BEREA HIGH SCHOOL
Course Syllabus
Employability Education - Career Awareness and Exploration
One Credit Unit Per Semester
E-Mail: mtibaldi@greenville.k12.sc.us;
Room: 208; 221
Phone: 864-355-1649
Course Description: The Employability Education I course is designed for students to explore interests, research careers, create resumes, practice interview skills, and conduct informational interviews and job shadows. This course is designed to introduce students to the fundamental attitudes, behaviors, and habits needed to obtain and maintain employment and make career advancements. Students will participate in
school-based learning activities including work ethic development, job-seeking skills, decision-making skills, and self-management. Students will begin a career portfolio as part of the requirements for the South Carolina High School Credential. Formal career planning and development of knowledge regarding transition planning begins in this course and continues throughout the strand of the employability education courses.
Course Outline: The course outline is intended as a guide only in assisting the teacher in planning units of instruction. Adjustments to the material covered will be made when necessary.
Units and Concepts Taught:
SELF-AWARENESS (S-AW) 4 weeks
Objective: Formulate an awareness of self to include personal strengths, challenges and other relevant characteristics.
Competency Goals
1. Use available resources to investigate one’s own disability.
2. Identify, based on present levels, strengths and weaknesses.
3. Determine one’s own personality traits and identify how these affect learning and
progress.
4. Become knowledgeable of laws and regulations that delineate the rights of
individuals with disabilities.
5. Define success and how one’s own self affect one’s success.
6. Explore the personal identity using a variety of role models.
7. Complete a learning styles inventory and provide a written reflection on the results.
SELF-ADVOCACY (S-AD) 2 weeks
Objective: Understand responsibilities to make appropriate decisions and choices that will affect education, post-secondary goals and adult life.
Competency Goals
1. Become knowledgeable of personal values, traits and learning accommodations.
2. Explore the concepts of informed decision making and making individual choices based on one’s own preferences.
3. Develop an oral or written report on the impact of work and having a disability.
COMMUNICATION/ SOCIAL SKILLS (C) 2 weeks
Objective: Demonstrate an awareness of appropriate communication skills, how to handle criticism, and how to develop appropriate personal relationship skills with both peers and adults. Students will learn to work as a team.
Competency Goals
1. Explain methods of demonstrating cooperation in the workplace: dealing with
criticism/gossip, working as a team/group, and workplace diversity.
2. Describe appropriate communication and social routines for a variety of workplace
situations: oral speaking, written communication, and internet etiquette.
3. Recognize the importance and desirable characteristics of appropriate workplace
behaviors: personal attitude, and work ethic.
PORTFOLIO INFORMATION (PI) ½ week
Objective: Create a personal student portfolio using technology that illustrates an understanding of rubrics. Begin the development of a resume.
Competency Goals
1. Demonstrate an appropriate use of technology to include appropriate online
etiquette & safety.
2. Understand the importance of assessments and rubrics when developing a student
portfolio.
3. Define the components of a resume.
SELF-DETERMINATION (SD) 3 weeks
Objective: Demonstrate the importance of making decisions that reflect wise choices, setting goals, determining the steps to achieve those goals and effective problem-solving.
Competency Goals
1. Demonstrate an understanding of appropriate decision making in everyday life situations.
2. Identify the major components of goal attainment: Setting goals, problem-solving,
and writing reflections.
3. Explore the concepts of service learning and
community engagement as it relates to successful employment.
4. Complete a self-determination self-assessment and provide a written reflection
on the results.
THINKING ABOUT WORK (TW) 2.5 weeks
Objective: Develop a plan of study that will help bridge secondary and post-secondary options upon the completion of the credential.
Competency Goals
1. Identify the concepts associated with and the importance of why people work.
2. Demonstrate an understanding of the different Career Clusters and the types of
associated jobs.
3. Identify the difference between part-time/full-time work.
4. Identify potential job and roles for specific career clusters of interest.
5. Complete a career-interest assessment and provide a written reflection on the results.
SOFT SKILLS (SS) 1.5 weeks
Objective: Understand the importance of critical thinking, problem-solving, time management, judgment and decision-making, personal appearance and care, social perceptiveness and leadership qualities.
Competency Goals
1. State the major concepts and components of soft skills: constructive criticism, personal qualities, desirable traits, personal appearance, and personal care.
2. Demonstrate awareness of successful work habits: professional growth, networking,
leadership and teamwork skills.
3. Complete a study skills assessment and provide a written reflection on the results.
PLANNING FOR EMPLOYMENT (PE) 1 week
Objective: Utilize aptitude and ability assessments to explore career options. Learn the transition components of the IEP to assist in planning for post-secondary choices.
Competency Goals
1. Define the concepts of aptitude and ability.
2. Explore optional careers applying one’s own aptitude and abilities.
3. Identify the transition components of the IEP and utilize this information during an
analysis of the IGP.
4. Explain the importance of maintaining a healthy lifestyle.
Texts and Required Materials:
Achieve 3000 Program (online)
Headphones - student’s may use their own headphones; otherwise, headphones will be provided.
Chromebooks charged and ready to use daily
Major Assessments/Calculation of Grades: Grades are split into 2 groups: Major and Minor grades. Major grades will consist of activities, such as completion of class projects, essays, and tests. Minor grades will consist of activities, such as daily Do Nows, book quizzes, and other daily instructional activities. Major grades are 60% of the final grade, and Minor grades make up the remaining 40%. Each Quarter makes up 45% of the overall class grade and the Final Exam is 10%.
Grading Scale:
100-90 = A
89-80 = B
79-70 = C
69-60 = D
59-below = F
SSR (Sustained Silent Reading): Because reading is critical to learning, SSR is a requirement for all students at Berea High School. If the student is absent on the day of a SSR quiz/writing assignment, he/she will have five days to make it up. No late assignments will be accepted.
Make-Up Work: Students who are absent from school are expected to make up any missed assignments within five school days. It is the student’s responsibility to find out what work was missed during his/her absence. Failure to make up work within the allotted time period will result in a zero as a grade. Students can also work on their work from home.
Class Procedures and Class Rules: In Advisory, students receive a “Berea Student Handbook” outlining daily operations and procedures followed at Berea High School. Class rules are also posted on the wall of the classroom, as well as below:
Classroom Rules
1. All Cell Phones will be placed in the teacher’s cell phone keeper at the beginning of the class or in the students’ back pack. NO EXCEPTIONS! (You will be awarded your phone back early if all work is completed and turned in which includes all other academic classes.)
2. Respect each other (don’t talk when others are talking or when the teacher is teaching, no cussing or foul language, AND take care of your own materials; don’t mess with other students’ materials).
3. Always ask before using or taking materials
4. Always ask before leaving the room.
5. No sleeping in class.
* Follow all school rules.
Honor Code: Berea High School follows an honor code that can be found in the Student Handbook. Students who violate the honor code are subject to consequences outlined in the Student Handbook. Please be aware of this policy.
Consequences:
Warning
Parent Contact
A. Detention-served with Ms. Smith or Mrs. Dunaj in the classroom after school or during lunch on Tuesdays or Thursdays (other times by arrangement): Detention will be assigned regarding work completion
B. Referral-All other behaviors or issues
Any severe disruptions will result in immediate referral to your Grade-level Assistant Principal.
Communication with parents:
Phone calls, notes/letters, emails, conferences, progress reports, report cards, and Backpack.
Attendance/Tardy Policy: By state law, a student will be denied credit for a class if he/she accumulates over five unexcused absences in that class within the school semester. Students who are absent over the allotted days should attend Seat-Time Recovery to make-up time. Dismissals: Students may not leave the school grounds during the school day for any reason other than the following: a parent or approved adult comes for the student, the student has prior permission to leave, or unless adult school personnel supervises the student in a school activity. Students must check in with school personnel before leaving campus. Since a student cannot learn if he/she is not in class, the tardy policy is also strictly enforced. Please refer to the “Berea Student Handbook” for more information.
***Students will be required to complete a final exam at the end of the class. This test will count as (10%) of the student’s final grade. Exam practice and preparation will occur throughout the semester.
Standards:
EMP1.S-AW.1 Formulate an awareness of self to include personal strengths, challenges and other relevant characteristics.
EMP1.S-AW.1.1 Use available resources to investigate one’s own disability.
EMP1.S-AW.1.2 Identify, based on present levels, strengths and weaknesses.
EMP1.S-AW.1.3 Determine one’s own personality traits and identify how these affect learning and progress.
EMP1.S-AW.1.4 Become knowledgeable of laws and regulations that delineate the rights of individuals with disabilities.
EMP1.S-AW.1.5 Define success and how one’s own self affect one’s success.
EMP1.S-AW.1.6 Explore the personal identity using a variety of role models.
EMP1.S-AW.1.7 Complete a learning styles inventory and provide a written reflection on the results.
EMP2.S-AD.1 Understand responsibilities to make appropriate decisions and choices that will affect education, post-secondary goals and adult life.
EMP1.S-AD.1.1 . Become knowledgeable of personal values, traits and learning accommodations.
EMP1.S-AD.1.2 Explore the concepts of informed decision making and making individual choices based on one’s own preferences.
EMP1.S-AD.1.3 Develop an oral or written report on the impact of work and having a disability.
EMP1.C.1 Demonstrate an awareness of appropriate communication skills, how to handle criticism, and how to develop appropriate personal relationship skills with both peers and adults. Students will learn to work as a team.
EMP1.C.1.1 Explain methods of demonstrating cooperation in the workplace: dealing with criticism/gossip, working as a team/group, and workplace diversity. (EMP1.C.1.1)
EMP1.C.1.2 Describe appropriate communication and social routines
for a variety of workplace situations: oral speaking, written communication, and internet etiquette. (EMP1.C.1.2)
EMP1.C.1.3 Recognize the importance and desirable characteristics of appropriate workplace behaviors: personal attitude, and work ethic. (EMP1.C.1.3)
EMP1.PI.1 Create a personal digital portfolio using technology that illustrates an understanding of rubrics. Begin the development of a resume.
EMP1.PI.1.1 Demonstrate an appropriate use of technology to include appropriate online etiquette and safety.
EMP1.PI.1.2 Understand the importance of assessments and rubrics when developing a student portfolio.
EMP1.PI.1.3 Define the components of a resume. Write and type (using correct spelling, abbreviations, and punctuation) personal information- name, address, phone number.
EMP1.SD.1 Demonstrate the importance of making decisions that reflect wise choices, setting goals, determining the steps to achieve those goals, and effective problem-solving,
EMP1.SD.1.1 Demonstrate an understanding of appropriate decision making in everyday life situations.
EMP1.SD.1.2 Identify the major components of goal attainment: Setting goals, problem-solving, and reflecting..
EMP1.SD.1.3 Explore the concepts of service learning and community engagement as it relates to successful employment.
EMP1.SD.1.4 Complete a self-determination self-assessment and provide a written reflection on the results.
EMP1.TW.1 Develop a plan of study that will help bridge secondary and post-secondary options upon the completion of the credential
EMP1.TW.1.1 Identify the concepts associated with and the importance of why people work.
EMP1.TW.1.2 Demonstrate an understanding of the different Career Clusters and the types of associated jobs.
EMP1.TW.1.3 Identify the difference between part time/ full time work.
EMP1.TW.1.4 Identify potential job and roles for specific career clusters of interest.
EMP1.TW.1.5 Complete a career-interest assessment and provide a written reflection on the results.
EMP1.SS.1 Understand the importance of critical thinking, problem-solving, time management, judgment and decision-making, personal appearance and care, social perceptiveness and leadership qualities.
EMP1.SS.1.1 State the major concepts and components of soft skills: constructive criticism, personal qualities, desirable traits, personal appearance, and personal care
EMP1.SS.1.2 Demonstrate awareness of successful work habits: professional growth, networking, leadership, and teamwork skills.
EMP1.SS.1.3 Complete a soft skills assessment and provide a written reflection on the results.
EMP1.SS.1.3 Student will write a reflection of soft skills assessment
EMP1.SS.1.2 Teacher checklist of work habits
EMP1.PE.1 Utilize aptitude and ability assessments to explore career options. Learn the transition components of the IEP to assist in planning for post-secondary choices.
EMP1.PE.1.1 Define the concepts of aptitude and ability.
EMP1.PE.1.2 Explore optional careers applying one’s own aptitude and abilities.
EMP1.PE.1.3 Identify the transition components of the IEP and utilize this information during an analysis of the IGP.
EMP1.PE.1.4 Explain the importance of maintaining a healthy lifestyle.
Program Description and Objectives
Students who are enrolled in the Employability Credential Program will be prepared to gain employment immediately upon graduation. Math, English, Social Studies, Science, and Intensive Reading classes are taught with an emphasis on how these subjects relate to careers and everyday life skills. Transitional and self-advocacy skills are also incorporated throughout the curriculum.
Upon entering the program in ninth grade, freshman students will focus primarily on academic requirements. They may also practice the use of effective social skills, interviewing techniques, and completing job applications as part of their preparation for job training.
Sophomores will have the option of applying for one of the programs at the Career Center if they are interested in a specific area. If they are accepted, they will attend Donaldson for 2 periods in the morning or afternoon. They will be transported by bus to and from the career center from Greenville High. Those who do not attend the career center will be enrolled in all their academic classes for the Employability Credential Program.
Juniors may follow one of two tracks. If they have done well at the Career Center during their sophomore year, they may be invited to return to the Center in order to pursue a vocational field of study for their remaining two years. The second option requires juniors to work with a transition specialist who will assist them in shadowing several different jobs within the community.
Seniors will attend class at Greenville High School when they are not on a job site. During the senior year of high school, they will work the majority of the school year on a selected job site in an area of their interest. The transition specialist continues to monitor their progress. These students will receive both classroom credit for the training and a salary from their job. Students will collect samples of their best work, receive job performance ratings, and copies of any licenses or certificates they have earned in a portfolio.
Course Description and Objectives:
Essentials of English
Essentials of English helps students develop communication skills that are essential for deciding upon a career, obtaining a job, maintaining a job, and being prepared for promotions.
This text is designed to be practical and relevant. Activities and exercises are patterned after situations in the working world and are designed to develop better reading, writing, speaking, and listening skills.
Essentials Sciences
These ideas provide a framework around which students organize what they learn. Students then make connections and establish relationships among core ideas, connecting their ideas to everyday experiences. Understanding these views provides students with the ability to make predictions and more scientifically accurate interpretations as they apply their scientific knowledge to real issues.
Essentials of Math
This course focuses on learning and applying practical math skills to every-day life situations. Each lesson is short and concise and emphasizes how these skills may be applied in practical situations. Students will review and practice math concepts which are followed by related practice problems using calculators, and problems-solving exercises. Topics of interest include whole numbers, fractions, counting money, percentages, telling time, measurements, and introductions to algebra and geometry.
Students are expected to apply math skills through realistic word problems that reflect a situation in everyday life. Students are taught various strategies to use when solving problems. Students are expected to add, subtract, multiply and divide whole numbers, fractions and decimals. They will compute percentages, solve money and time problems, read charts and graphs to obtain information, and calculate simple geometry problems involving area and perimeter.
Employability Education
This course focuses on teaching students necessary employment skills to be successful in the world of work. The majority of the skills are learned through operating the school based business, "Simply G." Through this embroidery and vinyl business, students learn to not only work with the machines and materials, but also how to market, count inventory, work in software programs, sales, customer service, money skills, and the responsibility of producing quality product for a customer.
Evaluation
An Employability Credential requires students to earn a grade of 60% on each subject. Classes and quizzes account for 40% of a student’s grade with tests composing the other 60%. Students who are unable to maintain a 60% average may be at risk for not passing necessary classes toward their Employability Credential.
Grading Scale
A = 100 - 90
B = 89 - 80
C = 79 - 70
D = 69 - 60
F = Below 60
Discipline
Students in the Employability Credential Program are expected to follow the Dress Code and Attendance Policies as specified in the Greenville High School handbook. Please refer to the handbook that was given to each student at the beginning of the school year for more detailed information.
Classwork completed during an excused absence should be made up as soon as possible. Students will receive a zero for any work missed due to an unexcused absence or suspension. Homework will be kept to a minimum, but students would benefit from studying their texts, handouts, and class notes for tests.
Discipline Policy
The classroom is expected to be orderly as any employer would expect an orderly and disciplined working environment. Class rules, consequences, and rewards will be strictly kept to train students to follow rules both in school and in any working environment they might enter. Please see the attached behavior plan for specifics of the classroom discipline policy.
Academic Integrity: Using AI to complete and submit assignments as original work constitutes plagiarism.