Main Office Hours 8:30 - 3:30 M-F E-mail address rweberg@sowashco.k12.mn.us PH 651-768-2410
Specialist and Work Based learning Instructor
Calendar for April 2013
April 18 - Sowashco Transition Fair from 5:30- 8 pm at ERHS Cafeteria
April23-  Student Led Conferences room 2026

Course Description: The purpose of the course is to provide specifically designed instruction to assist students in completing and earning required mainstream course credits. Students will be instructed in learning strategies that will foster increased independence in the general education classroom. These strategies include but are not limited to: studying, test taking, note taking, task completion, organization, self determination skills, active listening, active participation, writing, reading, time management and the use of assistive technology .Students will in addition understand their own Individual Education Plan. Students will take an active role in understanding their individual goals, objectives, adaptations, modifications, and other particulars of their own plans.

Standards:

             1. Teach specific strategies to students using a specified instructional methodology.

             2. Create a strategic environment that promotes independent thinking by the student.

             3. Facilitate individual functioning and generalization by the learner.

             4. Take responsibility for the cooperative planning process with the content area teachers.

             5. Keep accurate and complete student progress records.

 

Essential Questions for the Standard:

 To ensure the student's understanding of the relationship that exists between strategy application and academic progress, and his/her role in this process, it is important to clearly define for students the necessity for them to:

1. Participate in selecting learning objectives and setting goals.

2. Learn the strategies to mastery.

3. Apply what they have learned to other settings including general education classrooms.

Pacing Guide with Planned Assessments:

Using the Strategies curriculum (3 ring binder curriculum from district)

Unit 1.  Skills, Attitudes and Habits to be successful

Unit 2.  Organization and Time Management

Unit 3.  Test Taking

Unit 4. Media and Information Skills

Grading Policy and Academic Integrity:

 -Daily points and weekly points will be scored:

-points for bringing and completing their planner book daily

-points for using the Strategies Curriculum and assignment completion

-points for grades attained in academic classes

-points for assignment completion in academic classes

            -grades will be based on class grades, assessments and assignments during class

            -students may also have a pass/fail option if in their IEP.

Grading Scale:

 

Special Needs Considerations: ALL special needs will be met at East Ridge High School.  Please discuss circumstances with your teacher.

-Have in their IEP goals of organization and work completion.

-Students who need strategies for their Specific Learning Disability or other disability to support them in  the mainstream classes.

-Behaviors will be addressed but is not the reason he/she is placed in this class.

-Students who are struggling in 2- 4 or more classes. Class will be capped at 9-12 students.

 

 

 

 

 

 

 

 

 

Work-based Learning These courses explores the benefits of providing youth with opportunities to learn at job sites in their communities through the use of internships, workplace mentoring, service learning, and other strategies.

Purpose and Introduction: � The major goal of Work Based Learning is to prepare students to take responsibility for their own futures. Through career learning, students will be better able to take advantage of workplace opportunities and adapt to changing needs of local, national, and international economies. Through better recognition of individual abilities and how they relate to the world of work, students will acquire skills necessary for adult life. Career Learning help:s students to better understand themselves and their world as they progress through the educational environment and transition to adult life. Work-based learning offers youth meaningful and engaging educational opportunities by connecting classroom learning to learning on job sites in the community. This kind of learning experience can help a young person make career decisions, network with potential employers, select courses of study, and develop job skills relevant to future employment. Through the interaction of work and study experiences, students who participate in work-based learning can strengthen their academic knowledge, personal development, and professional preparation.

Goals and Objectives of Work Based Learning: Measured and outcomes determined by 12th Grade 

MN Standard Goal 1:Students will acquire the knowledge, attitudes and skills to make a successful transition from school to the world of work and adult life. 1. Will participate in teacher and curriculum designed activities in the areas of general work knowledge: why people work, community workers and career clusters. � Demonstrate an awareness and knowledge of the work of family members, school personnel and community workers � Describe jobs that are present in the community or region. � Demonstrate an understanding of how work is important to all people. � Demonstrate an understanding of career clusters and career ladders. � Use media and technology to identify a variety of occupations. 2. Will complete activities in the area of exploring personal interests, values, skills, and abilities related to employment and file work in vocational notebook for reference. � Use interest inventories to identify a number of occupational groups for exploration. � Describe the importance of individual characteristics in getting and keeping a job. � Explore the educational requirements of various occupations. � Make decisions and set appropriate career goals � Demonstrate the use of a range of resources to gather information about careers. � Demonstrate knowledge of how occupational skills and knowledge can be acquired through leisure activities. � Explain how employment opportunities relate to education and training.

Mn Standard Goal 2: Students will understand the relationship between individual qualities, education and training, and the world of work. 1. Will complete a variety of real work tasks to explore and evaluate vocational potential in the areas of work skills, abilities and behavior. � Apply employability and job readiness skills to internship, mentoring, shadowing and/or other world-of-work related experiences. � Evaluate the relationship between their individual interests, abilities, and skills and achieving individual, social, educational, and career goals. � Demonstrate knowledge and application of safety standards to work setting. � Apply job readiness skills to seek employment opportunities. 2. Will demonstrate appropriate work habits by attaining at least 80% accuracy on the Work Behavior Rating Form � Apply employability and job readiness skills to internship, mentoring, shadowing and/or other world-of-work related experiences. � Demonstrate knowledge and application of safety standards to work setting. 3. Will participate in basic work tasks with staff assistance as needed to complete the task. � Apply employability and job readiness skills to internship, mentoring, shadowing and/or other world-of-work related experiences.

 

Course Description Work Experience Off Site Class: is an elective class which combines supervised, paid employment in any occupational field with related classroom instruction. Students may also have un- paid or volunteer experiences with approval from the work experience coordinator and receive credit for the experience. Students attend their own jobs during the week, and also attend a class session once a week at school or meet individually with the Work Experience Coordinator. Students must have an approved, legally paid job while enrolled in this class. Students receive 1 credit of WEC for every trimester worked or volunteered in a school year. WEC shows up as a class on students' schedules but does not always meet in a classroom setting.  Instead, students enrolled in WEC classes will meet with me individually at least once a week to discuss progress with job issues and dealing with work-related issues. Students must have teacher-approved, legal employment while enrolled in this elective.  Course grade and credit is earned by completion of the course requirements which include attending class, submitting paycheck stubs, keeping monthly time reports, completing class assignments, submitting required forms, and maintaining employment. For unpaid jobs, students are given a WEC Calendar every month that their supervisor will sign and they will turn into to receive WEC credit.  If students do not work or volunteer all trimester, they will NOT receive any WEC credit for that trimester. 

MN Standards or Enduring Understandings: Goals and Outcomes 1. Students will understand the employment cycle. Students will demonstrate job-seeking skills, skills for keeping and advancing on a job, and demonstrate skills for making a positive impression when leaving a job.

2. Students will understand the career development process. Students will demonstrate an awareness of career opportunities to utilize the career decision-making process to identify career choices and develop a plan for achieving career goals.

3. Students will have an awareness of basic economic principles. Students will apply financial management techniques, utilize the consumer decision-making process to use credit and make consumer purchases, and demonstrate an awareness of the employee’s role in the economic system.



 

  

Pacing Guide with Planned Assessments:

·         Employer Evaluations

·         Employee payroll checks (verification of work hours)

·         School attendance record

·         Class assignments

·         Portfolios or Work Experience Observations

·         Discussions/Problem Solving

Culminating Course Conclusion. (may include a final exam or final project

Course Description The purpose of the Work Experience classroom is to provide related services through work-based learning activities and experiences. Instruction is designed to allow students to develop the competencies and skills necessary to function successfully on the job and in the community. Some areas we will be addressing during instructional time include but are not limited to the following: Identify/develop job opportunities, complete job applications, and participate in job interviews. Train in work-related attitudes, habits, and behavior, dress, and communication skills necessary to obtain and maintain employment. Determine work readiness, abilities, interests, and preferences and provide opportunities for the student to develop self-determination and self-advocacy skills.

MN Standards or Enduring Understandings:The South Washington Schools District 833 will provide learners with opportunities to gain employability and career skills.  The following Career and Technical Education programs exist to serve learners:Work Experience/Career Exploration Program (WE/CEP) age 14-15 (may include students on an IEP and/or identified as academically or economically disadvantaged.

Work Experience/Handicapped (WEH), age 16-21 (may include students 14-15 years-old).

   

These skills will enhance the learner’s opportunity to:

A.      Be a willing and motivated lifelong learner,

B.      Be a productive and contributing member of society,

C.      Understand how career areas impact local, national, and global economies,

D.      Be prepared to articulate high school credits to post-secondary education, and

E.      Be employable.

Measures of MN Standard  

1. Students will be provided opportunities for learners to demonstrate specific technical skills, occupational knowledge, and interpersonal skills.
2. Students will be provided opportunities for learners to transfer academic skills to learning experiences as measured by industry skill standards, and the Minnesota Graduation Standards.
3. Curricula include school-based and work-based instruction and connecting activities as appropriate for the learner.  Credit will be given for both school-based and work-based components.
4. Curricula include individualized components that provide career/personal development, job seeking and job keeping skills, applied academic skills, task management skills, and occupational skills needed for entry-level employment.
5. Curricula provide opportunities for the student to develop an understanding of industry or business.
6. Curricula include new and emerging occupations for learners to consider.
7. Curricula provide opportunities for students to meet Minnesota Graduation Standards.
8. Curricula are delivered through seamless systems such as articulation/interagency agreements that provide learners with transitions from secondary education to further education and/or preparation for employment.

Delivery of the curricula will be determined by assessment of the learner’s needs and team recommendations

Pacing Guide with Planned Assessments: Not all applicable or available for every student

·         School-Based Enterprises Internet Café, Media Center Duties, and School Work and Volunteer Activities

·         Classroom Activities

·         Career Day

·         Paid Work Experiences:   Minnesota State Fair, Goodwill and Easter Seals

·         PAES Lab

·         Guest Speakers

·         Job Shadow

·         Service Learning

·         Student Internships and Work Experiences: Goodwill and Easter Seals

Special Needs Considerations: ALL special needs will be met at East Ridge High School. 

 

 

 



 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 


 

 

 

 

 

 

 

 

 

 

 

 



 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

East Ridge High School
Rob Weberg