Syllabus 2017-18

School: Lincoln H.S.

School year: 2017-18

Course number: 0842CE

Course title: College & Career Exploration

Subject: EL-Elective

Grade level(s): 9

Credits: .5

Course description:

This class is an opportunity for ninth grade students to gain exposure to career and other post-secondary options, including college, that will help them in the future. The intention is to “connect the dots” between school and career in ways that keep students motivated to continue to explore career interests throughout high school and to graduate with the skills they will need for the future. After reflection on their current strengths and interests, students will be exposed to a wide range of possible careers, the basics of personal finance, the value of community service, and the expectations for college entrance and scholarships. Students will learn and utilize a variety of digital communication tools, including the creation of a digital portfolio that will demonstrate their proficiencies with the Oregon Career Related Learning Standards and AVID Grade 9 Elective Standards. By the end of the course, students will have opportunities for meaningful exploration that will create excitement around college and career to give students a pathway to their future possibilities.

Prerequisites: None

Standards and final proficiencies:

Oregon Career Related Learning Standards:

CS.PM.02, CS.HS.01, CS.HS.06, CS.CD.01, CS.CD.03, CS.CD.04, CS.CD.02, CS.CD.04-.05, CS.EF.01-.08, CS.PS.01, CS.PS.04, CS.PS.05, CS.HS.02, CS.HS.06, CS.TW.02, CS.PS.08

AVID Standards:

9-ORG.A.1, 9-ORG.A.2, 9-ORG.A.3, 9-CD.B.1, 9-CD.C.1, 9-CD.D.1, 9-ORG.C.1, 9-ORG.C.2, 9-ORG.C.3 9-CR.C.1., 9-CR.C.2., 9-CR.C.3, 9-CR.E.1, 9-CR.E.2, 9-CR C.4

– Describe themselves in terms of their personal characteristics, values, interests, and strengths

– Display understanding of the importance of social responsibility

– Identify career pathways that match their interests, strengths, and values

– Develop a preliminary college and career portfolio, which includes a four-year high school action plan that meets a-g requirements as well as a career options plan

– Set short-term and long-term education and career goals

– Apply problem-solving strategies to a variety of relevant career and life scenarios

– Demonstrate proficiency in conducting online research

– Understand the components of successful applications and interviews in preparation for college and career

– Demonstrate financial literacy by analyzing personal spending, creating budgets, and preparing for expenditures for living in the community or at college

Schedule of topics/units covered:

• Identity 101 - my personal mission statement, three levels of friendship, resume writing, self discovery
• High School 101 - survival guide to help and counseling, Synergy, CIS, AVID strategies, Cornell notes
• Tech 101 - Google Drive, Google Docs
• College 101 - Sample college application, choices in Oregon and worldwide, five year plan
• Career 101 - Two career pathways presentations, career related learning experience, five year plan
• Money 101 - Creating a personal budget, ways to pay for higher education
• Community 101 - Community service project, five year plan

Academic vocabulary:

The language of high school, careers, and college is full of acronyms and jargon. The course will unpack some of the key-words and build a new vocabulary befitting the academic and rigorous environment of secondary education.

District adopted materials:

College and Career Exploration:

https://sites.google.com/apps4pps.net/cce/welcome

Design my Life:

https://drive.google.com/a/apps4pps.net/file/d/0B71ctWRA4eX9NFkxTGxWNW43UGc/view?usp=sharing

Supplemental resources:

Naviance software, Oregon CIT software, Duckworth's Character Lab

Differentiation/accessibility strategies and support (TAG, ELL, SpEd, other):

The differentiation strategies used in this course are based on the evidence (data) received through multiple forms of pre, ongoing, and formative assessments. Described here are the types of assessments used and specific differentiation strategies in place to meet the needs of ALL learners (including TAG, ESL, Special Ed...).

Assessments include cooperative grouping of student, tiered lesson strategies, diverse questioning strategies, jig saws, think/pair/share sessions during period, and exit slips.

Career-related learning experiences (CRLEs):

• Guest speakers
• Career Information System (CIS)
• Project-based Learning
• Service Learning
• School-based business

ODE Essential Skills and related Work Samples:

1. Read and comprehend a variety of text
   • Assessments used to assess this Essential Skill:
     1. Formative Assessment. Active reading assignments. Reading on own and aloud in class. Exit slips with feedback on understanding of the material.
2. Write clearly and accurately
   • Assessments used to assess this Essential Skill:
     1. Formative and Summative assessments. Practice essays, work samples, and portfolio writing assignments are culminating assignments in each unit. They will be graded and resubmitted to students for further editing.
3. Listen actively and speak clearly
   • Assessments used to assess this Essential Skill:
     1. Formative assessment. Listen actively to fellow students in group and full class settings and speaking clearly for everyone in the room to understand discussions and form personal opinions on matters of personal development.
4. Think critically and analytically
   1. Assessments used to assess this Essential Skill:
      1. Formative Assessment. Through the CIS projects, the Myers Briggs assessment, and the College search the students will be able to break down the challenges of high school into pieces that they can examine at their own pace. The rush to college or career needs time and space for a ninth grader. Helping them understand that the process will be refined many times over the course of their lives, these are the building blocks. We want them to analyze college (costs/benefits, challenges, strengths, weaknesses, advantages, drawbacks) and careers (workforce sector, income, hours, benefits, contributions, travel, budgets, etc) and be able to have an approach that they can have for the new situations before them.
5. Personal management and teamwork
   • Assessments used to assess this Essential Skill:
     1. Formative assessment. We will have daily check in with students as to their progress in high school.
6. Use technology
   • Assessments used to assess this Essential Skill:
     1. Summative Assessment. Online research projects. All projects will be completed in Google docs and submitted electronically to the teacher. Students’ portfolios will be a digital record of their progress in the course.
7. Civic and Community Engagement
   • Assessments used to assess this Essential Skill:
     1. Formative and Summative assessment. Volunteer projects will have written reflections and descriptions which will be evaluated as summative submission by each student.

Assessment/evaluation/grading policy:

Grading Rubric Criteria:

Homework and Class Participation 20%

Projects and final Portfolio 80%

Total 100%

Behavioral expectations:

Students are expected at all times to positively add to the learning environment; following instructions, actively participating and coming ready to class with all materials and an open mind ready to learn. They will treat their classmates and their ideas kindly. All students must behave in a safe and responsible manner at all times.

As a class we create norms around behavior, participation, and how to create a positive atmosphere of respect, responsibility, and safety. In the event that a student’s behavior becomes a problem the following consequences will be implemented:

1. Individual conferences with the student during FLEX

2. Phone calls to the student's parent or guardian

3. Student referral to the appropriate administrator or counselor, as necessary

Safety issues and requirements:

The students are given a tour of the school and shown the key parts of the school. They are specifically shown where the entrances and exits are, the emergency alarms, and the counseling and main offices. In the case of a lock-down, all students are warned as to the classroom procedures in that part of the school.