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2002
Award Winners
"Inlet
Swamp" Living History Preservation
Amboy High
School
11 E. Hawley St.
Amboy, Illinois 61310
Abstract
The "Inlet Swamp" Living History Preservation project was created as a
final activity for students enrolled in speech classes at Amboy High School.
Named after an original local geographic area, the Inlet Swamp, a 12 by14 square
mile area, was drained in the late 1800's to create more usable farmland. To
initiate the project, teachers read a fictitious story about a large corporation
that has plans to purchase the Inlet Swamp and restore the land to its original
condition. In the story, the corporation plans to create buildings that will
house naturalists, environmentalists, guides and others who serve people coming
to see what this part of Illinois was like in the middle 1800's. The fictitious
corporation also plans to incorporate barge rides and other entertainment
options available in keeping with the time period.
Obviously, this new enterprise in the area will require a great number of
new employees. The primary purpose of the project is to allow students the
opportunity to examine the myriad of career opportunities that might be
associated with a new development, such as the one outlined above.
As the research/career search project begins, the school’s Media Director
assists students' as they search through print as well as Internet sources to
provide the necessary background material for the career of their choice.
Students create a resume that profiles their skills related to one of the
career opportunities associated with the fictitious venture. “Personnel
directors” are matched with each student's career choices.
Once students are assigned a personnel director, they see them to get an
application for the job. After
completing the application, students return with their application and resume to
set up an appointment for their interview.
Personnel directors interview applicants and fill out an evaluation form
on each candidate. Students are provided feedback to find out how they performed
during the interview session and, perhaps, why they were not hired.
Resumes are then converted to be current for their age and experience so
they can begin to use them in a current job quest.
Students learn to conduct research related to a career, create a resume,
and correctly fill out an application, how to dress and conduct themselves
effectively in the interview setting, and how to use nonverbal communication to
the best of their advantage. Students
find out about a career they may choose to pursue in the future and are better
prepared to seek jobs.
__________________________________________________________
Ashmore Elementary Productions
Ashmore Elementary School
313 S. Ohio St., PO Box 219
Ashmore, Illinois 61912
Abstract
Ashmore Elementary students have been given an opportunity to partner with Kal
Kan Foods as well as increase their listening, speaking and writing skills while
having fun! The Workforce
Opportunities Resource Consortium has
joined a business and school together to create an audio and video productions
laboratory and a powerful learning tool.
The project was initiated during a monthly school improvement faculty team
meeting. While discussing previously identified academic weaknesses of
student’s in the elementary school, faculty team members analyzed a number of
initiatives that could be undertaken to strengthen the performance of the
students. The Ashmore Elementary Productions project was born with the primary
goals of making learning fun, creating something different, and improving all
facets of communication skills with an emphasis on writing.
After the initial meeting, the production laboratory idea was presented
to Kal Kan--the school’s business partner.
Leaders at Kal Kan, by coincidence, had been developing a communications
system within their company. So the
team leaders from the faculty and company representatives collaborated and
developed a plan for a new productions laboratory at the school.
The Productions lab has been in place now for one year. During this year, team
leaders and company representatives have spent many hours conducting research on
equipment and becoming familiar with the technology purchased for the
laboratory. The productions
laboratory enables students to produce morning announcements, program
notifications, community communication, innovative programs, gifted education
enhancements, incentive programs, as well as many other programs.
During the next phase of the project, students will visit Kal Kan to see how
similar productions laboratories are used in a large corporation and to become
aware of possible career options in the area. Participating students have
produced a broadcast that will be aired at Kal Kan during the visit. The
broadcast will illustrate the role that the Kal Kan Corporation has played in
the community and how the company has opened doors to students and teachers for
such a learning experience. This
project has been encouraging and has facilitated staff and students to
participate with technology. This
project has brought two groups together and helped to promote a greater overall
interest in technology, influence education, and has helped to ensure that we
will have a more skilled and diverse future workforce in Illinois.
__________________________________________________________
Careers, Communities, and
Citizenship
Benson Primary School - Itasca School District #10
301 E. Washington
Itasca, Illinois 60143
Abstract
It is never too early to start thinking about the future--even for
second graders! The Careers, Communities and Citizenship Project at Benson
Primary School is designed to cause students to begin thinking about and
modeling career decisions.
Students begin by creating a multimedia presentation complete with photos and
descriptions of businesses and places of interest they encounter each day. Each
student then chooses a type of business that they believe is important to a
community. They build a model, and
write about why they chose the business. It
may be because of a service that it renders, jobs that it provides, or a need
that it fills. After discussing the
models, all of the "businesses" are put together to build a town
display.
Following the business modeling activity, students complete a career research.
What jobs interest a second grader? To answer that question, students are
required to answer a number of questions regarding respective career options.
These questions include:
What special training might be needed to be successful in a particular career?
How does a particular occupation help a community?
What careers interest you the most?
Finally it's Career Day! More than
30 presenters are given ten minutes to talk about their career, complete with
props and documents from the field. After the initial presentation, the speakers
respond to questions from the students. Because
it is done on a revolving schedule, the children can learn about more than six
different occupations during the event.
The project culminates with a Community Leaders' Luncheon.
Students come to school dressed in appropriate clothing for the career
they have selected. School
administrators, village officials and business leaders are invited to share a
“career conversation” with the students.
At the close of the program, the students present an adult with the
"School Community Service Worker of the Year" award. The Careers,
Communities and Citizenship Project has proven to be a fantastic tool for
exposing the students to the world of career options an is very popular event
with local community members as well.
__________________________________________________________
The “Arithmetech” Club
Benson Primary School - Itasca School District #10
301 E. Washington
Itasca, Illinois 60143
Abstract
The Arithmetech club (TAC), is an after-school math program at Benson Primary
School. TAC uses real-life situations to reinforce classroom lessons, as well as
introduce and implement higher-order concepts and thinking skills. Because
mathematics is everywhere, TAC provides an opportunity to make connections to a
primary students life through the use of guest speakers, games, group problem
solving and community service projects.
TAC allows children an opportunity to discover mathematical concepts together
and shows students how mathematics relates to their world.
An important part of each TAC meeting is the guest speaker.
Each week an adult makes a brief presentation (with props, of course)
about their occupation. During these presentations, the emphasis is placed on
the mathematics used every day on the job.
A physical education teacher using a stopwatch, a plumber reading a
blueprint and measuring lengths of pipe, a concrete contractor discussing
volume, or an author explaining how a book is made - all bringing real-life
experiences to what the students are learning in second grade.
A sense of caring and responsibility for the world outside the classroom is
important for students, so another aspect of TAC is community service.
So far, TAC has collected over 600,000 pop tabs for the Ronald McDonald
House. The collection of pop tabs
is a project in which every child in our school participates, with TAC taking
the responsibility of tabulating and reporting the number of tabs to the student
body and community. TAC's responsibility for calculating the number of
tabs also lends itself nicely to the creation of math activities
(estimating, counting patterns, volume, weighing, measuring) that develop from
week to week.
__________________________________________________________
Super Science Day
Casey-Westfield School Elementary
301 E. Monroe
Casey, Illinois 62420
Abstract
Super Science Day at Casey-Westfield Elementary School allows 650 students in
grades Pre-K through 6th grade the chance to learn more about careers related to
science and technology. The afternoon and evening event involves students in
engaged learning, hands-on activities where the students create experiments on
their own and test those experiments. Exhibits
from businesses, colleges, high school students, and governmental organizations
are set-up during the day for the students.
The elementary students use this time to learn how careers are related to
science and interact with the displays. Additionally,
the elementary students participate in experiments conducted by high school
students throughout the day. In the
evening, the children set up their own exhibits in the gym and bring their
family to participate in the activities.
Through funding received from an Illinois State Board of Education Workforce
Education Grant, faculty at the school were able to significantly enhance the
program to change the day experiments to make them more grade relevant.
Program leaders designed simple experiments for grades Pre-K through 3rd
and more in-depth, experiments for grades 4-6.
High school students served as mentors and helped conduct the experiments
for all 650 participating students.
To enhance the evening format in the school’s gymnasium, program leaders add
innovative technology--which allows the students to become much more active in
the science experiments. During the 2001 program, the participating students
used a LEGOS pilot program of model building to create structures, work with
wheels, bridges, towers, gears, and simple machines. The Super Science Day event has proven to be a very popular
event with students, parents, and faculty at the school.
__________________________________________________________
Food Service Management Program
Chester High School
1901 Swanwick St.
Chester, Illinois 62233
Abstract
After teaching foods and nutrition for several years, teachers associated with
the program at Chester High School discovered that a large number of former
students were working in a food service establishments in the community.
However, virtually none of those students had any formal training or background
in food service management. With the support of local administrators, Chester
High School initiated a food service management program for high school students
in 2001.
This Food Service Management Program is designed to assist students in obtaining
valuable knowledge related to food service management procedures, laws and
practices. To prepare for teaching the management course, local teachers spent
two summers working in local food service industries to gain valuable teaching
knowledge and resources in food service management. The teachers also expanded
their credentials to be able to teach the Illinois Food Sanitation License
course to students in the course.
Students participating in the course complete work-based learning opportunities
within the classroom. The program includes cake decorating skills, sales and
marketing, catering, and cost analysis. All course materials are delivered using
a “project-learning” orientation. Students develop a project, conduct
costing on the product, market the product and eventually sell the
product—hopefully with a profit. Students are provided with numerous
management responsibilities within the project to develop the needed management
skills.
Students who have completed the program have taken an ownership role in
developing not only the curriculum, but also with purchasing equipment and
supplies. Completing students gain food sanitation licenses and experiences that
can be used to further after school work experiences and college-based work
experiences.
__________________________________________________________
Real Biology
Chester High School
1901 Swanwick Street
Chester, Illinois 62233
Abstract
When year after year students come back and tell you that the class you taught
in high school helped them connect the academics of biology and chemistry to the
real-world you know you have a winning curriculum. This is exactly what is
happening at Chester High School. The “real biology” course at Chester High
School was developed to provide participating students with a strong academic
foundation with a very focused application to laboratory techniques and the
supporting technologies.
The curriculum for the course is designed around four units (one per quarter) of
instruction that deliver both academic content related to biology and physics as
well as the applied technology these two disciplines support. The primary units
of instruction included in the course range from studies related to water,
continuity of life, animal life processes, to disease and wellness. Although the
course was originally designed to replace a traditional biology class, it does
include a prerequisite entry-level biology class. In addition to the focus on
traditional biology concepts, the new course includes an expanded examination of
concepts traditionally delivered in chemistry classes. By combining concepts
from differing disciplines, the students are able to see the connections between
the various academic and applied disciplines.
The course instructor suggested that by drawing from various disciplines
students are able to clearly understand that biology is not magic and does
depend on knowledge and experiences in other fields. Typical laboratory
activities in the class include experiments related to acid base titrations,
colorimetry analysis, a rat dissection, growth, gram staining and antibiotic
sensitivity testing of bacteria, gel electrophoresis, calorimetry. and blood
typing.
__________________________________________________________
Read, Write Well
Chicago Public Schools
Medill T.P.D.C., 1326 W. 14th Place
Chicago, Illinois 60608
Abstract
The Read, Write Well Program was developed to provide a comprehensive approach
to improving writing instruction for Chicago's 400,000 students.
The program, created by classroom teachers, published two teacher
resource guides for use by Chicago's 24,000 classroom instructors.
Ten hours of professional development instruction were provided to over
1000 school literacy leaders to help them implement the program at the building
level in Chicago's 600 schools. These
initial sessions concentrated on the writing process, writing-to-learn
strategies, and the connection between reading and writing. Guides were
distributed to every teacher in the Chicago Public School system, and literacy
leaders were given additional instruction to assist them in their on-site work
with staffs. Each year, schools in
the system are required to implement a minimum of 10 hours of professional
development (related to writing instruction) for staff members.
As a follow-up to the resulting instruction, the Read, Write Well program
invited students to enter a city wide competition and have their winning entries
showcased in the C.P.S. literary magazine, 'Through Their Eyes'.
Starting in June 2000, resource guides were developed to assist students
in grades 3 through 12 to improve their writing.
These "tip sheets" help students create essays for the
competition. The guides are also a
ready reference for students to use throughout the year.
Over 120 winning student essays have been published.
Meanwhile, the student celebration of writing held in June 2001, brought
together over 700 students, parents, teachers, administrators on a Saturday
morning to honor awardees.
Since its inception, the Read, Write Well program has expanded its menu of
professional development services, distributed materials to literacy leaders in
600 CPS schools, and created several business partnerships to support and
celebrate student writing. As a
result of this program, all CPS schools specifically include writing in their
School Improvement Plans and provide a minimum of 10 hours of in-service on
writing instruction each year. Schools
report that their teachers are better able to connect reading and writing in all
content areas and across grade levels. Many
schools have shown evidence of increased student writing ability and improvement
of test scores in writing.
__________________________________________________________
Internal Leadership Team
College Tech Prep in the Heartland
P.O. Box 5187, 1202 East Locust
Bloomington, Illinois 61702-5187
Abstract
The College Tech Prep in the Heartland Internal Leadership Team started as a
result of attending the Tech Prep: The Next Generation Leadership Institute held
in Chicago on September 1999. At that time, the newly formed Internal Leadership
Team began outlining a three-year plan for the local College Tech Prep
Consortium—using the format provided at the Institute. Local educators found
the process so effective the first year that they implemented it and have
continued to use the format to provide structure and accountability to the
region.
Each year the Internal Leadership Team, made up of volunteers from the
consortium, participate in a Leadership Retreat at the beginning of the first
semester. At the retreat, members review last year’s goals and evaluate which
ones were accomplished and which ones need to be carried over to the next year.
Goals are set for the current year and long-term goals are outlined for the next
two years.
Another major responsibility for this group is to review each of the
participating schools’ Transit Work Plans and Budgets. The group provides
feedback to each school using a rubric format before the Work Plans are sent to
the state for approval. This process has proven helpful in assuring that the
schools are using their local funding to help accomplish the overall goals of
the region.
The Internal Team oversees the regional activities such as staff development
workshops, articulation meetings, and conferences. They also help evaluate the
effectiveness of these activities and make recommendations for improvement or
changes for future years. The Internal Leadership Team has proven to be
instrumental in leading the local consortium and keeping the original focus.
__________________________________________________________
Bright Futures
East Aurora High School, School District #131
500 Tomcat Lane
Aurora, Illinois 60505
Abstract
Bright Futures is a program for second year freshmen at East Aurora High School,
who have failed more than three classes the previous year.
Bright Futures is a one-semester course that utilizes multiple strategies
for piquing the interest of participating students. The program addresses the
issues of dreams, interests, and attitudes of every day living.
The curriculum for the program is derived from the Six Pillars of
Character, integrating these into both the students academic and personal lives.
Some of those strategies used to deliver the course include using motivational
guest speakers, conducting off-campus field trips, creating student resumes,
role-playing, and group participation.
While the varying methodologies provide the motivation for the students to
participate in the program, there are also a number of underlying constructs
delivered with the course. Given the nature of the course, the students are
largely oblivious to the fact that they are learning a great deal about positive
peer reinforcement, improved study habits, and interpersonal communication
skills. Participating students are required to keep a personal electronic
journal detailing their perceptions of the class activities. These daily journal
entries help the students learn to express their feelings in writing—feelings
that they may not otherwise be able to express in words.
Bright Futures is an innovative program that equips students with the tools
necessary to create a brighter future for themselves!
__________________________________________________________
Standards Alignment Made Easy
Georgetown-Ridge Farm High School
500 Mulberry
Georgetown, Illinois 61846
Abstract
In an effort to improve education in Illinois, the State Board of Education has
implemented state learning standards for alignment of curriculum in Illinois
public schools. With the amount of time and energy teachers spend preparing for
class each day, there is little time to document how daily teaching activities
align with state learning standards.
To assist teachers with this task, educators at Georgetown-Ridge Farm High
School have developed a CD which contains the learning standards for each
discipline and templates for inserting units of instruction, daily lessons and
classroom activities. Everything the teacher needs in order to document
standards alignment is contained on the CD. The only thing that teachers must
add is the actual lesson description and a materials list.
Teachers can use the template to paste in the appropriate goals and standards
addressed for each unit or lesson they teach. With the copy and paste
capabilities included on the CD, it takes only a few minutes to create
documentation to demonstrate alignment of that lesson with the Illinois Learning
Standards.
__________________________________________________________
Construction Trades Fair
Grundy Area Vocational Center (GAVC)
1002 Union Street
Morris, Illinois 60450
Abstract
The Construction Trades Fair at Grundy Area Vocational Center was organized to
plant the seeds that outstanding career opportunities are available within the
construction trades. The eight
grade audience for the event was selected in order to plant those seeds early
enough to be incorporated into the decision-making processes of the young
participants prior to their selection of a high school course of study.
The Three Rivers Construction Alliance (partners in this project) worked
to secure representatives from the construction trade areas who were willing to
sacrifice days of their time to present the various construction options through
hands-on experiences.
Three-hundred area students, teachers, administrators and counselors attended
the fair. Upon arrival, the participants were placed into smaller groups of
10-15 each, and rotated through as many stations as possible. While rotating
through the various stations, participants were able to try their hand at laying
brick, leveling concrete, wiring circuits, tying rebar, using a transit, and
other hands-on activities. Lunch was furnished for program participants between
the morning and afternoon sessions.
In an effort to provide a realistic setting, the fair was held outdoors in a
setting similar to a construction worksite.
By holding the fair near the Grundy Area Vocational Center, students were also
exposed to the career and technical training programs that prepare one for a
career in the areas demonstrated at the Trades Fair. Current students enrolled
in career and technical programs at GAVC provided logistical support for the
event, and GAVC instructors were encouraged to observe the experience as
schedules allowed. Due to the success of the first Trades Fair, the 2002 Trades
Fair has been extended to two days in an effort to provide the experience for
all of the county's eighth grade students.
__________________________________________________________
Exploratory Art Technology
Hadley Junior High School
240 Hawthorne Blvd.
Glen Ellyn, Illinois 60137
Abstract
Exploratory Art Technology project at Hadley Junior High School was designed to
help middle school students see the connections between the fine arts concepts
they have learned and the applications for those concepts in the world of work.
To initiate the project, Hadley Junior High School teachers formed partnerships
with local businesses that utilize technologies like photography, desktop
publishing, video, laser imaging, and computer-generated imaging.
Students made site-visits to these businesses and employees of these
businesses have made presentations that demonstrated the role of technology in
contemporary art processes.
Teachers associated with the program have also developed a curriculum that
extends the learning beyond the initial site-visits. Units of the Exploratory
Art Technology curriculum have also been revised to include connections to the
Illinois learning Standards, SCANS, National Professional Teaching Standards for
Career and Technical Education, and applications in the workplace.
The program and some individual projects of students in the program have
won numerous awards since 1975. Most notably, the Illinois Department of
Commerce has used projects designed within the program in its annual Student
Touring Show in schools near its overseas offices.
__________________________________________________________
Create Your Own Business
Herscher High School
501 N. Main St.
Herscher, Illinois 60941
Abstract
As many first-year teachers might proclaim, a first year English teacher at
Herscher High School suggested that she felt like she had been "thrown into
the fire" during that first couple of months.
As a recent college graduate, she had no trouble keeping advanced
students engaged and actively learning; however, the "regular" classes
were much more of a challenge. To
solve the problem, the educator created an innovative new course entitled,
"Create Your Own Business Project."
After two years, the project makes a sometimes challenging group of
students something to look forward to during the day, rather than something to
dread.
The nine-week project requires students to look at local community businesses
analytically, and then, through writing and technology, use what they have
learned to "create their own business." The project is initiated each year with visits from business
leaders in the community (from car body repair shop owners to construction
contractors). These business leaders provide students with first-hand knowledge
about owning and operating a small business in the community.
Next, the students write business letters, evaluate their personal
strengths and interests using a variety of inventories.
Then, they create a business proposal for the business they want to
create. After examining businesses
in their own communities, students design logos, slogans, advertising,
classified ads, business cards and signs for their own businesses.
The culminating event of the project is the job fair where students
create an interactive booth for their businesses, and answer questions of
"prospective employees" (usually a class of younger students who bring
their resumes with them).
Students gain a sense of accomplishment and understanding from this interactive,
hands-on project that they could never get from a traditional textbook or
worksheet. The project empowers them and forces them to examine the realities of
life after high school.
__________________________________________________________
Internet Based Career Portfolios
Illinois Valley Community College
815 N. Orlando Smith Avenue
Oglesby, Illinois 61348
Abstract
Historically students have maintained their Individual Career Portfolios (ICP),
required in many Education-To-Career programs, with pen, paper, folders,
handouts, binders, etc. As time passes these documents can become quite
cumbersome. Students transfer to other schools, projects are lost, portfolio
information becomes irrelevant or is damaged quite frequently. The value of the
ICP is process often terminates with a move, a teacher change, district change,
graduation or deterioration of the materials.
Illinois Valley Community College in partnership with Education-To-Careers has
created an Internet Based Career Portfolio (IBCP) that will provide the student
a safer, more flexible tool that will not become obsolete as they relocate,
change grades, add courses, or change directions. The IBCP lends itself to
life-long learning as students now
have the capacity to archive in an electronic folder of their past reports,
works of art, poems, essays, grades, projects, collaborative learning
experiences, and other significant learning experiences.
As technology advances and additional bandwidth becomes available, students will
be able to add video clips or other technological components to their career
portfolio. The IBCP contains the students' best work with the guidance and
approval of their classroom teacher. The IBCP’s are reviewed periodically and
updated every nine weeks or grading period. The IBCP’s have also proven to
invaluable tools for teacher's during teacher/parent conferences or teacher
evaluation periods. The IBCP’s have been used to chart student progression,
have served as a valuable student self-evaluation tool, and a source of pride
among students.
In addition, these IBCP’s will likely be used by college students, adults
entering adult education programs, teachers seeking re-certification credit,
local workforce development initiatives, or students entering additional
programs in career and technical education.
__________________________________________________________
Super Saturdays
Indian Valley Vocational Center (IVVC)
600 Lions Road
Sandwich, Illinois 60548
Abstract
Super Saturdays is an innovative program that provides 5th and 6th grade
students the opportunity to complete hands-on career exploration.
The program was developed by staff at Indian Valley Vocational Center (IVVC)
in 1990 and has been held for two consecutive Saturdays in March for the past
ten years. Through Super Saturdays,
5th and 6th grade students take half-day career courses at IVVC with career and
technical education instructors and their 11th and 12th grade students.
During the half-day courses, elementary students complete
age-appropriate, real-world projects that are based on highly skilled career
areas. Students from all elementary schools within IVVC's eleven feeder school
districts participate in the program.
Under the supervision of IVVC staff and students, the 5th and 6th grade students
complete projects that include taking vital signs, helping to do an oil change
on an automobile, investigating a crime scene and taking fingerprints, making
and serving pizza, completing board and CAD drafting, designing T-shirts,
testing the hardware of a computer, doing Mig welding, and conducting
educational activities for pre-schoolers.
The half-day courses offer subjects that address a wide range of interests. Some
of the most recent courses include Hot Wheels (auto mechanics), Computer Wizards
(computer repair technology), Draw (drafting), Special Babysitter's Club (early
childhood development), Start Your Career as a Chef (food service), Computer
Designing (graphic communications), Exploring Health Careers (health
occupations), Future Agents (law enforcement), Business Bonanza (office
careers), and Don't Look at that Bright Light (welding).
Super Saturdays has always been a well-attended program, but its popularity has
skyrocketed with the advent of the Education-to-Careers movement.
As a direct result of Super Saturdays, 1,110 young students have explored
their career interests, high school students have benefited by teaching 5th and
6th grade students career skills, and vocational instructors have had an
opportunity to develop innovative curriculum for the lower grades.
__________________________________________________________
Junior Achievement of
Central Illinois
Junior Achievement of Central Illinois, Inc.
416 Main St., Suite 831
Peoria, Illinois 61602
Abstract
More than four million students in urban, suburban, and rural areas across the
United States, and an additional 1.75 million international students in 112
countries around the world are part of the Junior Achievement experience.
Passionate volunteers, funders, educators, and local leaders, who care
enough to make a difference, have enriched the educational experience of
countless students.
Junior Achievement of Central Illinois (JACI) strives to educate and inspire
young people to value free enterprise, business, and economics to improve the
quality of their lives. This simple
sentence is the purpose of all Junior Achievement programs and partnerships.
One of the oldest partnerships with JACI is a partnership between the
group and Concordia Lutheran School in Peoria.
JACI has held a partnership agreement with Concordia for the past twenty
years. During that period of time,
the partnership has evolved from a simple arrangement into a sequential learning
program that starts in kindergarten and follows the students through the eighth
grade year. JACI has been providing programs along with business volunteers to
supplement the social studies curriculum that is already in place.
Local teachers use the materials to help the students meet the Illinois
Social Science Goals 14, 15, 17, and 18
JACI's unique approach integrates program materials, training and support.
By providing this support, JACI has been the successful bridge between
education and business and it is this bridge that Concordia uses to prepare
students for the work world. The students come in contact with volunteers from
many different career fields and the dynamic interaction between volunteers and
the students promotes active learning and brings theory to life.
The partnership has been instrumental in causing students at Concordia to
explore the elements of the free enterprise system so they can meet the demands
of a fast-paced economy and ensure their quality of life.
The partnership between JACI and Concordia Lutheran School in Peoria has been a
great success. Leaders from JACI suggest that the partnership is helping to
inspire a new generation to learn the fundamentals of economics and preparing
those students to enter the world of work with a stronger educational
foundation.
__________________________________________________________
Mock Trial
Kankakee-Iroquois River Valley Tech Prep Consortium
Kankakee Community College, PO Box 888, River Road
Kankakee, Illinois 60901
Abstract
As a professional in the juvenile justice system for many years,
Kankakee-Iroquois River Valley Tech Prep Director Susan Wynn recognized a need
for students to be introduced to different careers associated with the criminal
justice system. Students often
associate occupations in law enforcement solely with police officers.
While in high school, they are not customarily introduced to the many
other "jobs" affiliated with the justice system. Some of these other
careers include probation officers, investigators, bailiffs, paralegals, court
reporters, social workers, and judges.
Circuit Judge Honorable David Youck, States Attorney James Devine, and Public
Defender James Kinzer along with the Tech Prep Director formed a focus group
that worked to create the learning experience. The focus group planning resulted
in a mock trial that recreated a “real” case of local interest. All of the
participants in the trial played the same role that they had played in the real
trial in an effort to recreate an experience for the students.
Seven local law enforcement professionals from Iroquois County donated their
time and produced a trial for 100 area high school and post-secondary students.
The Honorable Judge David Youck presided over the courtroom in Kankakee
Community College's auditorium. Students
were selected by lottery to serve on the jury.
Two other students were pre-selected and briefed by the team to play the
roles of defendant and a "jailhouse snitch".
Following the "trial", each participant introduced themselves to the
students and shared their individual career paths and educational backgrounds.
Participating students indicated that the experience exposed them to a great
number of career opportunities with which they had previously been unaware.
__________________________________________________________
Digital Equipment
Technical Training Program
Kennedy-King College
6800 S. Wentworth Ave.
Chicago, Illinois 60621
Abstract
The Digital Equipment Technical Training
Program was established as a joint effort between the City Colleges of Chicago's
(CCC) District Office, Kennedy-King College's Continuing Education Department,
Reprographic Services Department, the college’s Graphic Communications
Department, the GraphicLink Program and Canon Business Solutions. The program
has been developed around a work-based component that guarantees the
participating student a real-world work experience coordinated with school-based
learning components.
The program was initiated in 1999 after Canon Business Solutions, a manufacturer
of state-of-the-art digital copiers and color imaging products, saw an
opportunity to impact the education and career potential for Chicago area
students by proposing a new program related to graphic communications.
Canon representatives conducted several planning meetings with the
Director of Reprographic Services and the Chairman of the Applied Science
Department at Kennedy-King College, to assess the program's needs.
The collaboration resulted in the creation of the Digital Equipment
Technical Training Program.
By using a previously developed graphic communications work cooperative
initiative, students enrolled in the Digital Equipment Technical Training
Program were able to immediately participate in a well-rounded simulated work
experience using high tech equipment. Canon Business Solutions extended the
project by developing a 3-module training program that is combined with an
enhanced 17-week course curriculum developed by instructors in the College’s
Reprographic Services program. Currently, eight students are participating in
the innovative new program.
__________________________________________________________
KMS News Team
Kennedy Middle School
4664 North Rockton Ave.
Rockford, Illinois 61103
Abstract
Kennedy Middle School’s News Team began as a technology assignment within an
8th grade Career Technology program. While awaiting technical support concerning
a computer programming issue, a lesson was developed to have students design a
brief news, weather and sports program. Teams quickly formed, each selecting a
news, weather and sports anchor. Student teams with the best program are allowed
to present their “newscast” to the entire school utilizing the existing
building wide communications technology system that includes a closed circuit
television in every classroom.
With each presentation it became more clear that this would not be a short-term
project: Kennedy Middle School
would have its own daily news program. Before long the ‘KMS NEWS’ was on the
air daily. Making improvements with each show, students began to take ownership.
Soon, other students wanted to take part. Responding to a before and after
school ‘enrichment program’ entitled ‘Club Excel,’ students from all
grade levels began to participate.
Students participating in the program completed assignments in each of the
following areas of responsibility: Equipment set-up, Internet connections, video
and sound, field reporting, text editing, and camera operation. While students
were assigned to a particular area (above) based on interest, students were
required to audition for a coveted spot on the news team. The audition involved
completing a detailed lesson that was accessible via the Internet as a ‘Web
Quest’ Lesson plan. Students were instructed to access the site for all the
information required for the audition process.
During the first year of operation, the news team completed interviews with the
Mayor of Rockford, State Representative Doug Scott, and the Superintendent of
the Rockford Public Schools. In addition, the KMS News Team was selected to be
one of a 140 schools to demonstrate their abilities at the ‘TECH 2000 /
AT&T’ Technology Show at the State Capitol in Springfield, Illinois.
This practicum experience and connection with local businesses has strengthened
the reputation of Kennedy Middle School within the community and within the
school itself. Students talk about how they are the only school in the district
to have their own ‘news team.’ Again, a sound sense of ownership exists
within the student body.
__________________________________________________________
Perkins Student Support Project
Lewis and Clark College
5800 Godfrey Road
Godfrey, Illinois 62035
Abstract
Illinois Postsecondary Core Indicators, within the Perkins III Grant, measure an
institution's successes in academic skills attainment, occupational skills
attainment, and program completion. Underlying an institution's goal of meeting
set performance levels in these areas is student retention. Institutions must
find ways in which to keep students in the classroom, progressing toward program
completion and career field employment. The Perkins Student Support Project can
have a big impact on student success and retention. Special Populations students
possess traits that often prevent them from succeeding and completing their
chosen career programs. Support services can often make a difference in whether
a student succeeds. Student support services can provide a student the
resource(s) needed to remain in school, complete a chosen career program, and
find employment in that field.
Lewis and Clark Community College's Perkins Student Support Project provides
many of the support services received by Special Populations students. For
example, the Project funds (in part or in total) academic resources such as a
math lab, biology tutoring, a nursing lab, nursing tutoring, OTEC/computer
tutoring, dental hygiene clinical assistance, a dental assisting lab assistant,
and peer tutoring. The Project provides economic resources to eligible students
such as career specific text loans, required equipment and tool loans, and
required supplies and materials. All career program students may take advantage
of a career placement service; this service assists students in career
exploration, writing resumes, interviewing skills, and other career related
issues.
The Project also refers students to other service providers on and off campus,
so that other needs can be met: Collaboration with other service providers is an
essential element of the Project's success. Student Support Services, such as
those mentioned above, provide students the resources to succeed in their
academic and career pursuits.
__________________________________________________________
Mass Media Project
Martinsville Community Unit School District C-3
215 West Vine
Martinsville, Illinois 62442
Abstract
The Mass Media Program at Martinsville Community Unit School District was
designed to expose students to career opportunities in the television news
industry. Through a partnership between a local television news company (WTWO
Channel 2 News) and the high school technology education program, the Mass Media
Program blends the disciplinary areas of technology and mass media to integrate
academic subject matter with news studio workplace skills.
To gain competencies in the use of technology, students learned basic editing
techniques, proper lighting techniques, video-taping, studio construction, and
sound effects in their technology education classes. Meanwhile, volunteers at
WTWO provided expertise in the area of filming, editing and producing a
newscast. WTWO also provided participating students with tours of the
studio--where students learned about the professional techniques used to film,
edit and produce a high-quality television program. With a shared partnership
with WTWO experts, real-life workplace skills including communication,
decision-making, and problem solving were emphasized to the students.
In addition to the lessons related to mass communications, students also
developed skills necessary to construct a news desk at the school, prepare the
studio according to industry guidelines, as well as constructing lighting and
sound systems. These additional experiences provided the students with a
“behind the scenes” look at all of the engineering, logistics and
overlapping responsibilities involved in producing a television program.
Students had an opportunity to take pride in their assigned jobs and have
exhibited remarkable growth in their understanding of the areas of the mass
communications.
In addition to providing students with valuable on the job experience, the
program provided an opportunity to work cooperatively with one another, as well
as experience what a future career in this vocation would be like. One faculty
member summed up the program by stating that the “…program not only helped
our students learn valuable work skills, but provided thousands of television
viewers to witness, first-hand, what teens today can achieve at Martinsville
Community Unit School District.”
__________________________________________________________
Integrating
Manufacturing Management Associate’s Degree Program
McHenry County College
8900 US Hwy 14
Crystal Lake, Illinois 60012
Abstract
The Integrated Manufacturing Management Associate’s Degree Program was
designed to develop individuals who will go on to become leaders within
manufacturing organizations and prepares them for the workplace of the future.
Students enrolled in the program remain with the same group of
individuals throughout the duration of the degree program. The courses included
in the degree program are specifically deigned to integrate leadership and
management concepts, technical knowledge and abilities, and the general
education requirements of an associate’s degree program.
Within the course content for the program, students receive instruction and
practice related to concepts like technological problem solving, creative
thinking, team building, organization and flexibility. The program was designed
to be flexible and meet the needs of non-traditional students who may have
full-time employment. Classes meet
one evening per week, which makes scheduling convenient. Students can take classes at the college campus or, in some
cases, at their work site.
Numerous business partners in the county are participating in the program by
allowing the College to deliver the integrated manufacturing management program
within their training facilities. Work-site
learning components are also included as a vital component of the program, and
students do receive College credit for these experiences. A student can earn a
certificate in two year’s and an associate’s degree in four years without
having to quit work to pursue their education.
__________________________________________________________
Child Development
Associate Certification Program
Midwest Central High School
910 S. Washington St.
Manito, Illinois 61546
Abstract
Professions related to child care, day care, and early childhood education are
experiencing severe shortages and the influx of unqualified workers. One way to
assist the profession in overcoming some of these problems is to assist students
(and potential future professionals) in attaining the Child Development
Associate (CDA) certification while still in high school. To earn the CDA a
student must complete 120 classroom hours, 480 work site hours, build a required
portfolio, and pass a certification test. Two teachers and an administrator at Midwest Central High
School worked with the United Work Force Development Board and wrote a grant to
add a course related to CDA certification at Midwest Central High School.
To initiate the certification program, educators from the local high school
formed partnerships with area educational and day care providers in Mason and
Tazewell Counties. To kick-off the
new course, sophomore and junior students were presented with information about
the program and a required parent meeting was held for those interested
students. Ten students are
currently enrolled in this class for the 2001-02 school year; the class will be
expanded to 18 during the next school term.
The class is team-taught by a family and consumer science teacher and a
special education teacher and reaches both college-bound and special needs
students, through the development of a standards-based curriculum.
As part of the grant, the class has a 50/50 ratio of students eligible for
special assistance. Eligible
students (based on family income, test scores or special education I.E.P.s) are
paid $6.50 per hour for their work-site experience; their transportation
expenses are also reimbursed. Meanwhile,
students who are not eligible for paid work experience serve on a volunteer
basis. All students participating in the program earn up to two full academic
credits towards graduation. The CDA
program has generated a win-win situation for students and area child care
providers. Directors are very
enthusiastic about the help our students have provided and even borderline,
at-risk students are relishing the program for the real-life, hands-on
experience it provides.
__________________________________________________________
Integrating
Technological and Communication Skills
Minooka Community High School
301 S. Wabena Ave.
Minooka, Illinois 60447
Abstract
"Integrating Technological and Communication Skills" into multimedia
projects, teaches participating students communication and technological skills
that employers say are necessary to be successful in the workplace.
Uniting English, math, social studies, science, and technology
curriculums, Minooka Tech Prep teachers have created projects for the freshman,
sophomore, and junior teams that require students to use their oral
communication and technological skills as they present projects to teachers,
peers, and parents.
The program is initiated with freshman students each year. The “freshman”
project centers on students selecting a cause to champion.
While completing the project, students learn to work as a team to conduct
research, develop presentations using the digital camera or scanner, and create
a special commercial announcement using I-movies. During the second year of the
project, members of the “sophomore” team focus on careers as they work in
their teams using Microsoft Word, Excel, and PowerPoint to put together
additional presentations. Previously
learned skills are enhanced as the teams work toward a common goal.
During the third year of the project, “junior” team members learn about
economic and political factors associated with living in an urban area as they
conduct research related to careers and living expenses in Chicago and New York.
Students use “Sim City” software to create an urban city setting that
accounts for the information gathered during their research.
The results of this research is presented in a formal presentation at the
end of the project. The project has built real connections between academics,
the workplace, communication and technological skills.
__________________________________________________________
Infusing Pop Culture
into Classical Literature
Neuqua Valley High School
2360 95th St.
Naperville, Illinois 60564
Abstract
What do flirtatious females, fratricidal fathers, and fornicating friars have in
common? No, they are not that latest guests of The Jerry Springer Show; they are
representatives from some of the most celebrated pieces of classical literature
brought together to make thematic and moral connections between past and present
societies. In this highly engaging activity created at Neuqua Valley High
School, students create and present a talk show featuring characters from works
including: Beowulf, The Canterbury Tales, Paradise Lost, and Hamlet.
Through the “Infusing Pop Culture into Classical Literature” program,
students have the chance to apply what they have learned about characterization
and theme as they design and develop the entire activity. After choosing whether they want to be writers, producers, or
featured guests, students decide the premise for the show, such as
"Morality vs. Mayhem in Modern Society." Producers work behind the
scenes to develop and run the show. First they decide the order in which the
characters will enter. Then they write the questions for the host and devise the
surprise guests for our featured characters, which utilizes their critical
thinking skills. Characters review "themselves" in the texts and write
a personality/appearance analysis in order to prepare for their roles. Next,
they put together costumes and props to enhance their performances.
Because “guests” are not informed of the questions they may encounter during
the program or the surprise guests they may meet before the show, featured
characters must have a thorough understanding of the personality and actions of
their characters, and their projected reactions to other characters from several
pieces of literature. Not only do they respond to the host’s questions, but
they also respond to one another, which is a great exercise in improvisation.
At the end of the 50 minute “show,” all characters sit before the audience
for a discussion of the themes addressed during the program. This is followed by
a question and answer period, and a final thought from the host.
__________________________________________________________
Alternative Energy Research
Project
Oak Forest High School/ Bremen High School, Dist. 228
15201 S. Central Ave.
Oak Forest, Illinois 60452
Abstract
Imagine transforming the study of science into an exciting , interdisciplinary
event that engages students in the hands-on study of alternative energy sources.
The Alternative Energy Research Project at Oak Forest and Bremen High
Schools does just that! The
integration project involves students from plant science, chemistry, physics,
and technology education in a research project that draws connections from all
participating disciplines.
To initiate the research project, students enrolled in plant science, conducted
experiments with different hybrids of soybeans to maximize the yield potentials
of the crop. After growing a crop of soybeans that captured the energy of the
sun, the product was passed along to students in Chemistry classes.
After crushing and mixing the soybeans, chemistry students synthesized
and processed the soybeans to generate a methyl-ester fuel that can be used to
power a diesel-powered vehicles. Meanwhile,
students in physics and science/technology education classes constructed a
prototype diesel-powered vehicle that could consume the methyl-ester fuel as a
power source. The resulting vehicle illustrated the powerful results that can be
achieved when people from differing fields of science and technology work
together to solve a human problem.
Future plans for the project include converting the diesel car into an
electric-hybrid vehicle that will operate on battery and biofuel. The chemistry
students are also working to improve the soy oil extraction press so that
greater amounts of fuel can be synthesized.
Meanwhile, other students are currently conducting research to turn their
temporary distillation plant into a permanent and safer unit that will have
greater yields, and through the use of gas chromatography, monitor the quality
of the fuel produced.
__________________________________________________________
Making Connections Through
E.A.S.T.
Olympia High School
7832 N. 100 E. Road
Stanford, Illinois 61774
Abstract
Olympia Community School District No. 16, which contains eight small towns and
377 square miles of rural landscape, is celebrating its 30th anniversary in
2002. Through project based service
learning, Olympia High School's EAST lab is helping strengthen the bonds between
the school and the widespread communities that consolidated in 1972.
The District One-Room School Houses Project, Analysis of a Dangerous
Intersection, Marketing and Visual Materials for Promoting Area Business
Opportunities, and Web site assistance to area organizations are just a few of
the EAST projects that are creating partnerships between EAST students and
community members.
Olympia's EAST project started in 2000 and proudly holds the distinction of
being the first EAST lab in the state of Illinois. EAST stands for Environmental and Spatial Technology.
The lab is equipped with over $500,000 worth of state-of-the-art
computers and software made possible through a partnership of corporations and
educational institutions. The
technology and corporate atmosphere are the hooks that help students learn more
than just academic skills. Students are expected to look for ways to use
teaming, communications, and strategic planning skills to solve real-world
problems within the local community.
This is a student-run, self-contained lab.
All problems (i.e., printer, server, software, or hardware) are viewed as
challenges for students to solve. Students
don't rely on the teacher or school technicians to solve problems.
The teacher's role is to be a facilitator, helping students develop
teaming skills, technical brainstorming strategies, and a corporate environment
in which students are empowered to see technical problems and complex software
as learning opportunities. Due to the popularity of the program, the class
offerings have been expanded from two sections the first year to eight sections
during the current term.
__________________________________________________________
Construction
Industry Work-based Learning Program
Peoria Educational Region for Employment and Career Training
2000 Pioneer Parkway, Suite 19C
Peoria, Illinois 61615
Abstract
Today's work force demands highly skilled and technically trained workers.
Communities and education systems alike must make provisions to prepare
every student for successful careers in this demanding work force.
The Construction Industry Work-Based Learning Program serves as the vital
link in preparing today's students for tomorrow's high-skill, high-wage career
opportunities. The program was developed in 1995 with one high school and one
apprenticeship school. Today, the
program is marketed to twenty-eight high schools in three counties in Central
Illinois. The two-year program
includes activities at six area apprenticeship schools and internship
opportunities with ten participating union construction business sponsors.
First year students attend seven, one-day training sessions at area
apprenticeship schools where they receive hands-on training lessons and
construction career and education information.
Each second year student spends at least ten hours per week at a union
construction work-site in an unpaid internship experience.
Students also participate in a related classe at their high schools where
they are required to work on a journal concerning their internship as well as
discuss any questions they may have about their work-based learning experience.
Second year students are offered additional construction experiences as
time and resources allow including the Downstate Illinois Occupational Safety
and Health (DIOSH) Day. Students
receive high school credit for participating in the program.
Since its inception, the Construction Industry Work-Based Learning Program has
served approximately 125 Central Illinois students. Currently, 26 students are actively participating in both
levels of the program. The tremendous success of the Construction Industry
Work-Based Learning Program is due to the strong partnership between education
and industry. The program continues
to receive support from the West Central Illinois Building and Construction
Trades Council, the Greater Peoria Contractors and Suppliers Association, the
Tri-County Construction Labor-Management Council, and the Illinois Department of
Commerce and Community Affairs.
__________________________________________________________
Astronomy and Space Science
Course
Proviso East High School
807 S. First Ave.
Maywood, Illinois 60153
Abstract
The Astronomy and Space Science course at Proviso Township High Schools is a new
course designed to introduce students to the science of astronomy and the
history, development, and technology of space exploration.
The curriculum has been developed to include a number of unique elements
and one major project. Students are exposed to cooperative learning through
participation in a different group project for each quarter.
The use of computer technology, the Internet, and multimedia are used
extensively to encourage students to conduct extensive research while developing
and present their projects. The
major course project accounts for approximately one third of the students final
grade in the course.
The underlying goal of the course is to encourage students to become active
astronomers and students of the space exploration program. While completing the
course, students work in teams to record a number of astronomical observations
and keep records of these observations in electronic journals.
The journal entries are made according to a given format, and are checked
every two weeks. Observations are
made with the unaided eye, or with small telescopes provided by the school.
The observation journals account for the second third of the student's
grade in the course. Classroom
material is presented using a variety of technologies, including: PowerPoint,
Internet based explorations, videos, and guest speakers.
Laboratory exercises are also offered, including: observation nights
(using larger, school owned telescopes); use of GPS technology, sextants,
spectral analysis; and sundial design and construction.
The curriculum is designed to present astronomy and space science as
scientific disciplines, possible career choices, and as exciting areas of human
endeavor.
__________________________________________________________
Erasing Stereotypes:
Seniors Meet Seniors
Sandwich Community Unit District #430
515 East Lions Road
Sandwich, Illinois 60548
Abstract
Students need real-life projects to reinforce their reading, writing, and
research skills and to help them see the relationship between education and
their future. The Seniors Meet
Seniors project gives students an opportunity to connect literary themes to real
people in the community, and it gives senior citizens a chance to meet the young
people who will become leaders in their community.
The original goals of this project were academic: 1) for senior citizens to
fulfill the need of primary resources for the research of the high school
seniors, 2) for students to apply their interviewing skills learned in speech
class, their writing skills learned in English classes, and their technology
skills learned in computer classes, and 3) to publish a local history
magazine/booklet with senior citizens' biographies and pictures.
However, as the project grew, the goals and objectives moved beyond the
classroom. Eventually, the project
helped create a greater appreciation for each age group by erasing stereotypes.
The project includes an interpersonal activity that sponsors new lines of
communication between high school seniors and local senior citizens.
The major activity within the project involved students in tape recording
interviews, reproducing family photographs, writing and editing biographies; the
layout and publication of a booklet. After
reading John Steinbeck's 'Grapes of Wrath' and Sandra Cisneros's 'The House on
Mango Street', students teamed up with senior citizens through Fox Valley Adult
Services and wrote biographies. Originally,
the students focused on the Depression, however, they found that the stories
told by the senior citizens were so interesting that they decided to include
more of their life stories in the publication.
Over the past three years, the project has served 160 students and 155
senior citizens.
__________________________________________________________
Chemistry of Foods
Schaumburg High School
1100 W. Schaumburg Road
Schaumburg, Illinois 60194
Abstract
The Chemistry of Foods project at Schaumburg High School provides students with
a total immersion in foods-related careers within the integration of science and
cooking. The project is an elective
program where students are block-scheduled into two back-to-back classes
(chemistry and foods classes). The
teachers involved have complete flexibility in scheduling those two periods
(two-hour labs, long field trips, etc.).
The project was initiated in an effort to meet the needs of various students
groups within the school. For students who have already selected a career in the
foods industry, the in-school restaurant and “real-world” focus has
immediate appeal. This group of
students can also work toward certification in Food Sanitation. For other
students, the course is a natural way to overcome fears of academic disciplines
like chemistry or physics. For
them, applied, hands-on science might be the only way to succeed in another
science course.
The Chemistry of Foods project is built around a solid career premise.
Educators associated with the project have taken several steps to ensure
a tight career connection. During
the course, students complete multiple field trips to "foods" sites
where they learn about careers in the field. In addition to off-site trips,
numerous guest speakers provide "virtual" field trips for the
students. One popular virtual field trip provides students with insight into the
daily operations of a cheese factory. During
the course, students also have the chance to work in an operating restaurant on
the school grounds. Students take an active role in every facet of operations in
the restaurant—from chef to bus person to menu design. Members of the advisory panel for the project take active
roles in suggesting improvements, offering feedback and providing needed
equipment and supplies.
__________________________________________________________
Kid Architecture
Southern Illinois University
SIU-Carbondale, Architecture and Interior Design
Carbondale, Illinois 62901-4337
Abstract
The Kid Architecture program was developed fourteen years ago to introduce young
people to the design of the built environment. The one-week camps structured for three different learning
levels, grades 4th-6th, middle school and high school have been conducted in
various locations nationwide to include the Smithsonian. The camps have received national and regional awards
for the broad breath of hands-on activities and implementation of technology.
The ten objectives for kid architecture endeavor to develop an
understanding of the following: Why buildings look the way they do;
Why buildings stand up; What architects and designers do; Design drawing
as a problem solving tool/method; The
use of the design process as employed by architects; How a building is designed,
constructed, used and reused; Construction materials used in buildings; How and
why people "define" space; The use of computer graphics, animation and
CAD; and, Participation in the design of the built environment.
The philosophic foundations that Kid Architecture is built upon is the
assumption that those who are exposed early to architectural design will have a
different conceptual base from which to formulate more complex and differential
ideas about the built environment. Architecture
Camps' personnel believe this cognitive skill is as basic to a young person in
the modern world as knowing left from right or discriminating the letters
"b" from "d". Future
advances in the conceptualization of buildings, cities, and personal living
spaces will be made by people who are deeply aware of the built environment.
Kid Architecture has been awarded the following: Citation of Honor from AIA
Illinois, an Award of Distinction from the Urban Network, Chapter and Region
Educational Awards from the Construction Specification Institute.
The camps have been conducted in three different states addressing
gifted, at risk, inner city and disabled children.
__________________________________________________________
Communications Technology Program
Sparta High School
205 W. Hood
Sparta, Illinois 62286
Abstract
The Sparta High School Communication Technology Program was originally conceived
with the help of business partner, Charter Communications. The school-business
partnership resulted in high school students assuming production
responsibilities for the local television cable access Channel Ten, developing
another partnership with Sparta Community Hospital and in publishing the school
newspaper inside the local community paper, The Sparta News Plain dealer.
With funding from the ISBE’s Education to Careers grants, ISBE’s Learn and
Serve grants, a Newspaper Association of America Foundation grant, and monies
earned by Channel Ten advertisements the program has grown from a one semester
course offering into a four year Tech-Prep course. Students in the program
produce the SHS On-Line website (www.sparta.k12.il.us), the SHS newspaper (The
Hound Lowdown), the SHS “Morning Broadcast” show, a variety of videos for
community affairs and programs, and coordinate the volunteer effort sponsored at
the Sparta Senior Citizen’s Center—where students tutor Seniors to use
computers developing word processing and Internet skills.
Recently, the school-business partnership has evolved further to form a
relationship with Sparta Community Hospital. Through this initiative, students
and hospital employees work together to prepare health care videos and brochures
that focus on the health care issues prominent in our community. With the coming
installation of fiber optic cable in the community, leaders associated with the
program are hopeful that they will be able to expand the program to include the
actual programming for a commercial television station in the community. This
will certainly expand the audience for their video programs.
As one teacher from Sparta exclaimed: “It is absolutely amazing that just four
years ago, we began with two VCRs, a TV, and a video camera. Now we have
developed the makings of a communication studio where students experience the
flavor of a variety of workplace skills in a high school classroom.”
__________________________________________________________
Career Club for Kids
Starved Rock Associates for Vocational and Technical Education
1009 Boyce Memorial Drive - Suite A
Ottawa, Illinois 61350
Abstract
The Career Club for Kids (CCK) was initiated after the LaSalle County Housing
Authority approached Starved Rock Associates for Vocational and Technical
Education (SRAVTE) and asked the educators to create a career exploration
program for children under the care of the LaSalle County Housing Authority.
Through SRAVTE, Career Club provides the children with a career exploration
program one day each week. The
Career Club was organized to support six career clusters. These career clusters
are introduced to the students through speaker volunteers--who visit the club
and discuss their careers each week. The speakers are encouraged to present a
hands-on activity to demonstrate a part of his/her job for the children. One
speaker actually brought a redbud tree and the children planted the tree on
Housing property. The care of the tree was the responsibility of the club
members and as of this writing the redbud tree is thriving.
Along with learning about careers each week, the children also operate an onsite
craft enterprise business. The children in Career Club make crafts to sell to
Housing residents at Christmas time. Upon entering the classroom each week, the
children go to different “craft companies” a complete assigned tasks.
A supervisor is appointed to supervise the making of each craft. The
participants have learned that in order for their company to be productive they
must work as a team and communicate within each team member. They have also
learned that they are responsible for their work area and must keep that work
area neat and clean. As the craft sale approaches, the children advertise and
organize for the sale. The money earned from the craft sale will be used to
reward the work of the club members.
The children are very enthusiastic about participation in the club. In fact, one
mother spoke of her son, who has attended every club session since its’
beginning, who finally is looking forward to going to school since he now sees
the importance of staying in school and has learned that he must have an
education in order to achieve success in the workforce of the 21st century. The
club has reached the goal of informing children about careers and also helping
them understand some of the concepts of the world of work.
__________________________________________________________
Connecting Counselors
Starved Rock Associates for Vocational & Technical Education
1009 Boyce Memorial Drive - Suite A
Ottawa, Illinois 61350
Abstract
How do you make counselors in rural schools aware of the terrific opportunities
available to their students in the construction trades and manufacturing fields?
Representatives from Starved Rock Associates for Vocational & Technical
Education, Marshall, Putnam, and Woodford County Regional Offices of
Education; the IBEW Local Union #176; the Illinois Valley Contractor's
Association; the Carus Chemical Corporation; and, the Harper-Wyman Corporation
worked together to develop a four-day experience for area counselors which gave
them the opportunity to see and hear from a variety of people who have careers
in the construction trades and manufacturing fields.
During the four-day experience, local guidance counselors experienced OSHA
training, met with representatives from Vissering Engineering and visited three
construction projects in the Illinois Valley area. The participants also visited the Local #422 Plumbers and
Pipe fitters Apprentice Training Center and the Electricians Apprentice Training
Center in Joliet as well as the Operator #150 Training Center. The Counselors
were able to take an entrance exam to experience first-hand the levels of
mathematics necessary to be accepted into these programs.
They were also able to talk to young apprentices to find out what
benefited them in their high school experiences, as well as what would have
better prepared them for their apprenticeship.
Visits to our local Carus Chemical and Harper-Wyman Corporations rounded
out this experience and updated the counselors' "mental image" of what
a modern manufacturing facility looks like.
The activity provided the guidance counselors with an opportunity to participate
in very frank and open discussions about the construction trades and
manufacturing fields. As one participant wrote, "…the sincerity of the
various presenters in wanting to help and work with educators was apparent.
They all seem to want to build their own little "family" of
workers and I think we should help supply them with the best from our
"educational family".
__________________________________________________________
Construction Industry Career Expo
Triton College
2000 Fifth Ave., R-317
River Grove, Illinois 60171
Abstract
The Des Plaines Valley Education-to-Careers (ETC), CISCO (The Construction
Industry Service Corporation Organization) and Triton College formed a
partnership to organize the Construction Career Expo. While the Des Plaines Valley ETC promoted the event, which
gathered over 480 eighth grade participants, CISCO secured construction trade
volunteers and supplied appropriate materials and equipment. Meanwhile, Triton
College provided the space, students and staff volunteers, and routine
maintenance and materials associated with the Expo and the trades people
volunteered their time and energy to open up a world of
information to the students.
The goals of the Expo were to expose participants to the world of trades, to
delineate educational requirements, and to create a database of potential
applicants for apprenticeship programs. The
event involved workers from many of the area trades, including roofers,
laborers, bricklayers, carpenters, electricians, crane operators, insulation
installers, painters, and pipe fitters. Due to safety constraints, students of
this age would not normally be permitted on a job site.
But through the cooperative efforts of CISCO and the trade professionals,
a safe environment with a wide array of hands-on job experiences was created.
A tour guide organized students into groups of ten to fifteen and escorted them
to each trades' exhibit. Students
learned the basic techniques involved in laying brick, hanging wallpaper,
installing pipe insulation, making electrical connections, assembling a wooden
toolbox, applying roofing, using a crane simulator and operating a jack hammer.
In addition to learning some basic techniques associated with various trades,
participating students learned about job availability, pay scales and the
benefits of particular careers in the trade areas.
A qualitative and quantitative follow-up survey indicated that participating
students held a 96% positive response regarding the Expo.
This model is replicable and plans exist to host another Expo in the fall
of 2002.
__________________________________________________________
If I Had A Hammer
Triton College
2000 Fifth Avenue, Room R-326
River Grove, Illinois 60171
Abstract
The "Hammer Program" at Triton College is a hands-on learning
opportunity where children apply mathematics, science, physics and team building
skills to construction an 8’ x 10’ foot house in two and a half hours.
"Hammer" bosses and adult volunteers supervise construction
activities.
"If I Had a Hammer" was developed by Perry Wilson, a
carpenter-turned-educator. The
program includes an extensive project curriculum in both English and Spanish
languages. All components of the 8'
by 10' house are made available through the "If I Had a Hammer
Foundation". The Home Depot
Corporation serves as a business partner and provides all tools and supplies
necessary for the project.
Triton College's "Hammer Program" provides real life construction
opportunities and hands-on learning experiences for children (age eight and
older) and adult volunteers. "If
I Had a Hammer" is one component of Triton's Pre-College Transition
Programs. Schools, clubs,
libraries, and other community groups make reservations to build the little
house.
__________________________________________________________
Triton/Westlake
Health Careers Scholarship Program
Triton College
2000 Fifth Avenue
River Grove, Illinois 60171
Abstract
The Triton College/Westlake Hospital Scholarship Program is designed to allow
current high school students interested in pursuing a career in healthcare the
opportunity to explore the various occupations available and to prepare them for
successful matriculation into a college health career program.
Triton College, Westlake Hospital, and three local high schools (two
public and one parochial) formed a partnership and were awarded a grant by a
local hospital foundation to provide scholarships to thirty high school
sophomores enrolled in one of the three partnership high schools.
The scholarship program introduces the students to health careers,
provides academic support, promotes seamless transition into and graduation from
a health career program at Triton College, and ultimately provides a pool of
qualified employee candidates for Westlake Hospital.
Changes in the delivery of healthcare continue to impact institutional employers
in many different ways. In addition
to financial concerns, managed care, the advent of unlicensed assistant
personnel, demographic changes, and the "graying of America," health
care institutions are reporting difficulty in hiring qualified nurses and allied
healthcare professionals. Likewise, such changes and the inability to attract students
into health careers, along with decreases in Health Career program enrollments,
and a less academically prepared college pool, not only have implications for
potential employers, but nursing and allied healthcare preparation programs.
The Health Careers Scholarship Program seeks to provide an early introduction to
healthcare opportunities to these high school students.
The program is a comprehensive program of study and work, where 30
current high school students are exposed during their junior and senior years to
educational opportunities and work-related exposure to health careers at Triton
College and Westlake Hospital. While
still in high school, students are guided into courses like algebra, biology,
chemistry and others to help prepare them for the rigors of health career
courses in college. The students
are also assigned a professional tutor and mentors to lend support and
encouragement. Qualified students
can take such courses like medical terminology, medical ethics, introduction to
health care, and other prerequisite college level courses for dual high school
and college credit at Triton College. In
addition, at Westlake the students are receiving work-related exposure to health
careers. They work side by side
with healthcare professionals in all the health career areas.
Once they have made their decision regarding their future health career
choice, they will be able to spend additional time in those areas.
__________________________________________________________
Once Upon A Time…
Williamsfield CUSD 210
325 West Kentucky Ave.
Williamsfield, Illinois 61489
Abstract
The family and consumer science department , the media department and the
biology department at Williamsfield High School have developed a
cross-curricular integrated program that encourages the selection of
books for children from birth to age six.
The basic tenant of the Once Upon A Time Project is to promote the importance of
early childhood literacy and reading in the community. Through the program, high
school students work with parents and children to explore and understand the
importance of reading during early childhood. Although the benefits to parents
and children are obvious, the benefits to high school students are also
numerous. Participating high school students learn the key components of
story-telling, how to read-aloud to children and what characteristics to look
for in quality children's literature.
To prepare for meeting parents and reading to children, the participating high
school students were encouraged to conduct research related to children’s
literature, conduct book evaluation, develop literature displays, conduct
advertising, use First Search and other web tools, and, ultimately, conduct
seminars involving parents within the community as a service project.
In the service project, students presented parents with the methods and
resources necessary to enable them to make their children literacy-ready when
they enroll in kindergarten.
Students, parents, the Williamsfield Community Library, and District 210
students explored learning styles, work-place skills, integrated curriculum, and
careers while encouraging a community early reading project.
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