scripting Drama coach 4. In discussion with a member of the 419
413 and finances are settled, the next
step is the casting.
Students
staff, explain why a particular person
was picked for each part.
School staff
School staff certification
Continued
 IA
I irmaci aumpte NumperrGonrinuew-
PRODUCTS/CRITER1A
ACTIVITIES SUGGESTED RESOURCES Cliff:1;a during negotiation)
(Specity
.

5. Now that you are ready to shoot, plan Community instructor 5. Community instructor certification that
each scene for: all factors have been considered.
shooting location
lighting Community instructor certification
placement of people
video recorder placement
Then do all the taping when you feel
confident and ready.

6. At this point you are ready to edit and Archie Gray (Cr) 6. Summarize everything you learned about
dub in any additional sound. Consult editing and list what equipment was
with Archie Gray for editing procedures ' necessary for the process.
and equipment.

7. Design an evaluation sheet for others Archie Gray (Cl) 7. Submit the evaluation form you have
to use as a way to judge the qualit': designed.
of your work. Ask your community
instructor to help you create this
form.

S. After it is all put eogether, view the Archie Gray's staff S. Evaluation results should be written
tape and critique it according to in summary form, with a final set of
ether students
your evaluation form, then gather recommendations for your future work
data from other sources. Another media specialist in videotaping.
recommended by Archie
Ask at least five students not
Gray
involved in the production to
watch the tape and evaluate it
according to the criteria you set.
Try to get someone with film or
videotape experience) to evaluate
and critique your vork.

_ -Nre - AA1
UI
4.
Project Sample Number CD S

STUDENT NAME Joshua Hankshaw LIFE SKILLS AREA Creative Development

Male Bag/Kelly Blue,
PROJECT TITLE Creative Merchandising COMMUNITY SITE/INSTRUCTOR Joe Rivers

SCHOOL STAFF RATIONALE: This project is designed to give Joshua the opportunity to become competent in several
aspects of operating a contemporary men's clothing store. Joshua will concentrate on
learning creative display techniques for both merchandise and general store environment, as well as becoming familiar
with more mundane aspects of business such as inventory and store cleanliness.

STUDENT RATIONALE: Someday I might want to manage a store because I think I could make it really sharp looking,
but I still need to learn more.

(Evaluation end Reconunendations hove been deleted to save specs.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify Criteria during negotietion)

1. Perform the following job tasks Joe Rivers (CI) 1. a-d. Competence at the level of a
related to the stockroom and inventory paid employee in stock and
Other employees of Male Bag
control: inventory tasks to be certified
Inventory forms by Joe Rivers.
a. Verify packing slips to be
accurate.
b. Set pricing machine, stamp price Community instructor certification
tickets, ticket merchandise.
c. Complete form SW -4 and attach to
merchandise.
d. Count merchandise on selling
floor and in stockroom, prepare
supply lists.

422
Continued 4"3
 lhoject Sample NumbeiCIIILCcatinumll
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES ISpecily criteria during negotiations

2. Perform the following job tasks Joe Rivers (CI) 2. ad). Complete tasks at the level of a
related to merchandise display: paid employee in merchandise
Other employees of Male Bag
display, to be certified by Joe
a. Iron clothes to be displayed.
Clothing displays Rivers.
b. Straighten clothes, displays,
racks, etc.
Community instructor certification

3. Perform the following job tasks Community instructor 3. a-c. Adequate competence in facility
related to maintaining cleanliness, maintenance.
Cleaning equipment
customer appeal, etc.:
a. Care for plant displays.
Community instructor certification
b. Clean windows.
c. Dust shelves, ledges, etc.

4. Perform the following creative func- Community instructor 4. a. Certification by community

tions related to the store's artistic instructor that you can indepen-
Florist shop
decor: dently care for floral decorations.
Dry Floral Shoppe, Ltd.
a. Arrange floral decorations and
board displays as they are needed
Community instructor certification
and care for all floral decora-
tions. b. Certification by community
instructor that your new plan is
b. Design a new plan for the store's
both creative and feasible.
floral displays.

Community instructor certification

5. Perform the following display activities Library resources for 5. a. Certification by Kelly Blue that
related to the store's up-to-date look commercial interior you are a valuable asset in
.
and customer appeal: decorating creative planning.
a. Assist Kelly Blue with the high Community instructors 4
ceiling merchandise displays.
Graph paper Community instructor certification
Continued
t frrolect aanymi tvemaert.CfriliflUICCII -
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

S. (cont.) Because this is an exten- 5. (continued)

sive task, you'll be involved in
b. Scale drawing of your display with
the planning and creative input
a key to color coding.
. needed for each display. After one
has been thoroughly planned, help
with the actual arranging.
School staff certification
b. Take one display area as your own
project and go through the whole
process with your CI as a consult-
ant rather than a leader. .

6. Go to an older, more traditional men's Local shopping centers 6. Taped narrative that gives requested
store and compare store atmosphere and information and well-reasoned evalua-
Male Bag
creativity of merchandise displays. tions.
Communicate this comparison on a taped Interior Designs, Inc.
monologue giving careful consideration
to the listed issues: School staff certification
clientele
price range of clothes
store overhead
staff involvement in displays
End your narrative with evaluative
statements concerning the selling
powers of different displays.

7. a. Demonstrate to the school staff and 7. a. Bulletin board to be evaluated by

students your ability to use these staff and students on the basis of
experiences by creating a bulletin color, visual clarity and creative
board display at school. Have your communication.
display plan checked by school
b. Compile the results of the evalua -
staff before installing it.
tion forms and turn in with project.
b. Develop an evaluation form for the
school display to be used by staff
and students; have it checked by a School staff certification
staff member before distributing it.
- ,....1 .

4 f' 6
 Project Sample Number . CD 9

STUDENT NAME Dennis Pyke LIFE SKILLS AREA Creative Development

'Male River Junior High/
PROJECT TITLE Learning Disabilities Program COMMUNITY SITE/INSTRUCTOR Delilah Raye

SCHOOL STAFF RATIONALE: Dennis hasn't yet had any experiences working with children, but he thinks he may be interested
in entering the field of education, particularly special education and learning disabilities.
At Isumala River Junior High School, he'll be working as a tutor assisting the teacher and the aide. In addition to
learning the fundamental concepts and uses of many current reading materials, Dennis will learn how to record data and
translate them into graph form for use in diagnosis and creative prescriptions. In an effort to apply these experiences
in a traditionally creative medium, Dennis will write a story based on what he has learned.

STUDENT RATIONALE: I want this project to help me understand things about special education teaching techniques
because I might want to work on a program like this.

i
(Evaluation and Recommendations have been deleted to save spaced

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES !Specify criteria during negotiation,

1. Dennis will gather as much information Community instructor . Essay of at least two pages that
as possible about the Learning Disa- gives the reader a comprehensive
Resource room aide
bilities Resource P.Ous so he can understanding of the program's
write a descriptive essay that answers Pamphlets and/or brochures background and mode of operation.
the following questions: written about the program Grammatical evaluation will be on the
What student needs does the basis of proper paragraph construction.
program hope to meet?
How did the program progress from School staff certification
idea to reality, i.e., what are
the proper channels for establish-
ing a program?
Who qualifies to enter the
resource room and how are the
students integrated into the
program?
(continued)
Continued
e..$
a,
4..
428
ay
s.
(holm Sample Numbef CD 9 Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify cfitefia doling negotiation)

1. (continued)
how was it staffed?

2. Dennis will become familiar with all the LD Resource Room 2. For each set of materials, record the
programmed reading and math materials complete titles, the publisher and
used in the Learning Disabilities year of publication. Write a brief
Resource Center: summary statement about the goals and
objectives of each set and how it's
E.B. Press Reading Materials
used; then add your evaluation of its
Harrison's Tutorial Reading Guide potential for success based on your
experience.
IPCS Houghton-Mifflin Math Series
Evaluation will be based on proper
Continuous Progress in Spelling Kit
format for listings and informativeness
s Handwriting with Write & See of summaries.
Activities
Dennis should add significant other
School staff certification
materials to this list..

3. One of the methods this program uses is Community instructor 3. For each student. submit a copy of the
to follow each student's progress very graphs with a clear and creative
Graph paper
closely and accurately. Dennis will narrative explanation of the graph
learn how to collect data and translate information.
the data into a graph form that is
meaningful and useful. For each student
he works with he'll be doing this in the
following areas:
reading accuracy
word attack
'D 1 oomprehension
a v
spelling
math: # right and # wrong
431
other math content areas

Continued
 (Ptoject Sample Numbeta.tContinued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify ctiteda during negotiation)

. In a classroom where there is a regular Community instructor 4. Keep a log of any situations that arise
teacher and an aide, the role of a related to this issue of roles and
Teacher's aide
tutor must be clearly defined so both responsibilities. After you record the
staff and students are aware of the School counselor situations, think about what happened
division of responsibilities. Often and discuss alternatives with school
the most sensitive area is the rela- staff.
tionship between tutor and teacher, so
Dennis will consider himself in the
tutor role and how he can efficiently School staff certification
manage it in relation to the teacher.
Some possible questions to think about
are:

How can I as a tutor establish a

gentle authority with students so
they will respond to me as they
would to the teacher?
How can I make suggestions to the
teacher without offending?
How do I establish myself as both a
learner and a teacher without the
students seeing me as less than a
teacher?

Because the students are in this Maelow's Hierarchy of Needs 5. Community instructor certification that
resource room due to learning diffi- Dennis can effectively help a student
School counselor
culties, there is a good chance that feel at ease.
they will feel unsure about what to Winning With People
expect. Therefore, Dennis needs to
learn sum methods and techniques to Community instructor certification
help a student feel comfortable in
unfamiliar surroundings.

Continued
44:1;3

432
 - ii-rojeci 'wall,* N41111001..01111nueCil
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

6. a. Read the book Sooner, about a young County library 6. a -c. Discussion with school staff about
girl who is deprived and then learns your readings and the similarities
Ronnie naggers (working on
to learn 'by innovative methods.' and differences between the
similar project )
students you work with and those
b. Compare your book with the book
School staff you've read about. List of
Ronnie naggers is reading for his
similarities and differences to ba
Tumala River project.
certified by school staff.
c. List the similarities and differen-
ces that exist between the students
you work with and the young girl School staff certification
you read about.

7. At the end of this project Dennis will School staff 7. Two-page essay (with introduction and
write an essay that includes his conclusion) containing specific
Community instructor
thoughts on the following; examples to illustrate the points made.
The best and the worst experience
he had as a tutor (rewarding or
School staff certification
most frustrating).
o Whether or not ha feels that
special education is a field he'd
like to pursue and why.

S. Dennis' basic writing skills are quite Literature teachers 8. This story should be evaluated by a
good already. So now he will try his literature teacher or by a local
School staff
hand at writing a story that conveys author for use of real experiences to
some of the highlights of his tutoring. Community instructor develop a piece of creative literature.
It can be from the perspective of
either the student or the tutor, but
it should give clear character descrip- Certification
Lions of both as well as a literary
communication of the teaching techniques
he's learned.

4 :2 4
"
%., u
Project Sample Number CD 10

STUDENT NAME Brenda Lou Bentley LIFE SKILLS AREA Creative Development
Third Eye Production Studio/
PROJECT TITLE Multimedia Production Process COMMUNITY SITE/INSTRUCTOR Donald Crenshaw

SCHOOL STAFF RATIONALE: The scope of this project will be for Brenda Lou to get a general picture of the total
production process at Third Eye. She'll participate in each step from sales calls to the final
presentation of a finished product. This project will further Brenda Lou's interest in media and help her make
decisions about new directions to consider. This is a very complex and high-powered professional organization, so
Brenda Lou will have to take initiative in order to acquire a full understanding. The major product in this project
will be a large visual representation of the production process. For this we will encourage Brenda Lou to apply her
skills in graphics, her interest in design and her need for spelling improvement.
STUDENT RATIONALE: My aim for this project is to better my understanding of Third Rye and to find other related
fields because of my interest in mass media.

avaluatson and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES
/Specify criteria during negotiation)

1. Because Third Eye is currently making Donald Crenshaw (CI) . Brenda Lou will (a) prepare a list
a slide-tape of our school, Brenda of,the ways she actually participated
Recording equipment
Lou will begin working with the staff and/or assisted in the recording and
at this stage of the production Script (b) discuss with her CI the following
(approximately half-way). On Wednes- aspects of the recording session:
day, October 10, she will sit in on
equipment used
sound recordings at school and
participate as much as possible. methods used to help the speakers
feel comfortable
comparison of estimated time needed
to record as opposed to actual time
that the recording took
process of script preparation
(prior to recording)

Communitu instructor certification

Continued

437
N
co
(Protect Sample NutnbercD1OContmuedl
PRODUCTS /CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specily criteria during negotiation(

2. After the recording session, Brenda Lou Recording studio 2. CI certification of attendance and
will accompany her CI to the recording participation.
Community instructor
studio where she will observe and
participate anywhere possible. Equipment manuals
Community instructor certification

3. As an exercise in the application of Cost analysis forms 3. Turn in completed and certified cost
basic math skills, Brenda Lou will do plans.
Community instructor
a simulated ccst analysis for a
potential slide-tape production. For
the ilrposes of negotiation, she School staff certification
should ask her community instructor to
be the client.

4. Since the major part of this project Third Eye Production Studio 4. This major finished product should
will be observing and assisting in a communicate an accurate and detailed
multimedia production, Brenda Lou will picture of the entire production
keep track of all the steps in the process. One way to do this activity
process and prepare a comprehensive would be to construct a skeletal out-
visual presentation that describes each line first and fill in details as
step. This will include identification each step is experienced throughout
of each aspect of involvement from the the duration of the production.
first sales call to the final presen-
The visual presentation will be evalu-
tation of the finished product.
ated by the community instructor for
accuracy and by the school staff for
format, spelling, etc.

Community instructor certification

/1"3

School staff certification

4'

Continued
 r irrileCl JUMple illunilier MUMMY
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify cutefia dating negotiation)

5. To assist Brenda Lou in writing accurate Community instructor 5. Keep a list of the words and descrip-
and professional descriptions for tions and make sure that each is used
Technical texts and other
Activity 4, she should keep a written at least once in the written
recommended books
log of new vocabulary words she descriptions used in your visual
encounters. Producing Multi-Image presentation.
Presentations

6. During the experience at Third Eye, Donald Crenshaw (a) 6. Journal to be submitted weekly to a
Brenda Lou will write a weekly journal and then turned in with the project.
Journal notebook
W Donald Crenshaw. in this journal she If you want to maintain its confiden-
should keep a log of her involvement and tiality, ask your a simply to certify
experiences, record her personal its existence.
reactions, feelings, frustrations,
satisfactions, etc. Hopefully her CI
will respond in kind. Community instructor certification
At the close of her time with Third Eye,
Brenda Lou should make an appointment
with her CI to discuss her experiences
as recorded in the journal in order to
elicit meaningful guidance.

441
Project Sample Number CD 11,

STUDENT NAME Bonnie McSwan LIFE SKILLS AREA Creative Development

PROJECT TITLE Waiting Table Can Be An Inspiration COMMUNITY SITE/INSTRUCTOR The Royal Inn /Philip Beard

SCHOOL STAFF RATIONALE: Because Bonnie hopes one day to own her own small restaurant, she is especially interested
in the creative design and development of a restaurant. This project will begin by looking
at the role of waitress and progress toward total restaurant planning. Initially Bonnie willbecome knowledgeable
about correct table settings and customer service. Her basic writing and math skills are fine, so in this project
she will concentrate on scale drawings that are artistically creative as well as functionally communicative.

STUDENT RATIONALE: Someday I want to start a restaurant, but first I want to become the best waitress I know
how to be. I want my restaurant to be unique, so I need to think about decorations and
style and color and all that.

(Evaluation and Recommendations have been deleted to save space.)

PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Specify criteria during negotiation)

1. The actual place setting is a major Public library . a. CI certification that you have
responsibility of the waitress. Get mastered the regular place
Home and home decorating
a broad perspective on this: setting arrangements at The Royal
magazines
Inn.
a. Master place setting arrangements
Community instructor
at The Royal Inn.
Graph paper
b. Look through magazines and sel2ct Community instructor certification
five different place settings The Royal Inn
that would fit in at The Royal b. Scale drawing of your original
Inn. Using these five ideas, place setting, including a color
code.
create an original place setting
design of your own and diagram it.

Continued 00 Mabel*

442 443
 !Pro jeer Sample Nnothere111.1Continued)
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES ISpecily criteria during negotiation)

2. Successfully serving people in a Community instructor 2. a,b. List of ten personal qualities
restaurant is dependent on personal and ten acquired skills most
Read waitress
qualities as well as acquired skills. important for a good waitress,
Personal experiences at with asterisks where appropriate.
a. Make a list of the ten most
restaurants and as a
important personal qualities and Certification that your assessment
waitress
the ten most important acquired is indicative of perceptive self-
skills for being a waiter/waitress. awareness.
b. Put an asterisk by each one you
need to work on and possibly
Community instructor certification
initiate a project in the area of
personal/social development. Have
your self-assessment checked by
your community instructor.

3. Now that you have given serious thought Royal /nn personnel officer 3. Plans for orientation sessions written
to place settings and etiquette and out in such detail that someone else
CommUkity instructor
conduct for waits.ng on table, pretend could conduct training from them.
that you are in charge of training a Employees at Royal Inn
new crew of employees. Using your
experiences and the information you've
gathered, develop a training model for
orienting new employees. As you write
this out as an orientation session,
include such things as dress code,
attitude, proper and improper conduct,
importance of teamwork, etc.

4. With the assistance of other waiters/ Community instructor 4. Certification that you can arrange for
waitresses at The Royal Inn, arrange a buffet both efficiently and
Waiters and waitresses
the small dining room for a formal decoratively.
buffet. Banquet room

Community instructor certification

4 .4 .1
1
.

Continued
 irtapci JiIMplef Maar CI 7,..onussuew 7
PRODUCTS/CRITERIA
ACTIVITIES SUGGESTED RESOURCES (Speci ly criteria during negotiation)

5. Now start planning your "ideal" Public library 5. a. Scale drawing of the entire floor
restaurant. Because it can be difficult plan with a key to the commonly
Interior decorating books
to communicate a creative idea in its used symbols.
early stages, you should try to get Community instructor
b. Collage that successfully conveys
your thoughts out in several different
Graph paper your feelings.
ways '
Old magazines and glue c. Taped narrative that fills in any
a. Diagram the floor plan of the
ideas, details, feelings, etc.
entire restaurant. Tape recorder
that weren't communicated by the
b. Create a collage to convey the diagram or the collage.
feeling of the place.
Certification of clarity and imagine -
c. Tape-record a narrative to tive use of materials.
accompany the diagram and the
collage. .

School staff core 3t1on

6. Usidg your calligraphy skills, design Community instructor 6. Menu aesign to be turned in with your
a menu for your restaurant. Have your project.
CI check it for reasonableness of
prices and kitchen/serving logistics.

7. Arrange for a formal discussion with a School staff 7. Staff certification of productive
school staff person during which you discussion.
discuss the ways in which designing,
creating and owning a restaurant will
be a meaningful outlet for your School staff certification
creative expression.

twf
446 447
 APPENDIX A

Two Plant Growing Projects for Students

With Different Basic Skills Needs

The sample individually negciabsd projectsothet

follow were written for two students whose basic
skills abilities and needs were very different.
They are included here to show how the same interest
area, topic or theme can be used as a central focus
for projects substantially different in complexity
and degree of challenge.

275
STUDENT NAME Sam Carter LIFE SKILLS AREA Science

PROJECT TITLE Growing Your Own COMMUNITY SITE/INSTRUCTOR Tri-way Feed & Seed/Ann Gardner

SCHOOL STAFF RATIONALE: Sam is a budding writer with career aspirations in art, publishing
or writing. He is a good student able to work well independently
and accustomed to spending time on his own. lie needs more people contact! This project is
designed to apply his solid writing ability to a science activity which will not r'ly get Starting Date 2/16/76
him out in the community but encourage him to share the results of his work with others. 4/27/76
Target Date
Date Received 4/28/76

STUDENT RATIONALE: Completion Date. 5/7/76

X agree--I like to write a.d I'm not particularly comfortable
meeting people. But I don't fancy being a hermit, either, so this
project seems reasonable to me.

PROJECT EVALUATION: Sam, 1 an really pleased with your work in this project. As always your writing is a
pleasure to read. (What would I do for project-reading entertainment without you?) You
deserve special kudos for being well-organized and vainstakingly scientific in your approach to the activities and
for your composure during your people contacts. As you make more public presentations in your next projects (that's
a teaser!), you can work on using your planning and organizational skills to improve your public speaking ability.

RECOMMENDATIONS:

i(
40
 Planned completion PRODUCTS/CRITERIA
I SUGGESTED RESOURCES I
ACTIVITY 1 dale (Specify criteria during negotiation)

1. Getting into the scientific method Science text books 1. a. A one-paragraph statement, in
your own words, of the scientific
a. Review the scientific method; Predesigned science project
method, to be checked for
restate that process in your own
School staff accuracy of information, spelling
words. (Sam, I know you did this
and punctuation.
in your predesigned project, but Printed materials in the
that was three months ago. So school library
. or
this is both for review and to
Dictionary
have you state the scientific
A chart or diagram, to be explained
method interestingly in your own School staff
to your school staff, which
words.)
Community instructor demonstrates the step-by-step
b. Provide your own working application of the scientific
Attachment I
definition of the science-related method.
words on the attached list
b. One-sentence written definitions,
(Attachment I).
in your own words, of the list of
terms (Attachment I).

SCHOOL STAFF EVALUATION:

452
 Planned completion PRODUCTS /CRITERIA
SUGGESTED RESOURCES
ACTIVITY 2 date (Specify criteria during negotiation)

2. Learning about how plants grow- Library 2. a. Visual representation (drawing,

Learn the different aspects of the diagram, etc.) illustrating the
a. Science texts
growth cycle through reading and life cycle of plants.
Garden books
investigation. b. One-page written explanation to be
School staff evaluated for paragraph develop-
b. Learn the major factors or
variables which influence plant ment, correct punctuation and
Community instructor
growth. general stylistic readability.

c. Learn vocabulary necessary to

c. Written list of vocabulary words
and definitions.
understand growth cycle and factors
influencing plant growth.

SCHOOL STAFF EVALUATION:

454
453
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 3 date (Specify criteria during negotiation!

3. Using community resources to plan a Local garden shops . a. Plant to be used:

mini garden
County extension agent
a. Select a plant (vegetable or
University extension agent
flower) to be used in this b. List of private businesses, public
activity and Activity 4. agencies and other resources,
b.
together with a brief summary of
By telephoning, talking to people
and/or other means, find out where their services, to be submitted
to staff person responsible for
in the community a person can go
community resources. This list
to find out the following things
should be compiled in such a way
about planning a garden:
as to become a useful addition
local growing conditions (climate) to the school's permanent
fertilizer, soil and community resource files.
light needed for this particular
plant
insects and disease problems School staff certi fication
common to this plant and their
c. Brief description, in the form of
treatment
a list, chart or narrative.
c. Using these resources, gather the
above information for the plant
you have selected. School staff or community instructor
certi fi cation

SCHOOL STAFF EVALUATION:

4 L.5

45G
 Planned completion PRODUCTS /CRITERIA
RESOURCES
ACTIVITY 4 date (Specify criteria during negotiation)

4. Applying knowledge of plant growth and Plant books 4. a. -f. A well-written hyrWhesis,
the scientific method notes of procedures dnd observe -
Community instructor
(ions, weekly photographs and
a. Establish a recordkeeping system
School staff final evaluation remarks.
for these activities and record
each of them as you do them. Camera
b. Select two completely different Personal recordkeeping system
environments to grow two
different plants of the type you
have chosen.
c. Draw up a schedule for each of the
two plants in terms of how often
you will water and fertilize.
d. Pose an hypothesis about what you
expect to happen with the two
plants.
e. Observe their growth over a two -
month period and take weekly
photographs showing growth of
each plant.
f. Evaluate the results and check
them with your original hypothesis.

SCHOOL STAFF EVALUATION:

457 458
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 5 date negotiation)
(Specify ctitetia doting

S. Making the results useful to others Plant books S. a. Discussion held.

a. In a discussion with school staff Community instructor
or community instructor, review
School staff (newspaper School staff or community instructor
results of your experiment and
advisor, science teacher) certification
explain what you have learned
about community resources and the b. Well-organized, typewritten,
growing of plants. attractively formatted and
illustlated pamphlet.
b. Based on what you have learned and
the above discussion, write and
illustrate a pamphlet that other
students might be able to use in
starting their own gardens. The
pamphlet should include informa-
tion on resources where they can
get help, local growing and
planting seasons and general
instructions for going about
planning and planting a garden.

SCHOOL STAFF EVALUATION:

4C0
4'a
 SCIENCE/Sam Carter
Attachment X

WORD LIST

Provide a working definition, in your own words, of the following

list of science-related terms.

1. Systematic behavior

2. Critical thinking

3. Logical methods

4. Cause and effect

5. Precision

6. AccuracY

7. Self discipline

8. Statistics

9. Self control

10. Effective relationships

II. Initiative

12. Decision making

13. Goal settin

14. Coping with stress

15. Self esteem

46i
283
STUDENT NAME Lynn Metzger LIFE SKILLS AREA Science

PROJECT TITLE To Grow or Not to Grow COMMUNITY SITE/INSTRUCTOR Tropifloraillerb Green

SCHOOL STAFF RATIONALE: Lynn's basic skills - -particularly her math and written
communications- -are not what she would like them to be. They
caused her particular difficulty in her science predesigned project, in which she had
trouble computing and expressing her findings systematically. This project will give Lynn Starting Date 10/15/76
some more experience in applying the scientific method by investigating conditions that
Target Date 11/26/76
affect the germination and growth of seeds, an activity in which she is interestee.
Throughout, emphasis will be given to accuracy and precision in basic skills practice. Date Received.
STUDENT RATIONALE: Completion Date 12/11/76
I have a lot of plants at home, but I've never tried to grow
anything from seed. So that should be interesting. Also,
want to try to do better on my basic skills in this project, because it's getting a little
embarrassing.

PROJECT EVALUATION: Lynn, this is so much better than your last project. Congratulations and hurrah! Your
basic skills work is really excellent. It's correct, as we discussed, but more than that
it shows me that you really understand what you are doing, particularly with the Ith. We can plan your next project
to carry on with more writing and computation practice as a solid follow up to this one.

RECOMMENDATIONS:

4C2
463
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 1 date (Specify criteria during negotiation,

1. Set up a log, journal or other system School staff 1. A neatly handwritten or typewritten
for recording your experiments on how recordkeeping system with space for
Community instructor
light, water and planting depth affect recording the necessary facts about
seed germination. Science books the experiment.
Make columns for:
description of the experiment Science teacher or community instructor
your hypothesis as to projected certification
results
planting date
type of seeds planted
planting depth
light conditions
watering schedule
germination date
number of days to germinate

SCHOOL STAFF EVALUATION:

4:.4 4 .)" t-a

 Planned completion PRODUCTS /CRITERIA
ACTIVITY 2 date_ SUGGESTED RESOURCES I
(Specify criteria during negotiation!

2. The effect of light on seed germination Ground 2. a. -d. Appropriate entries in record -
and growth keeping system set up in Activity 1.
Seeds
a. Before beginning b, c and d below,
6 X 12" board
feomulate an hypothesis as to which
of the three conditions will make Plant books
the seeds sprout and grow best.
School staff
Record this in your recordkeeping
system. Community instructor
b. Plant six seeds, cover with moist
dirt one inch deep and record how
many days until they come through
the ground. Observe for ten days
and record grcwth.

c. Plant six pea seeds under moist

soil one inch deep. Cover the
soil where the seeds are planted
with a board about 6 X 12.
Observe the soil and record how
many days it takes for the plants
to break through. Then leave the
board over the plants and record
their growth for ten days after
they sprout.
d. Plant six seeds same as in
activity c, but take the board off
after they come through the ground.
Observe for ten days and record
growth. ---______
SCHOOL STAFF EVALUATION:

41;7
Aig
iNs
Co
0:1
co

Planned completion PRODUCTS/CRITERIA

SUGGESTED RESOURCES
ACTIVITY 3 date (Specify criteria during negotiation)

. The effect of moisture on seed Ground 3. a. -d. Appropriate entries in record -

germination and growth keeping system set up in Activity 1.
Seeds
a. before beginning b, c and d below
A piece of transparent
formulate an hypothesis as to which
plastic
of the three conditions will make
the seeds sprout and grow best. Plant books
Record this in your recordkeeping
School staff
system.
Community instructor
b. Plant six seeds one inch deep in
moist soil. Place a transparent
sheet of plastic over the seeds,
propped up slightly to allow growth.
Observe and record how many days it
takes the seeds to sprout and how
much they have grown at the end of
ten days.
c. Plant six seeds one inch deep in
moist soil. Place a transparent
sheet of plastic over the seeds.
Observe and record how many days
it takes the seeds to sprout.
Rimnove plastic. Record how much
they have grown at the end of ten
days.

d. Plant six seeds one inch deep in

dry soil. Observe and record how

SCHOOL. STAFF EVALUATION:

4::3 4'
 Planned completion PRODUCTS /CRITERIA
RESOURCES
ACTIVITY 3 date apnciivaiterniowyngnelonkahug

3. d. (cont.) many days it takes the

seeds to sprout and how much they
have grown at the end of the ten
days.

SCHOOL STAFF EVALUATION:

4171.

V40
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 4 date (Sped& criteria during negotiation?
I_
4. The effect of planting depth on seed Ground 4. a. -b. Appropriate entries in record-
germination and growth keeping system set up in Activity 1.
Seeds
a. Before beginning b, below,
Plant books
formulate an hypothesis as to which
of the three conditions will make School staff
the seeds sprout and grow best.
Community instructor
Record this in your recordkeeping
system.
b. Plant six seeds one inch deep in
moist soil, six more seeds two
inches deep in moist soil and six
more seeds three inches deep in
moist soil. Keeping the soil
moisture constant throughout the
experiment, observe and record how
long it takes each group of seeds
to sprout and how much they have
grown after ten days.

. .

SCHOOL STAFF EVALUATION:

4 1
,..,
...0
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
' ACTIVITY 5 date (Specify criteria during negotiation!

5. Summarizing and reporting findings Your recordkeeping system 5. a. Some visual representation (chart,
graph, drawing, etc.) of the
a. Using the records you have kept on Plant books
different germination and growth
Activities 2, 3 and 4 summarize and rates of each set of seeds. This
School staff
report your findings as to how the product will be evaluated on
germination and growth of seeds are Community instructor
neatness, precision, accuracy and
affected by variations in light, ease of understanding.
moisture and planting depth.
b. A one-page summary of the effects
b. Compare your findings with your of the three variables (light,
original hypothesis for e ch moisture and depth) on germination
activity. and growth rates of seeds, comparing
c. Explain how Your experiment followed what you actually observed during
the major steps in the scientific the experiment with what you had
method of inquiry. predicted in your original
hypothesis. This summary will be
evaluated for spelling, punctuation,
capitalization and sentence
structure as weil as coherency.
c. Verbal explanation to school staff.

School staff certification

SCHOOL STAFF EVALUATION:

475
V: 4
 APPENDIX B

Sample Student Profile

and Three Successive Projects for One Student

The following projects are included to demonstrate

how a student and staff person negotiate project
activities on the basis of the student's assessed
and expressed skills and interests as recorded
on the Student Profile form. The first two
projects were designed for the same community
site. The third project, written for a
different site, builds on the student's earlier
experier

These samples also give an idea of how staff use

ete "Recommendation" and "Evaluation" sections
of the project form to guide the student.

Els
293
 STUDENT PRDFILE

Student Marc Peters

CAREER ASSESSMENT:
Date 9/75
Interest Tests: Now in his second year in the program, Marc is still not at all sure what he wants to do.
He is interested in looking at professional machinist and automotive machines. He also
would be interested in investigating trades in construction and machinery. Marc has definite college
aspirations to the point of having made a tentative choice of Southern Tech Institute. We hope that he will
get a chance to investigate this school as well as other state schools. Marc is serious about developing
people-dealing skills and he wi:1 work extensively in this direction next school year.

BASIC SKILLS ASSESSMENT:

Date 10/75
Test Results and Interretation: Results of the Comprehensive Test of Basic Skills (CTBS) and evaluation from
last year indicate that Marc is a very capable and intelligent young man.
He has outstanding skills in the area of reading and mathematics and he should be encouraged to continue to
develop his skills in these areas. As he intends to make application for college next year and take his SAT
test, a specific activity might call for Marc to review math and reading activities and vocabulary strengths.
Based upon the above information it is highly recommended that Marc be encouraged to involve himself in
enrichment activities this year, not only on job sites and in career interests, but in various specialized
acpdemic pursuits as well. He should be encouraged and motivated toward a high development of his skills, and
solve strong monitoring and supervision by staff and community instructors this year should help to accomplish
that. While Marc is very capable, and by all assessments very intelligent with above average skills, he none-
theless needs encouragement to further improve these skills.

LIFE SKILLS/LEARNING STYLE ASSESSMENT:

Date 10/75
Interview and Comments: Marc has an extra amount of work to do this year, because of extreme procrastinating
labt year. his major difficulty lies in the area of time management and initiating
staff contact. Although he is very bright and certainly capable, he is going to have to learn to challenge
himself and use his full potential without constant external motivation. He now responds very quickly to
positive reinforcement and he still needs to experience success at short intervals. We need to hold him firmly
to high expectations and gradually increase the intervals buween the urging and encouraging in order to
strengthen his inner direction. Marc still needs to take more time and serious concern for improving the
overall quality of his writing skills.
(NJ

tr. 4"7
478
STUDENT NAME Marc Peters LIFE SKILLS AREA Science
building Blocks Laboratory/
PROJECT TITLE Materials Lab Tests COMMUNITY SITE/INSTRUCTOR Bill Purcell

SCHOOL STAFF RATIONALE: Marc's interest in the field of science has led him to this learning
experience at Building Blocks Laboratory. In this project he will
put into use the basic processes of scientific investigation from the initial statement of a
problem through formation of hypothesis, testing and writing up a final technical report. 1/6/76
Starting Date
Throughout these activities Marc will be advised of and held to the standards acceptable to
Target Date 3/5/76
an employee at Building Blocks Laboratory. Because this kind of lab work demands precision
and technical writing Marc will be challenged to slow down and pursue accuracy and neatness in Date Received 3/12/76
his written documents. Completion Date 3 /1/76
STUDENT RATIONALE:
1---
From this project I hope to improve my research skills and help discipline myself to stick to
a hard job.

PROJECT EVALUATION: Marc, you did it; you finally did it! This project is a demonstration of your ability to
be punctual, responsible and systematic) (When you choose tot) Your lab notebook is a
beautiful example of incredibly challenging scientific inquiry handled in a professional manner. All year I've been
complaining about how haphazard much of your own work is; this notebook is evidence of your potential. Use itl As
I indica* on the evaluation for the last activity, you have a very effective writing style which can become quite
sophistic.ited and adaptable with some refinement.

RECOMMENDATIONS: Use your final essay as a model of quality writing. Your outline seemed to be especially
helpful-- remember that as you do more writing, especially in college.

480
N
to

Planned completion PRODUCTS/CRITERIA

t SUGGESTED RESOURCES
ACTIVITY 3. . apeWlecritesioeuriagaegothohnd

1. To gain some preliminary experiences in Community instructor 1. a. Write a very brief summary of each
lab procedures you will learn to conduct test, with a description of the
Materials and equipment at
two or three basic tests on the follow- materials and type of test
site
ing materials: administered.

limestone b. Make a list of all the standard

asbestos lab equipment used in this
mica activity, as well as other lab
land plaster equipment that will be used
throughout the learning level.
Se sure your descriptions are
accurate and complete.

Community instructor certification

Spelling and format will be
evaluated by the school staff.

School staff certification

SCHOOL STAFF EVALUATION: Your descriptive summaries of each test are very neatly done. Your careful format for
presenting this information is impressive; you would profit from applying this same degree of
care in other areas of work that you do. These are good descriptions of the lab equipment and the diagrams really
facilitate understanding) they are quite readable and visually pleasing. .
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 2 date (Specify criteria during negotiation)

2. To further your understanding of basic Joint compound mixtures 2. a. Have your community instructor
lab procedures, your community certify that you can accurately
Standard lab equipment
instructor should give you a formula work with the metric system and
for a joint compound. You'll prepare Metric conversion scales the necessary precision lab
the compound a number of times, each instruments.
time leaving out one ingredient in
order to see what special properties
that ingredient has. Each time you Community instructor certification
will need to carefully document these After each compound mixture write
b.
special qualities. During this down your observations and
activity you'll become familiar with conclusions in a form acceptable
the following; to Building Blocks Laboratory
math (metric system, measuring, professional standards. Have
weighing) this certified by your community
equipment (scales, standard lab instructor and turn it in to the
equipment) school staff.

Community instructor certification

SCHOOL STAFF EVALUATION: Community instructor certification accepted. Your written observations and conclusions not
quite as neat as those in Activity I; they should be better organized and more detailed.

aa=Ja. A () 4
w-
c$

Planned completion PRODUCTS/CRITERIA

SUGGESTED RESOURCES
ACTIVITY 3
...
date (Specify criteria during negotiation)

3. Because you have expressed a serious Site people, materials and 3. Your community instructor will certify
interest in science and you will be equipment that your statement of the problem
conducting tests that may provide indicates complete understanding of
valuable information for the company, the problem as well as the alality
it is necessary that you be able to to express it in writing.
accurately state the problem with
which you are working; searching for
a combined filler (joint cement) with Community instructor certification
good working properties and economic
advantages. The entire issue should
be discussed with your community
instructor and then put into written
form as the initial entry into a lab
book where you will keep a regular
log of all lab work.

This problem statement should include

some historical background.

SCHOOL STAFF EVALUATION: Your statement would have been easier to read if you'd slowed down a little and if you had
written it in ink. What you've said, however, is a very clear description of the problem
on which you worked. Community instructor certification accepted.

41C)G
;../
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 4 date during negotiation)
(Specify criteria

4. Now that you are proficient in the Community instructor 19. Your community instructor will certify
Building Blocks Laboratory lab your ability to discuss the listed
Written materials recommended
procedures and have a good gennral ideas and ask appropriate questions.
by community instructor
understanding of the problem you're
trying to solve, you're ready to start
the entir' four-part scientific Community instructor certification
process;
s test samples
record keeping
write technical report .

do economic problem study

Each of these will be an activity in
itself, the final one being a potential
second project.
Discuss the following with your
community instructor:
the necessity of following
precise scientific procedures
the concept and importance of
quality testing
the use of quantitative type tests

SCHOOL. STAFF EVALUATION: Community instructor certification accepted. You can see how very important quality
control is in the scientific method.

487 4S8
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 5 date (Specify criteria during negotiation)

5. As you test samples, you will conduct Braebender and other lab M. As you conduct each of these tests,
quality tests on: equipment you'll keep a careful record of all
results (see Activity 61) but the
viscosity using the Braebender
product for Activity 5 *All be a
bend under various conditions
cumulative vocabulary list of all the
(humidity, dry, cold, etc.)
new words you've encountered
crack resistance
during this project. You should be
ease of sanding
able to use and spell each word
You'll also conduct subjective tests accurately. Proper use will be
fort certified by community instructor.
ease of flow
smoothness
Community instructor certification
freeze and thaw stability
other Proper spelling will be certified by
school staff.

School staff certification

.
...
.
_
SCHOOL STAFF EVALUATION: Your vocabulary list is fine, Marc. You've shown that you can now use these technical words
accurately.

40n
it(")
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 6 date (SpocilycArtorksownpooporiation)

6. As you conduct all the tests in Lab book 6. Community instructor will certify
Activity 5 you'll make daily entries in that you understand and can explain
Site resources
your lab book noting formulas used, the reasons for keeping an accurate
tests and procedures, results and and detailed daily record of events
conclusions. in the lab procedures.

Your early entries should be reviewed

by your community instructor for form
Community instructor certification
and content.
Submit completed lab book after it has
been certified by community instructor.

Community instructor certification

SCHOOL STAFF EVALUATION: Community instructor certification accepted. Good descriptions of the tests. Of course I
can't understand what all your technical records mean, scientifically, but I can see that
each test was very carefully and neatly documented.

491
492
 Planned completion PRODUCTS /CRITERIA
SUGGESTED RESOURCES
ACTIVITY 7 date ISpecdy criteria during negotiation)

7. After all tests are completed a final Technical reports on file at 7. The criteria for evaluating this
technical report must be written. This community site technical report will be decided on
is a concluding statement of what was by you and your community instructor,
Community instructor
done, results and recommendations for and written below:
marketing and/or further research.
There are samples of such reports on
file that you should read and refer
to before writing yours.

(Marc, this is your chance to

demonstrate an understanding of the
total project, effectively explaining
in writing what has been done.
Grammar and spelling are extremely
important and will be considered in
evaluation.)

SCHOOL STAFF EVALUATION: Your technical report demonstrates total understanding of your investigation as well as a
fine command of report format. Your community instructor's evaluation indicates that you
were able to grasp the idea of a technical report easily after reading some of the company's previous reports.

4(i3 494
 Manned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 8 date (Specify criteria during negotiation,

6. The final activity for this project Everything done during this 8. Essay to be shown to community
will be for you to write a 2-3 page project instructor and submitted to school
essay discussing the following: staff. Will be evaluated on the
following criteria:
What you learned during this
project about scientific general format (ink!)
procedures and about your spelling and grammar
interests. organization, i.e., introduction
with a well-structured train of
How easy or difficult it was for
thought progressing to a logical
t
you to meet the time commitments
conclusion.
required.

HOW you fared being involved in

very precision work. Community instructor certification
Whether or not scientific research
such as this is something you'd
like to pursue.

..

SCHOOL STALL: EVALUATION: This essay is the best writing of yours that I have read. It is well-organized and it very
clearly expresses your opinions. You do have a nice relaxed writing style, Marc; develop
it and college will be an enjoyable challenge for you. This activity has shown what an excellent job you can do with
the process of rough draft to proofreading to final revised draft.

495
4;16
Vt
 STUDENT NAME
Marc Peters LIFE SKILLS AREA Personal/Social Development
Orguuizational Management: Building Blocks Laboratory/
PROJECT TITLE Development of Style COMMUNITY SITE/INSTRUCTOR Roy Laker

SCHOOL STAFF RATIONALE: Marc wants to learn more about the management side of Building Blocks
Laboratory. In addition to the personnel aspects of the company,
Marc will do some general preparatory activities in the areas of writing objectives and
vocabulary development. He'll also gather some useful information by compiling a bibliography
Starting Date 2/24/76
and listening to a set of Building Blocks tapes on management. As a culminating activity fot
Target Date 4/1/76
this project, Marc's community instructor will put together and administer a final Lest of
management situation problems. Throughout this project and in preparation for another, Marc Dale Received 4/1/76
will apply this information to the development of his own management Completion Date 4/12/76
STUDENT RATIONALE:
style.

From this project, I hope to realize how different some management styles are from others and
to attempt to develop my own.

PROJECT EVALUATION: Marc, both your projects at Building Blocks show that you've put in serious, hard work. One
of the things you've had to continuously confront was how a manager motivates his/her
employees) I've seen more motivation from you since you went to B.B. than ever before. Keep it up. Throughout this
project ' )u've demonstrated your ability to grasp concepts and use your generalizations to draw conclusions. This is
an extremely important skill for a college-bound student.

RECOMMENDATIONS: As you pursue your next project, try to keep in mind as much as possible from this project.

497
a
%.1

498
O

Planned completion PRODUCTS/CRITERIA

SUGGESTED RESOURCES
ACTIVITY 1 date apecilycamiedudmpomMAANd

1. Before Marc gets very involved in this Community instructor 1. a. Complete bibliography of books and
management project, he needs to gather articles in proper format with stars
BB library materials
for himself a strong background of by those selections that your
basic information. One obvious way to School staff community instructor feels you
begin this is to compile a bibliography should read.
Public library
of management related books and articles.
b. Discussion of readings with your
He should then review it with his
community instructor.
community instructor for suggestions
concerning selected readings.
Community instructor certification
c. Brief written summary of the main
points of each piece that you read.

SCHOOL STAFF EVALUATION: Your bibliography form is almost correct, but not quite. The books should always be listed
alphabetically according to the author's last name. Your brief annotations are very good
because they give a clear and concise idea of what's to be found in the book. CI certification accepted.

rsIo
tiv
41'1)
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 2 date Opmihecritetiadudagnegatiatiord

2. Building Blocks has a series of tapes BB tapes on management 2. Informal notes should be headed with
on different aspects of management and the complete title of each tape.
supervision. Marc will listen to Each set of notes should be concluded
these independently and take notes on with a statement clearly summarizing
those parts that seem useful. the main point.

SCHOOL STAFF EVALUATION: You take really complete notes, but there are times when maybe you should abbreviate more
so you could speed up and get down more information. Your summary statements - -where are
they? Come see mei

501 502
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 3 date apecilywitedadmIngnegotiatigud

3. After doing some initial reading and Community instructor 3. Vocabulary list of management related
listening to the tapes, Marc will be words spelled correctly with definitions
Dictionary
exposed to a new vocabulary of words certified for accuracy by the community
related to management. Throughout the Management readings and tapes instructor.
project he will keep a list of words
and definitions, thereby establishing
a working knowledge of these relevant Community instructor certification
words.

SCHOOL STAFF EVALUATION: You selected excellent words; they seem to be among the most relevant and useful. From
Your independently written definitions, I can see that you have acquired a conversational
use of these words. CI certification accepted.

504
 Planned completion PRODUCTS /CRITERIA
SUGGESTED RESOURCES
ACTIVITY 4 date (Specify criteria during negotiation)

a. The process of setting objectives Management by Objective . a. Community instructor will certify
for your staff is a crucial aspect that Marc understands the
Community instructor
of an efficient work place. Marc's significance of management by
community instructor has material Personnel office manager objective.
from a previous management training
program that Marc should read and
then discuss. He also should scan Community instructor certification
the book Management by Objective,
b. Community instructor will certify
by Peter Drucker.
that Marc has written at least five
b. Following the above readings and useful management objectives. Share
discussions, Marc should be able these objectives with the school
to write some useful objectives staff after certification.
for Building Blocks personnel.

Community instructor certification

SCHOOL STAFF EVALUATION: CI certification accepted. X realized that this is a very complex area in which to find
yourself, but you seem to have a good basis for understanding. Although the objectives
you wrote may not make your company a group of multi-millionaires, you'll develop a strong team of competent people.

ti
ti

505
506
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 5 date (Specify criteria during negotiation)

5. A significant part of the management "The Tough-Minded Management" 5. A list of major motivating factors
process is understanding what motivates tape followed by a summary of the
a person in a professional setting. discussicn with management people.
Management personnel
After listening to the tape on (This entire product can be recorded
motivation, Marc will make a list of the on tape.)
major motivating factors and then
discuss these perceptions with various
people in management positions.

SCHOOL STAFF EVALUATION: You have an excellent understanding of what motivates people and how this fits into the
organizational structure. it was good that you compared two other people's ideas, because
this gives you a broader and more realistic perspective.

5t.;
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 6 date (Specify criteria during negotiation)

6. Concerning supervision, a manager has to Community instructor 6. a. Community instructor will certify
be able to handle written communications that Marc can read and analyze
Sample reports
with facility in the areas of reports personnel reports.
from staff and reports to a supervisor.
Marc will observe and participate in
the process of reading and interpreting Community instructor certification
reports from personnel and then in turn
la. Assuming the role of manager Marc
create a composite report for a superior
will write his own report to the
that highlights activities in addition
and then compare his with
to a general overview.
his community instructor's.
Criteria to be negotiated with
community instructor and written
below.

SCHOOL STAFF EVALUATION: As Your CI indicated, you wrote an excellent monthly report showing that you as manager
know exactly what is being done by every one of your employees. You can see how important
it is to be aware of everything that is going on at all times.

509
510
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 7 date (Specify criteria during negotiation)

7. a. Marc will compile a list of Community instructor 7. a. Written list of at least six
hypothetical problems with which a potential problem situations.
Management test
manager may have to deal.
b. Completed test to be evaluated by
b. After this list is written he will his community instructor
review it with his community
instructor who will create a test
that will require Marc to Community instructor certification
demonstrate his skills and
c. Community instructor's written or
understanding of managerial roles
taped evaluation of Marc.
and responsibilities. This final
list of management situation
problems will be a statement of
Marc's management style.
c. After completing the test Marc and
his community instructor will
review it, resulting in a final
evaluation of "Marc as Manager."

SCHOOL STAFF EVALUATION: You performed extremely well on this test, Marc. Your work shows that you've grasped the
major important attributes of a management position. You should be proud of this
evaluation your CI wrote; it attests to your ability to make use of general information and human sensitivity to solve
specific problems.

5i1
 Marc Peters Creative Development
STUDENT NAME LIFE SKILLS AREA
Black Cow Restaurant/
PROJECT TITLE Restaurant Chain Management COMMUNITY SITE /INSTRUCTOR Jo Ann Blakey

SCHOOL STAFF RATIONALE: Marc is currently involved in two projects at Building Blocks
including one that is designed to introducc, him to the world of
personnel management and the development of a personal management style. His demonstrated
commitment to his after school job at the Black Cow Restaurant lends credibility to his stated 3/19/76
Starting Date
interest in managing such a restaurant. This project will encourage him to apply his newly
acquired knowledge of management skills to the restaurant business. Already this year Marc Target Date 5/1/76
has shown tremendous improvement in the quality of his written work. In this project he will Date Received 5/1/76
be further challenged to design strategies for training personnel. Completion Date 5/1/76
STUDENT RATIONALE:
Writing skills in this project will be of a descriptive nature,
emphasizing clarity and brevity.
I want to get the basic knowledge and insight of large chain restaurant management.

PROJECT EVALUATION: Marc, your responses on this project indicated that you have the qualities necessary for a
sensitive and firm manager. The combination of these two qualities is important for an
efficient work place. I like the way you applied to this project a lot of what you learned at Building Blocks
Laboratory. Your ability to transfer these skills and knowledge is a very useful and productive one. Good work, Marc.

RECOMMENDATIONS: Remember who your resources are when you really do go into management. You've already
established some valuable contacts and you can keep learning from them.

513 514
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 1 date (Specify criteria during negotiation)
I

1 1. /n order to clearly set the stage for Current manager 1. Job description that could appear on
this project, list and define all the an employment office bulletin board.
Your past experiences at
responsibilities, both major and minor,
Black Cow
of a Black Cow manager. With this
information, write a detailed job
description.

SCHOOL STAFF EVALUATION: This is an excellent list of managerial fluties and responsibilities, Marc. It looks
complete and your descriptions are especially good; they give a relatively uninformed
reader as very clear picture of what the manager does.

r: i 1
tr .... %...
1 I's
1.1 -Lt.)
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 2 date (Specify criteria during negotiation)

2. a. Since you have worked at the Black School staff 2. a. Written comparison of two
Cow, there has been a change in management styles experienced at
Experiences at Black Cow and
management. In this activity you the Black Cow. Remember that
Building Blocks Laboratory
will compare the professional you are comparing professional
styles of these two managers, style, and personal characteristics
using specific examples to back should enter only as they affect
up all statements. the work place.
b. After you've given careful b. Comprehensive list of differences
consideration to different and resulting effects. Provide a
management styles, you need to "living example" for each one. .

think about how these differences

directly affect the operation of
the business. Based on your
observations and gathered
information list the significant
elements of style and then list
the most likely effects of each.

SCHOOL STAFF EVALUATION: This is a very well-organized essay about management styles and how they affect the work
place. You made perceptive judgments about how managers operate differently and how your
beliefs fit in with the whole picture. Although you didn't follow our original product requirements, our negotiated
changes for an essay turned out to communicate the information quite effectively. You've done an admirable job
getting all the information down in a clear at:d brief style without rambling.

51'7 518
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 3 date !Specify criteria during nepodationi

3. Since you have by now had an in-depth Community instructor at 3. Submit objectives to your CI: to be
introduction to management by Building Blocks Laboratory evaluated on the basis of their
objectives, I'd like you to apply this creativeness and potential effective -
Management by Objectives
information and write same hypothetical news.
(Peter Drucker)
objectives for each position at the
restaurant. Its you write these be Management course at community
creative in your writing style as well college Community instructor certification
as in your specified requirements.

SCHOOL STAFF EVALUATION: If all your objectives were carried out, you would have an extremely efficient restaurant.
Your CI's comment that they should be stated more positively is a useful one. It's always
better to initiate a contact like this on a positive level.
e
,....

52
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 4 date /Specify criteria during negotiation)

4. After writing these real objectives School counselor 4. A clearly laid out orientation design
for these reai positions at the Black that includes a detailed description
School orientation agendas
Cow, I'd like you to design a complete of all activities. This should be
training orientation session for your Building Blocks personnel done in the form of a chart or time
employees. Some questions to consider manager line with accompanying narrative.
are:
What would you as a manager want
to tell your employees about
your expectations?
How would you motivate your
employees to do the best job
poseble?
What effect do you think your
stye will have on employees?

SCHOOL STAFF EVALUATION: Your description of the orientation session reads like a statement of your attitudes rather
than actual activities. The way you describe your own behavior and method of dealing with
your employees indicates that you are quite in tune with your role and position of influence. Nevertheless you should
be able to design a more information-giving orientation session so that employees have a clear concept of company
policy to integrate with your management style and objectives.

is0-4.2k-I

522
 Planned completion PRODUCTS /CRITERIA
SUGGESTED RESOURCES
.5 data (Specily criteria during negotiation)

5. For a restaurant or any business School counselor 5. Description of three strategies that
to function smoothly, it is necessary would fit in with your management
Building Blocks Laboratory
for the employees to work together style. For each one, first describe
community instructor
effectively as a team. What strategies the goal of the strategy and then how
can you design to encourage your staff Black Cow manager you would implement it.
to improve their ability to function
as a team?
Design at least three strategies to
meet the goal of cooperative team
work. Try to make these as creative
and effective as you can. Peel free
to consult informed sources before
you make any decisions.

SCHOOL STAFF EVALUATION: Your strategies for promoting effective team work are a good start AL figuring ways to work
as a productive manager. You've included both professional and social techniques and that's
a good bet for general morale purposes.

(1 A
V

___I

q.)
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 6 date apecilywitedadudepnegodadm0

6. Below are three hypothetical situations Building Blocks Laboratory 6. a. -c. Taped response to each
that could potentially occur at the personnel manager hypothetical situation. The tape
Black Cow. Describe how you as manager should include a clear statement
Black Cow manager
would handle each situation: of the problem situation followed
by your confidently articulated
a. One employee accomplishes his job
response.
and meets all the objectives you've
set for him, but his attitude is
slightly negative. He isn't
friendly to his co-workers and
although he listens to you he
generally is aloof and appears as
if he doesn't really care. What
will you do and how will you do it?

b. On your staff are two waiters who

don't vet along. They both are
competent workers and are quite
compatible with everyone else on
the staff, but they simply can't
work together and it is beginning
to affect their performance. How
will you handle this one?
c. You have a notion that staff morale
is quite low; it's just a feeling,
but a fairly strong one. How do
you attempt to substantiate your
thoughts and how do you approach
your staff about this matter?

SCHOOL STAFF EVALUATION: Your responses to these hypothetical situations are good, but too general. You need to be
more specific than "shape up," which could mean anything and then there is noway for you
to hold the employee accountable to your needs.

5"6
 APPENDIX C

Three Projects Showing Basic Skills Development

for One Student

The following three projects demonstrate staff/

student negotiation of project activities designed
to improve the student's skills in specific areas
noted on the Student Profile. Staff evaluation
comments help to guide the student in subsequent
projects.

527
323
 STUDENT PROFILE

Student Katie Military

CAREER ASSESSMENT:
Date 9/75
Interest Tests: Katie had some trouble with the Career Information System (CIS) questionnaire. Interpreting
questions and making up her mind as to responses seemed to be hard for her. She expressed a
knowledge and a willingness to work on a math basic skills project. The CIS questionnaire gave her a list of
32 occupations in response to the activity, but none of the listed job titles seemed compatible with Katie's
current interests. This was due primarily to limited math ability and an expressed desire not to deal with
copying and sorting activities. The five choices (nurse, photo, teacher, Fish and Game Management and Special
Education) that Katie made from our active community site list showed a willingness to expand her interests.
We will attempt to encourage her to continue to expand her interests and improve her math ability.

BASIC SKILLS ASSESSMENT:

Date 5/75
Test Results and Interpretation: Results of the Comprehensive Test of Basic Skills (CTBS) and the Individualized
Learning for Adults (ILA) indicate that Katie demonstrated a good command of
reading comprehensive and arithmetic coacepts and application skills. Results of the assessments call for basic
skill activities to be developed in projects and through activities on job sites. Encouragement should be given
in developing skills around career development areas and activities of personal needs and interests.

LIFE SKILLS/LEARNING STYLE ASSESSMENT:

Date 10/75
Interview and anm nts: By initiating her year's work in the summer prior to entry into the program, Katie
demonstrated her motivation and ability to set realistic goals for herself. One of
her major concerns is in the area of social service and she hopes to explore numerous related careers. Katie
is quite verbal and effectively articulates her needs and interests. She appears to be an independent worker
with a wi4 variety of interests and is prepared for a challenging year.
STUDENT NAME Katia Hillary Functional Citizenship
LIFE SKILLS AREA
Various community agencies/
PROJECT TITLE investigating Child Abuse COMMUNITY SITE/INSTRUCTOR Sister Mary Jones, R.N.

SCHOOL STAFF RATIONALE: Katie became interested in the subject of child abuse through a
course last year at the high school and wishes to learn more during
the summer months. A beginning focus for her investigation will be the State Nursas Associa-
tion Conference on Child Abuse, June 11-12-13 at the Thunder Road Convention Center. After Starting Date 6/12/75
attending portions of the conference, Katie will do some selected readings, writing, vocabulary
development and research on federal or state legislation. Although Katie's basic skills test Target Date 9/15/75
scores indicated no specific areas of need her work to data demonstrates the necessity of Date Received 10/19/75
improving writing skills: complete sentences, spelling and paragraph Completion Date 10/19/75
STUDENT RATIONALE:
construction.

1 want to learn more about why parents abuse their children and what is being done about it.
There might even be ways I could help.

PROJECT EVALUATION: Katia, now that you've finally completed all the activities in this project, it's a well
documented piece of work. The conference you attended gave you a good background for
understanding the readings you did. Also, you expressed your personal opinions well by backing them up with facts.
Your final book review is good, Katie. Keep that model in mind as you continue doing book reviews next year and in
the future. Good work.

RECOMMENDATIONS: Words to learn to spell: cope, defenseless, physically, involved, symptom, passed,
frustration, discussed, variety, panel. Write each one five times, really concentrating
as you do it, and I'll bet you never misspell them again.

531
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 1 date apecilycrimieourikinomftokud

1. Katia will attend the State Nurses Conference at Thunder Road 1. Organized summary presentation based
Association Conference on Child Abuse Convention Center on tape and/or notes, in a form that
to hear the keynote speech entitled clearly communicates the essence of
"The Nature of the Child Abuse Problem" what you learned. (Include with this
and attend panel discussions on "Role product the tape or your notes.) Make
of Professionals in Dealing with Child sure all your sentences are complete
Abuse in Rural Areas and with Minority and all words are spelled correctly.
Groups." Also she will hear a panel Proofread before you turn it in
discuss Parents Anonymous.
During the sessions Katie will either
tape or take careful and detailed notes.

SCHOOL STAFF EVALUATION: Your summary notes give me a good idea what the organization and content of the conference
was. Just out of curiosity I'd be interested to see the actual notes you took before
re-writing them. Although you successfully conveyed the information, you need to proofread again for incomplete
sentences and 3-4 spelling errors. Make an appointment with me and we'll go over the notes together.

5'
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 2 date (Specify criteria during negotiation)

2. Katie will compile a bibliography of Local libraries 2. Bibliography in correct format.

books and magazine articles on the
Conference materials
subject of child abuse. .

High school course materials

English teacher
State Nurses Association

SCHOOL STAFF EVALUATION: You need to work some more on your bibliography form; it is different for books and
magazine articles. However, they both should be listed alphabetically according to the
author's last name. Come see me about this activity so we can go over it together.

535
534
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 3 date
I
(Specify ate, ia during negotiation,

3. From her bibliography, Katie will Bibliography from Activity 1 3. a. Organized book review in ink or
select at least five specific magazine typed with the following parts:
Public library
articles and at least one entire book
a general introduction to the
to read. University Medical School
subject
a. For the book, Katia will write a
a short summary of the author's
two to three-page book review
message endpoint of view
that includes the evaluation
criteria listed in the products comparisons and/or reference to
column. some of the magazine articles
(this kind of reference must
b. For the magazine articles Katia
include title of article and
will write a summary paragraph
author) .

of each.
statement of personal response
or opinion
conclusion with recommendations
for other readers
b. A brief summary paragraph of each
magazine articles with an intro-
ductory and concluding sentence,
complete and spelled correctly.

SCHOOL STAFF EVALUATION: Your book review began as a one-paragraph summary rather than a true review and I was amazed
when you said that you had never written one Lefore. Our two long sessions together were
really helpful and...now that you've completely re-done the book review on the Battered Child, it is really quite goods
You've covered some very useful information and you communicated your ideas clearly. Keep this model in mind as you do
more reviews. I realize this was a difficult book for you to read, but your perseverance paid off.
,3 f il.
V 4.J 1
 1
Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 4 date apecillycateriaskffinpnegaliathnd

4. Katie will gain a picture of how the Parents Anonymous 4. Comprehensive list of agencies and
local metropolitan area deals with the organizations with brief annotations
County Children's Services
Problem of child abuse by finding out that indicate purpose and scope of
Division
about all the concerned service each.
agencies and organizations. Catalog of local services .

SCHOOL STAFF EVALUATION: You listed the three major agencies that deal with child abuse. Did you make direct contact
with each agency so you are aware of differences in addition to those differences mentioned
in your annotations?

pw 4 i (-)

5
N
Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 5 date apecilycawiadrudivnewiatkod

5. a. Now that Katia has a good general State Representatives 5. a. Clear and simply stated summary of
understanding of the nature of the state law on child abuse (not
County Health Department
child abuse and an awareness of in obscure legal terminology).
the local service agencies, she Legal Aid
b. Graph or chart of the reported
will broaden her perspectiva by
State Revised Statutes county child abuse cases with an
investigating the Ctild Abuse laws.
indication of whether they have
b. When she will do some statistical been increasing or decreasing in
research on the number and rate of the past five years.
reported child abuse cases in the
county.

SCHOOL STAFF EVALUATION: The information you gathered from Children's Services Division is interesting. The
differences between the age and sex of abused children is something I had never thought
about.

5;j
0t- .4.
4
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 6 date (Speedy cmeiia dating negotiation)

6. Katie will arrange to interview a Police Department 6. a. Written list of questions to be

representative of the Women's evaluated (and revised if
Women's Protection Division
Protective Division in the Police necessary) before the interview.
Dept. Prior to the interview, she will Tape recorder
develop a list of questions to guide
the session. School staff certification
b. Tape of t'le entire interview to
be eva..Ated on the basis of
Katie's ability to effectively
guide the discussion based on
her questions.

SCHOOLSTAFFEVALUATION: These are good questions, Katie. I'm sorry you couldn't actually get down to the Women's
Protective Division of the police, but since you've been there before we'll be satisfied
with your telephone interview this time. Your questions did elicit good information. While on the Phone could you
feel how important your preparation was?

542
 Massed completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 7 date (Specify criteria during negotiation)

7. Katie will select a way to become State Legislature 7. This product will be negotiated when
actively involved in thin issue. Some the activity is chosen and arranged.
Local schools
possibilities are:
State Nurses Association
attend a hearing on pending or
new legislation
write a letter to a state
representative expressing concern,
etc.

arrange to make a presentation

to a school class explaining the
local child abuse problem

SCHOOL STAFF EVALUATION: Your letter to our local State Representative is very good, Katie; it is brief, to the
point, quite gracious and that's the kind of letter that gets read and listened to. Also,
excellent typing! (flow did you find a typewriter that spelled so wel131)

r.;:i
,.... - .,
 Katia Hillary LIFE SKILLS AREA C
Critical Thinking
STUDENT NAME
Outdoor School: Camp Redwood/
PROJECT TITLE Nat$re Study for Sixth Graders COMMUNITY SITE/INSTRUCTOR Bill Gordon, Director

SCHOOL STAFF RATIONALE: Katie is extremely eager to begin working with young children
although she's not yet sure whether she wants to become a classroom
teacher. Der excitement about being a counselor at Outdoor School is evidenced by the fact
that she has initiated this program requesting challenging activities. In her first projects
Staling Dale 9/28/75
this year, Katie began to show same improvements in her writing skills, especially sentence
Target Date 11/7/75
completion. She still, however, needs to work seriously on spelling. In this project Katie
will use the critical thinking process to establish goals and procedures of a lesson plan Date Received 11/13 75
based on some prior readings about how children learn. Because Katie Completion Date 11/18/75
STUDENT RATIONALE:
has just started working on another project emphasizing math, that
won't be emphasized in this project.
I will be going to Outdoor School the 28th of September to the 3rd of October and I hope to learn more about people
and teaching while learning about nature.

PROJECT EVALUATION: Katie, you've done a beautiful job on this project! Your products are displayed so creatively
and they show a real ability to substantiate your statements with specific examples. You do
need to work on writing a book review, so on your next project we'll remember that. Although you need to work on
spelling and typing skills, your actual writing style is so readable, and it successfully itrfolves the reader in a
personal way.

RECOMMENDATIONS: Some words to learn to spell: basic, independent, responsibility, multiply, chose, decorate,
bottom, terrarium, intelligence, consider. Write each one five times and then bring them to
me for a grueling test.

to
ut

54'7
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 1 data (Specify criteria during negatiatiord

1. Before, during and after her Some suggested books; 1. Written review of at least one of the
experiences at Outdoor School, Katie books listed, using specific
Help! These Kids Are
will involve herself in some background experiences at Outdoor School to
Driving Me Crazy)
reading about the ways in which illustrate your °moments. As you
children learn. She will choose a How Children Learn write this review, reflect back on
book to read and than write a review our hook review sessions!
How Children Pail
of it after the week at Outdoor School.
The Lives of Children
Teacher
Public library
Bookstore education section

SCHOOLSTAFFEVALUATION: Although you still really need to work on proper book review formr this one is better than
your first draft for the Battered Child. However, you do need to add more °meat" to the
review. Refer back to Activity 3 of the Child AbuSe,project. Remember to always underline a hook title. Abook
review should summarize the main points before you go on to agree and disagree. When when you do.add personal
evaluation, you must substantiate what you say by giving examples so the reader knows what you're disagreeing or
agreeing with and for what reasons. make an appointment to talk with me about this.

Ell3
 1

Planned completion PRODUCTS/CRITERIA

SUGGESTED RESOURCiS
ACTIVITY 2 date (Specily criteria during negotiation,

2. Katie will be able to state concisely Outdoor 1ducation brochures, 2. A written statement in less than 100
the purpose of Outdoor School and etc. words accurately describing the goals
explain what processes it employs to and procedures of Outdoor School to
Outdoor School District
reach this purpose. be certified by the program director.

Outdoor School Director certification

SCHOOL STAFF EVALUATION: This is a ma well-written statement about the goals of Outdoor School in which you give
good general information. Program Director certification accepted.

55° 551
41
41
00

Planned completion PRODUCTS/CRITERIA

SUGGESTED RESOURCES
ACTIVITY 3 date (Speedy criteria during negotiation)

3. Katie will be teaching the sixth Field Study Notebook 3. A two to three-page written report,
graders in one of the established including summary, examples and work-
Resource instructor
resource groups. For everything she sheets. Major emphasis for evaluation
teaches she will: will be the integration of examples
and narrative.
summarize the intent of the
lesson and the materials used
collect samples of work sheets
done by the students
show specific examples of what
she taught from the Field Study
Notebook

SCHOOL STAFF EVALUATION: Katia, your organization and labeling of the many parts of this activity is superb! The
way you so beautifully displayed your samples and then attached the written narrative made
it clear and easy to understand in a meaningful way. A very creative effort heret

ti s....... :J3
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 4 date (Specify criteria during negotiation)

4. Katie will use the entire critical School staff 4. Handwritten lesson plan in accepted
thinking process to design a lesson format to be evaluated on the quality
Outdoor School resources
plan to teach a group to make a of the following:
terrarium: Public library
a. Well thought out goal statement.
a. State the purpose or goal of the Writing Performance
b. Indication of needed materials and
lesson. Objectives by Hager
supplies, time location, etc.
b. Gather as much information as Community college education
c.-d. Complete description of step -
possible about the topic and teachers
by-step process.
select what is most important for
the students to know. e. Evaluation form and completed
evaluation.
c. Think about the entire process of
the plan in relation to the goal.
d. Define the actual step-by-step
procedure of the lesson, allowing
for flexibility and alternatives.
e. After having taught the lesson,
evaluate the performance of both
the students and the teacher, i.e.,
how will she know whether or not
she and the lesson succeeded?

SCIIOOL STAFF EVALUATION: You came up with an excellent format for the lesson plan and you included everything
requested in fine form. Can you see how the critical thinking process can guide you so
easily in a task like this? Thank you for bringing in some of the terrariums; their quality certainly attests to the
success of your lessons

5/4.
555
L.

Planned completion PRODUCTS/CRITERIA

SUGGESTED RESOURCES
ACTIVITY 5 date apecily criteria during negotiation)

5. Katie will arrange for an evaluation School staff . Certification of productive discussion.
discussion with a member of the school
staff concerning her teaching
experience with this organized lesson School staff certification
plan, considering the following
questions:
How useful was the planning?
Did she enjoy the actual teaching?
What would she do differently
next time?
flow does this make he think about
teaching at.. a future ;ear?

SCHOOLSTAFFEVALU4TION: I feel that we had an extremely productive and meaningful discussion. You articulate your
feelings very clearly and maturely concerning your teaching experience. Im pleased that
you hope to continue in the field of education; based on this project and your positive experiences with children at
the museum, I predict success for you.
 Manned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 6 date (Specify criteria during negotiation)
1..._

6. Throughout the week at Outdoor School Outdoor School experiences 6. Journal to be turned in to school
Katie will keep a daily journal that staff and then discussed.
Journal notebook
should include the following:
record of major activities
School staff certification
personal reaction to each
statement about the most senseless
and most meaningful things that
happened each day

SCHOOL STAFF EVALUATION: Your Journal of the week is a delight to read. You capture crucial moments and feelings so
well and with an informal but lovely style. Spelling is another mattert See me about plans
to work on this.

558 559
STUDENT NAME Katia Hillary LIFE SKILLS AREA Personal/Social Development
Camp Pine cone/
PROJECT TITLE Outdoor School Revisited COMMUNITY SITE/INSTRUCTOR Bill Gordon, Director

SCHOOL STAFF RATIONALE: Katie has already successfully served as counselor at one Outdoor
School session and this spring she will attend another. She is
V./
still considering alternative methods of teaching and this project will lead her further into
the investigation of children's behavior. In addition to teaching in a different area of
StartingDate`ll18/76
science, she'll do more reading and continue her work on spelling and book review forms. In
Target Date 6/8/76
this project we will emphasize Katia's personal decision-making process concerning service
careers. Date Received 6/8/76
Completion Dale 6/9/76
STUDENT RATIONALE: I had such a good time at Outdoor School that I want to go back and
learn more ubout teaching the kids and working with other people.

PROJECT EVALUATION: Katia, again you did a good job on this project. You've learned a lot at Outdoor School
that you can apply to other child-oriented work situations. I am convinced that if you
seriously consider the teaching profession, you'll do very well. I'm glad you changed a couple of these activities to
accommodate the new design of the program. That shows real adaptability, an important skill when you work with
creative programs and people. It sounds more challenging and you have a good understanding of the program goals.
Tnroughout this project I've seen consistent improvement in sentence structure. That, in combination with continued
work on spelling, has made a big difference in your overall writing skills.

RECOMMENDATIONS: Words to learn to spell; scientific, since, successful, categories, binoculars, certify,
competciicy, resources, field. Writing them five or six times has seemed to help you, so
keep it up. I just want to say here that you are to be congratulated for your consistent work in both math and
spelling.

5C1
 Planned completion PRODUCTS/CilITEM A
SUGGESTED nESOURCES
ACTIViTT X date (Specay criteria awing negotiation)

1. In this project, I'd like you to read TeactAL903LSzrvival by For one of these two books that you
two books. The first one is about Nark Terry read, write a formal review. Refer
hoW classroom teachers can teach back to the evaluation in your first
Teacher by Sylvia Ashton-
environmental issues without leaving Outdoor School project for specifics
Warner
the traditional classroom structure. about book review format. Be sure to
In this book, Teaching for Survival, come see me with a rough draft before
read Lk following sections: you write the final copy.
- Introduction: the Need for For the other book, make an appointment
Environmental Education with me for an oral discussion of the
book.
- Part I: Environment and Education
- Part II: The Uses of the School rom.
Corti fication of oral book review
- Conclusion: Teaching for Survival
The other book I'd like you to read
is called Teacher and it talks about
the effectiveness of teaching students
based on their emotional and cultural
conditions.

SCHOOL. STAFF EVALUATION: Yeah, Katial Your book reviews are getting much, much better, your first draft shoWad
greater understanding of all the parts of a comprehensive review and your final draft
demonstrated coal improvement in spelling and grammar to keep it all together. nom that you know everything trial; goolz
into a book review, you should begin to add length with more information, examples, comparisons, etc. Z know you can
do it, because you have all this valuable information in your Stead- -now it's a matter of gptting it dawn on Papor.

....... T
 Planned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 2 date apeayeritedadormaneemhekgd

2. Throughout the week keep a daily log Tape recorder or journal 2. This journal can be either written or
or journal of interesting and/or notebook on tape.
exciting events. Try to include some
informal comparisons with your first
week at Outdoor Schdbl in the following
areas:
your feelings of personal comfort t
and confidence with kids
your relationship with other
counselors and staff
how your personal growth from
fall to spring may have changed
your perceptions of Outdoor
School

SCHOOL STAFF EVALUATION: Your tape was really fun to listen to, Katie. You are so at ease, even in front of a
microphone! I've also noticed that when you've been with us during group presentations.
That's rare and admirable for a person of your age.

.
5e4 ,
o.

Planned completion PRODUCTS /CRITERIA

SUGGESTED RESOURCES
ACTIVITY 3 dale (Specify criteria doting negotiation)

3. flawing taught about plants to your Field Study Notebook . An essay of about two pages that
fall resource group, this time you explains how well your lesson met the
Resource instructor
will probably be teaching about either goals of the lesson plan you've
water or soil. As you did before, Lesson plan format from first included in the project. Make specific
use the critical thinking process to Outdoor School project references to your planning and
write a complete lesson plan--but this organization, your teaching style and
time include specifics about developing the ways you'd like to improve your
your personal teaching skills, such as teaching skills.
ability to hold the students' attention,
correlation of your plans to the actual
lesson, degree of general preparation
and organization, etc.

SCHOOL STAFF EVALUATION: It's interesting to read how your resource group duties change with program changes. Sounds
like a good new program as it is designed; you wrote a clear explanation of how the new
program requirements caused you to make changes in your lesson plans. The changes you describe are in keeping with
lots of changes in basic high school curriculum, so there's more of an emphasis on interdisciplinary teaching rather
than the traditional separation into academic subjects.

4-1 %.)
 Manned completion PRODUCTS/CRITERIA
SUGGESTED RESOURCES
ACTIVITY 4 data (Specily etitetia doting negotiation)

4. I want you to think about the role of Supreme Court decision on 4. Written description of the conflict
the counselor in a live-in situation school prayers with your thoughts about how to
such as Outdoor School. Some of the handle this situation in particular
Library/Header's Guide
things taught at Outdoor School are and then your personal opinion on
also manners, writing home, personal Counselors this subject in general.
hygiene, etc. What if you're teaching
Program Director
the children contradictions to what
their parents are trying to teach them? Parents
Couldn't this result in real ethical
conflicts? For this activity, imagine
a possible conflict situation, write it
out and then offer possible solutions.
Consider how this relates to the
Supreme Court decision on school
prayers.

SCHOOL STAFF EVALUATION: You've given this issue some really serious thought and I can see that you have an
understanding of how people's beliefs can have both a positive and a negative effect on
kids. A teacher or counselor is in a potentially powerful position and you do understand how you could find yourself
in an ethical dilemma.

51;;8
5t:)9
_.,
 Planned completion PRODUCTS/CRITER1A
SUGGESTED RESOURCES
ACTIVITY 5 date (Specify criteria during negotiation,

5. You need to think obout how the , School counselor 5. a. Diagram that clearly indicates
organizational and personal relation- professional relationships.
ships among staff create a team
b. Written list of behaviors that
structure that makes a healthy
encourage or discourage team work.
situation for the students.
a. Draw a diagram of the staff roles
and how they relate.
b. Keep a record of how staff members
interact and indicate which
behaviors encourage team work and
which hinder.

SCHOOL STAFF EVALUATION: Youi. Ziagram is an excellent way to show staff relationships* it is clear and accurate.
YOU have some good ideas about the behaviors that affaet team work both positively and
negatively. Can you see how some of these same kinds of behaviors can relate to your effectiveness as a teacher?

4.,
570
 Planned completion PRODUCTS /CRITERIA
SUGGESTED RESOURCES
ACTIVITY 6 date 'Specify criteria during negotiation,

On your project at the elementary Graph paper . a.-c. Chart of behaviors.

school you were asked to carefully
Examples of behavior graphs d. Written analysis of chart.
Observe the behavior of one student
but your data were subjective rather Stone Creek Elementary Both of these will be evaluated on
than objective. So this time I'd community instructor your ability to record data objectively
like yon to do approximately the same and then draw meaningful conclusions
Outdoor School counselors
activity designed to help you from the data.
understand how children learn and
behave.
a. Select a student to observe from
the beginning to the end of the
week.
b. Select one or two specific
behaviors to observe.
c. Gather and graph data.
d. At the end of the week, write a
summary of behavior patterns and
developing attitudes based on the
gathered information.

SCHOOL STAFF EVALUATION: I'm not quite sure I understand Your gtaph of behaviors, but your written commentary is good.
Sounds like Cindy was a real challenge. Come see me so we can work on charting information
In 4 clear and meaningful way. This is often a clearly mathematical skill, but it relates to other areas as well.

M".09 . 5173
o-0
io
 Planned completion PRODUCTS/CVERIA
.SUGGESTED RESOURCES
ACTIVITY 7 date (Specily Criteria during negotintield

7. The final activity in this project First Outdoor School project 7. Product will be negotiated when you
will be for you to compare your two return from Outdoor School. but keep
School staff
weeks at Outdoor School in the this in mind while you are there.
following areas: Outdoor School Director
program structure and organization
the teaching skills you've
developed between the first and
second session
the interpersonal skills you've
developed .

your evaluation of your own

performance

SCHOOL STAff EVALUATION: I'm glad you came to talk to me about this. Your comparisons are sort of brief, but you
really brought out some interesting points. Your assessment of self- growls is good and
appears to be accurate. It seems like both you and the program made significant changes during this year. You've
gained teaching skills as well as some specific ways to get along with the team of people you're working with.

C..1",4
ai S. 5 ...f h.
..)
____.