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Official Occui)ational Skills Program Handbook.Vocational-Technical Education. A Handbook for theOccupational Skills Program for Special EducationStudents.

INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of.Instructional Services.

REPORT NO Pub-TAC-72-4221PUB DATE 71NOTE 168p.

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EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS Behavioral Objectives; Bibliogkaphies; Employment

Opportunities; duidelines; HandicaPped Students; *JobSkills; Learning Activities; Manuals; OccupationalClusteFs; *Prevocational Education; ProgramDescriptions; Program Evaluation; ResOurce Materials;Secondary Grades; Services; Skill Development;*Special Education; *Teaching Guides; *Vodational.Development

IDENTIFIERS Beginning Competence; Career .Awarenss

ABk1RACTThis handbook, for use in a prevOcational program

providing' special education students in high school with occupationalsktllsr provides guidelines and teaching procedures for,use inimplementing a program at, district or school leVel. An overalldescription of the prograt delineates roles and responsibilities ofall program participants, and suggested occupational skills unitsprovide learning activities for the handicapped, resource lists, andbehavioral objectives for specific jobs within nine occupationalclusters. For edCh of those jobs or groups of jobs, related subjectareas and materials lists are correlated with specific occupational-experiences. Program evaluation sheets, a vocabulary list,"a.bibliograp6yr, and geneializations for Oreer education complete the

. handbookr developed-by_teachers, counselors, administrators. and-representatives from organized labor. (AG)

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U.S. DEPARTMENT OF HEALTH,it EDUCATION & WELFARE

. OFFICE OF EDUCATIONTHIS Documor HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT, POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU!CATION POSITION OR POLICY.

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.OFFICIAL

OCCOPATIQNALSKILLSPROGRAMHANDBOOKVOCATIONAL- TECHNICAL

DIJCATION

A HandbooKfOr theOccupatiOnal Skills Programfor Special Education Students

OFFICE OF INSTRUCTIONAL SERVICESDEPARTMENT OF EDUCATIONSTATE OF HAWAII 1971

PRINTED BY THE OFFICE OF LIBRARY SERVICES/TACPUBLICATION NO. TAC 72-4221

a

a

PREFACE

The restru.ct. ed setondary vocational-technical education-progrfulfill the needs of th many yOlngsters in search of relevant occuRatiwill unite an. individual with a suitable ,curriculum in such a way thatpursue his occupational goal--be it immediate entry into an occupatiothe coMmunity colleges, trade schools or apprenticeship programs,

. The sOccupational Skills .0rogram, a sub-program within the resfically for\ speCial education, studerits-,the handicapped, youths of ourthe DepartMent Of Education's SpeCial Education Program by providiiences for the\se'students, to help them in.their quest for a meaningfuin their adulthod.

This handbook was developed to provide sufficient guidelines forOccupational Skills Program.

8HIRO AMIOKASuperiritendent of Ed

PREFACE

red secondary vocational-technical education program for Hawaii is designed tothe many youngsters in search of relevant occupational preparation. The programdual with-a suitable 'curriculum in such a way.that he will be better equipped toional goal--be it-immediate entry into,an occupation, to'continue his training ineges, trade schools or apprenticeship programs, or to aspire, toward a profession

nal Skills Program, a sub-program within the restructured program,.. is speducation studentsthe handicapped youths sa our state. This program re nforce;sEducation!s Special Education Program .by providing actual. Occupational xperi-idents, to help them in.their quest for ameaningful and satisfying job fulfillment

was developed to provide sufficient guidelines for the implementation of theProgram.

SHI0g0 AMIOKASu:perintendent of Education

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ACKNOW.LEDGEMENT

We cratefully acknowledge the contributions of the following participantsof this' material:

AdministratorsTed AbearEsmond Chun

HazamaStanley Kau

District StaffLaurence qapellasLois McCa tneyMiles MuraokaRene Nishikawa

Teachers and Counselors

Morris KimuraPaul KobayashiGordon KuShimaejoGor on Kuwada

James AbeJessie AugustinAdeline ChoiDennis Dung-John Fbsta.Ronald FuchigamiArnold FujiiArthur FujitaSandra Garrett

I Vivian GordonJoseph Grpgas, Jr.

i ChamR Ono,Edward Sakai

Toshio SekiViolet Todoki

Doris HattoriPhyllis HeeDoris HigaDaniel Hipa,Rose HoRoy IchinoseHiroshi Ige,Lamaar Jenson

. Hideo KaneesunaYuri KanzakiAlfred KaUmeheiwa

Stanley Lau.Ronald MartinMamoru MatsumuraKiy-Oshi Minami

Oc cupational SkillsLawrence Fn-Jack HiraiJames NakarJohn Wilke r s

Henry KubotaRaymond ILauTressie LavinLing MarkBarbara MasonRob`eltMcKellarGlen MuramotoShizue MurashigeBrian NakashimaEtta Ho NipHerbert Okano

ACKNOW DGEMENT

t.

.dge the contributions of the following participants in the development

orris Kirnuraaul Kobayashiordon Kushirnaejo

Gordon Kuwada

Champ OnoEdward SakaiToshio SekiViolet Todoki

Doris HattoriPhyllis HeeDoris HigaDardel,Hipa, Jr .Rose HoROy Ichinose .

Hiroshi IgeLamaar JensonHideo 16.netsunaYuri KanzakiAlfred Kaurneheiwa

Stanley LauRonald MartinMamoru MatsumuraKiyoshi Minami

Raymond MiyasaioFred MurataToshiyuki -NakasoneIsamu liejima

Occupational Skills Program CoordinatorsLawrence Fukumoto'Jack HiraiJames NakamuraJohn Wilkerson

'Henry KubotaRaymond LauTressie LavinLing MarkBarbara MasonR obeif McKellarGlen MuramotoShizue MurashigeBrian NakashimaEtta Ho NipHerbert Okano

Howard OkimotoGlenn Ourik,Thomas SaitoStephen ShibuyaRichard TairaRobert TakahashiLint oln TakenakaSachi TakeuchiRonald Uchida I

Allen YokomotoYonamine

(continued),

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-State StaffMrs-: Emiko Kudo, Administrator, VocatiOnal-Technidal EducationMr. Thomas Hatakeyama, Program Specialist, Agricultural EducatiDr. Lawrence Inaba, Program 'rSpecialist, Industrial-Technical EduMr. Frank Kanzaki, Program Specialist, Industrial. Arts EducationMrs. Barbara Nakagaliva, Progbam Specialist, Home Edonomics Ed

.- Mrs. Florence Sakai, Program Specialist, Business Education

ACKNOWLEDGEMENT (Cont.)

Labor Union RepresentativesMr. Harold De Costa, Director of Training, Carpenter-s UnionMr. David Thonipson, Educational Director, ILWU Local 142Mr. Antdne Kahawaioloa, Jr. , Business Agent, General Trades, ILMr. Takeshi Kouchi-, Oahu Division Representative, ILWU Local 14

TOyomasa Oshiro, Office Manager,, ILWU Lotal 142Mr. Alan Moon, Training Coordinator s Hotel and Restaurant Emplo

Union, AFL-CIO Local 5Mrs. Marsha White, Staff.Assistant, Hofel and Restaurant Employe

Union, AFL-CIO Local 5

Workshop ConsultantsMrs. Lenoi:a Gross, former Coordinator of Vocational Education in

of California (1969)Mrs. Glee Saunders, Program Officer for the Handicapped Persons

Washington, D.C. (1970)

Participating SchoolsAiea High SchoolBaldwin High SchoolCampbell High SclioolCastle High School

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Farrington High SchoolKahuku High SchoolKailua High SchoolKaimuki High School

Mrs. Renee Nishikawa, Beginning Teacher Supervisor,, Special EduFukumoto, .Øbordinator, Occupational Skills Program, Honolulu Distridtcompiling.fhe .materials for the original draft of this handbook.

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Kapaa High SchoolKonawaena High 'SLeilehua High SchMcKinley High Sci

ACKNOWLEDGEMENT (Cont.)

trator, .Vocational- Technical Educationrograrn Specialist, Agricultural Education

am Specialist, Industrial-Technical Educationam Specialist, Industrial Arts Educationrogram Specialist, Home Economics Educationram SPecialist, Businesth Education

ctor of Tra. ng, Carpenters Union:atiOnal D ect r , ILWU Local 142r. , Busi ess Agent, General Trades, ILWU Local 142Division Representative, ILWU Local 142ice Marla r, ILWU Local 142oordinator, Hotel and Restaurant Employees and Bartenders

\ssistant, Hotel and Restaurant Employees and Bartenders

Coordinator Of Vocational Education in the Stockton School District

,--arn Officer for the Handicapped Persons, U.S. Office of Education,

rington,High Sc.hooluku High Schoollua High Schoolmuki High School

Kapaa High SchoolKonawaena, High SchoolLeilehua Highl\ SchoolMcKinley High School

Nanakuli High SchoolWaialua High SchoolWaianae High Scho'olWaipahu High School.

.\ginning Teacher Supervisor, , S'peCtal Education, and Mr. Lawrence .'''ational Skills Program, Honolulu District, We-r...e responsible.for

,.original draft of this handbook.

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THE OCCUPATIONAL SKILLS PROGRAM

TABLE OF CONTENTS

Page

PREFACE ,,

ACKNOWLEDGEMENT ii-INTRODUCTION

AN. OVERVIEW OF HAWAII'S RESTRUCTURED VOCATIONAL-TECHNICAL-EDUCATION PROGRAM FOR SECONDARY SCHOOLS 2

THE CD.;CUP-ATIONAL SKILLS PROGRAM 6

Objective 6Description Of the Program 6.

ROLES AND RESPONSIBITTIES OF PARTICIPATING MEMBERS OF THEOCCUPATIONAL SKILLS PROGRAM

a

The State StaffThe District Staff 9The School Administrator .

9Counselor .. 11.The

The Occupational Skills Program Coordinator 12The SpeciaEaucation !Teacher 15

_ The Job Skill Instructoi I 17

CHRONOLOGICAL ORDER OF THE OPERATIONAL PROCEDURES FOR THEOCCUPATIONAOKILLS PROGRAM 19

IDENTIFI/CATION OF HANDICAPPED PER.SONS 21-

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UNIT,OF ORIENTATION TO THE WORLD OF WORK

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Objectives for-the Unit 22Course Content Outline 22

I. Considerations for Choosing Occupations 24"II. Securing a Job 27III. Attaining Success on the Job 30

OBSERVATION 35 _J.-/-Student Preparation for Observation Check Sh.eet 35_

Student Observation Sheet 3 6

A MINIMUM PERSONAL,CHARACT.aR-ISTICS PROFILE 37

. SUGGESTED OCCUPATIONAL SKILLS-UNITS OF INSTRUCTION 40

Business Oc_cupationsClerical Services 41.

Clerical Aide 41Delivery Clerk 41Duplicating Machine Operator Helper 0 43

Business Occupations--Related Sales Services 45\Stock Clerk, Stacker,,,Warehousernan 45Package Wrapper, Packer..Trainee 47Courtesy Clerk 49Truck Driver Helper 51

,/Personal/Public Service Occupations.--Supervised Child Care Services 53

Child Care Center HelPer

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Baby Sitter (for 2-10 year olds) 53. .

NurserY School Teacher's Aide 53

Personal/Public Seprit-e Occupations--Home Services 56

.Homemaker's Assistant 56

Per s onal / Public Service Occupations --Ground Maintenance Service s 59

Landscape Gardener Helper 59Yard Caretaker 59

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Personal/Public Service Occupations--Building MaintenanceServices 62

Janitor.Building Custodian 62Houseman, House Boy 65Hotel Housekeeping kssistant, Room Maid 68

Food Service Occupations--Supervise'd Food Services 70

BusboyA31.__gis Dish Carrier, Waiter Assistant 70'Di sh-wa sher 74Kitchen Aides 77Counter Girl, Counterman 80Baker's Helper 82

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Construction/Civil Technology Occupations

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Construction Tender (Mason, Plasterer, Carpenter, and Other/Building Construction Cra:fts) 84Termite Treater Helper 88

Mechanical Occupations

Auto Mechanic's Helper, General Mechanic's Helper -90Service Station Attendant -92Body*-Fender Helper 94

APPENDICES

EXHIBIT A.EXHIBIT B.

EXHIBIT C.

EXHIBIT D.

96

OCCUPATIONAL SKILLS INSTRUCTIONAL.UNIT PLAN 97OCCUPATIONAL SKILLS INSTRUCTIONAL UNIT

. .EVALUATIONOCCUPATIONAL SKILLS PROGRAM STUDENT

PARTICIPATION DATA -SUGGESTED EQUIPMENT AND SUPPLIES FOR THE

OCCUPATIONAL SKILLS INSTRUCTIONAL UNITSEXHIBIT E. 8URVIVAL VOCABULARYEXHIBIT F. "/PROGRAM EVALUATION FORMEXHIBIT G. !BEHAVIOR DESCRIPTION SCALE

99

100108110114

BIBLIOGRAPHY 116

.1

INTRODUCTION

This material is intended for the Occupational Skills Program in VoceEducation which is designed for the Special Education students in our highbasically is for skill development in pe-,:forming simple and specific job taof occupations which have bejen identified to be those that offer employmenstudents. The program also affords these students the opportdnity to explcareer possibilities.. The program concentrates on the development sof rolperformed under close superyision.

The Occupational Skills Program supports the Department's Special Ethe handicapped, which is to help the students develop into socially adjusteand vocationally competent contrTbuting members in our society.

1

The development of this material began in a workshop in the summerspecial education and vocational-technical teachers, guidance and counseliistrators from participating schools. The workshop group also included tlSpecialists of the Vocational-TeChnical Education Branch. The Consultantwas Mrs. Lenora qross, former Coordinator of Vocational Education in tlof California.

In the ensuing summers of 1970 and 197.1, similar workshops were hehigh Schools and districts which were scheduled to implement the OccupatThe original material developed in 1969 was further refined and revised ir1971. The consultant for the .1970 workshop was Mrs.. Glee Saunders, Pr(Handicapped Persons, U.S. Office of Education,. Washington, D.C. The cparticipants have been included in this publication.

The suggested instructional units included in this publication have beeout with representatives'of organized labor to ensure relevancy of occupatby students fornemployment.s #

This handbook includes an overall description of the program, the delsibilities of program participants arid suggested occupational skills unitional materials that shouldsbe helpful for total program planning at the di

615

INTRODUCTION

'ended for the Occupational Skills Program in Vocational-Technicalned for the Special Education students in our highschools. This progran-i.e lopment in performing simple and specific joh tasks belonging to clusterse been identified to be those that offer empl'oyment opportunities for thesealso affords these students the opportunity to explore the many different

program concentrates on the development of routine job skills that areupervision.

ills Program supports the Department's Special Education Program fors to help the 'students.develop into socially adjusted, functionally effective'nt contributing members in our 'society.

this material began in a workshop in the summer of 1.969 with',:ational-technical teachers, guidance and counseling personnel, and ad.rnin-ing schools. The workshop group-also included the State Program

bnal-Technical Education Branch. The consUltant for the 1969 workshopformer Coordinator of Vocational Education in the Stockton School District

ers of 1970 and 1971, similar workshops were held for personnel froms which were scheduled to implement the Occupational Skills Program.rveloped in 1969 was further refined arid revised in the summers of 1970 andr the 1970 workshop was Mrs. Glee Saunders, Program Officer for the

S. Office of ducation, Washington, D.C. The contributions of all theicluded in this publication.

actional units inCluded in this publication have been cooperatively workediof organized labor to ensure relevancy of-occupational skills being developedlent.

_

des an overall description of the program, the delineated roles and respon-'participants and suggested occupational skills units with related instruc-.)uld be helpfullor.total program planning at the district and school levels.

15c p.

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r./

AN OVERVIEW OF H'AWAIPS RESTRUCTUREDVOCATIONAL-TECHNICAL: EDUCATION PROGRAM FOR SECONDARY SCHOOLS,

There is a kind f occupational program for, every student. The Department of Education hasthree newly structured programs to offer in Vocational-Technical- Education in-order to fulfill-the

-needs, wishes and potentialities of differing individuals in their preparation for the opportunitiesthat exist today and will exist tomorrow in the Working world.

Basically all three programs were designed to increase the options available to individuals:1-to take employment at entry level jota, to move toward occupational, specialization at community,

colleges, technical schools and in apprenticeship programs, or to continue on into preparation forprofessions.

ir-sht-must be noted here that`Vocational-Technical Education is separated froni Practic 1 ArtsEducation. The Practical Arts Program is ,concerned with helping the individual to resp1ndsensitively to the technological developments and to cope effectively with the consequet. es in hispersonal life. The Vocational-Education Education program, on the other hand, is aimed.at moti-vating and 'enabling the individual to proceed purposefully in his occupational pursuit.

The total program was developed in accordance with the Master Plan for Vocational Educationwhich established the following guidelines:

1. The occupational needs of individuals rather than the cafegories of occupations must begiven sharp fo6us. The emphasiS is nfore on people in nee preparation-fothanupon occupations in need of people, although the need for congruence between the two isclearly recognized.

2. The Vocational-Technical program must serve persons in all categories of occupationallife; except the professions which are served by the professional schools. This willinclude education in a Wide range of skills and knOwledge through a wide range of agegroups, for both sexes, all races, and for 'persons at various social, educational, andeconomic levels.

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3. High priority must be given to those with special needs who uffer froth academic socio--economic and other handicaps which prevent them from succ ,.ng in their pursuit of anoccupation.

4.. The program must be so planned and structured to enable individuals to eiercls-e. their--right tb select the-means throughwhich they can fulfill their personal and social goalsat the same time that career goals are'being,achieved; this is essential to the individual's'sense of worth.

:The total education of the individual should be the major concern of the vocational-_ .

technical program rather than the concern for training in teChnical skills.. Generaleaucational development and vocational-technical skills are both essential components ofoccupational success. The basic educational requirements ior most jobs have risen inlight of the effect of technological advances. The learnings which in the past have beenconsidered to be general education are essential as part of the preparation for work. Thisis being felt in the following ways:*

a. More and more jobs are dependent upon the increasing amount of general educationas a prerequisite for ,learning their specialized asPects.

b. The skills and understandings developed by general education, especially those ofa verbal, scientific, and mathematical nature, turn out to be the actual occupationalskills of more and more occupations.

c. A substantial amount of general education is needed to provide the future worker withthe intellectual tools he will need for continued learning.

. The trend towar4% an increased amount of te'chnical content in most occupations suggestsa greater need for preparing workers for technical occupations. More jobs will take, onthe character of technician ocCupations. Many of those will also reflect the growing shift

- to occupations which are oriented toward the social and personal services in changingworld of work and leisure.

*Norman C. Harris, "Technical Education in the Junior College/New Programs for New Jobs,"Washington, D.C.: Arnerican Association of Junior Colleges, 1964, p. 27. (A study. of occupa-tional trends and educational requirements.)

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ef;r

6

7.EffeCtive guidance and counseling must-assume a place of major impoilance. It is clearthat the systetkiatic-pr-e-p-a-FatrOn-fOr sound Vocational choice is a necessary foundation on

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which-the vocational-technical education program inust be erected.

8. Vocational-technical education must be planned:as open-ended, continuous educationwith its major responsibility being to develop a readiness and a capacity for a lifetime of,learning and relearning of occupational knoWledge. In the past there has, been a tendency,for most pre-employment vocational-technical education to be planned as terminal educationalthough provisions were made for periodic updating. It is now clear, with the effects andimplications of accelerated technology on jobs, that no form of education, vocational or non-vocational, can become terminal.

9 . Vocational-technical education programs should be organized for maximum articulationfrom the seCondary level to the community colleges and from the community colleges tdthe four-year institutions.

10. The secondary programs in vocational-technical education should inc-riase the optionsavailable to individuals--to take employment at entry level jobs rfo move toward occupa-tional specialization at .communify-colleges and technical schools, or to continue on intopreparation for professionals.

11'. The secondary school programs should provide basic skills and concepts which applyuniversally to clusters of.occupations. The post-secondary programs in vocational-technical education willprovide the occupational specialization desired by individuals.

,12. The image-and prestige of vocational-technical education should be improved through-

counseling, research and other techniques.

A's a result.of instruction in the secondary school's vocational-technical education program, theindividual should bemitiliko:

. Be prepared,to enter a selected post secondary vocational-technical course of study.

Perform entry' level tasks within one or more related job families.

Assume responsibilities of a reliable worker in terms of appearance, conduct, and attitude.

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Each of the three Programs under two major categories is appropriatelown specific emphasis although-the common elements among them are the aexperiences included and a balance of academic subjects to go along with th(the three prog-rams and a brief descrIption of each are:

1. Preparatory Vocational-Technical Education

The Pre-Industrial Preparation Program is primarily for the underistudent to help him see the importance and usefulness of academic sjob task. This 'program zeroes in on the improvempnt of basic verb

/ scientific skills through correlating them with concrete occupational

The Introduction to Vocations Programs is guidance oriented and incthe possible career opportunities as well as experiences in the varictions. This program appeals to students with ying abilities, inteopposed to any one level of ability. In otpursue his interests in a highly techniCal fieldpeople may explore the opportunities in the so

II.. Occupational Skills

s, a student with sof work while another

1 services.

The Occupational Skills Program is for specific job skill develOpmeistudents enrolled in the high schools. The special education teacheicompetent instructor will work together to help these students becon

The occupational experiences for the above programs will be availablélarge clusters of occupations. They are: (1) Business OccUpations; (2)PeiOccupations; (3) Health Occupations; (4) Food Service Occupations; (5) EleciOccupations; (6) Construction/Civil Technology Occupations; (7) Mechanical(8) Technical Graphics Occupations.

75-

rograms under two major categories is apppriately titled and has itsalthough the common elements among them are the actual occupational-id a balance of academic subjects to go along with these experiences. Namely,a brief description of each are:

cational- Technical Education

rial Preparation Program is primarily for the underachieving disadvantagedhim see the importance and.usefurness of academic skills for performing aprogram zeroes in on the iMprovement of .basic verbal, mathematical andthrough correlating them with concrete occupational experiences.

n to Vocations Piograms is guidance oriented and includes knowledge abouteer opportunities as well as experiences in the various clusters of occupa-gram appeals to students with 'varying abilities, interests and aptitudes ag',

one-level of ability. In other words, a student with scientific aptitudes, mayests in a highlkntechnical field of work while another who likes tc work with

lore the opportunities in the social services.

'Us

al Skills Pro ram is for specific job skill development for special education,d in the high schools. The special education teaCher and the-occupationallyuctor will work.together to,help these students become employablp.

xperiences for the above programs will be available to an individual in eightations. They are: (l) Business Occupatiors; (2) Personal/Public ServiceOccupations; (4) Food Service Occupations; (5) Electrical/Electronics

ruction/Civil Technology Occupations; (7) Mechanical OCcupations; andOccupations.

Objectiv,e

THE OCCUPATIONAL SKILLS PROGRA

It is the obj.ective of the Occupational Skills Program in Vocaprepare Hawaii's handicapped students to perform occupational tato assurrie the responsibilitiess.of a reliable worker. They shouldand skills acquired.to seek and hold 'a job in a position which is cl

Description of the'Program

TI-it:! Occupational Skills Program in Vocational-Technical Edidentified as special. education students who are enrolled in the hi

The program basically is for Skill development in performingbelonging to clusters of occupations Which have been identified to IOPportunities for these students. These tasks are those p.,rformein nature. The tasks of the specific job family at the minimal_ skiclassi.'oom situation but will be practiced on-the-job within industiagencie s .

The general areas are: Clerical Services, Related.Sales SerServices , Home, SerVits--,--ClOthing Construction and MaintenanceServices, Shop and Building Maintenance Services, Supervised FoWorker, , and Oeneral Mechanical Worker..

It is also part of this program to help these students relate tosupervision, to acquire some grooming skills and to generally beof being a reliable worker.

The basic academic skill development of these students will beducation teachers at the school. The job skill instructor who iscooperate with the speci.p.l education teacher under this plan. Alle6operate with the special education program in the schools will btional Skills Program.

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OCCUPATIONAL SKILLS PROGRAM

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)ccupational\Skills Program in Vocational Technical Education tostudents to perform occupational tasks belonging to a job family andof a reliable worker. They should be able to apply the knowledge

a hold a job in a position which is closely supervised.

rogrankin-Vocational-Technical Education is, designed for individualsstudents who are enrolled in the high schools:

.for skill development in performing simple and Specific job tasksations which have been identified to be those that offer employmentts. These tasks are those performed under superviSion and are\routineecific job family at the minimal skill level will be_learned in a Simulatedpracticed on-the-job within industry, business, and public and private

jerical Services ; Related Sales Services, Supervised Child Careithing Construction and Maintenance Services, Ground Maintenancefaintenance Services, (Supervised Food Services, General Construciloncal Worker.

Ir7a\: am to help these students relate to. other s effectively, to 'accept'grooming skills and to generally be able to assume the responsibilities \

development.of these students will be the responsibility of the specialpl. The job skill instructor who is'a part-time hourly employee will

,Fation teacher under this plan. All other state and local agencies that,cation program in the schools will be indirectly assisting the Occupa-

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*11101.11VONIMIketlWI

An Occupatidnal Skills Program coordinator with a vocational-techincluding work experience, and with ability to work with others will beand may be loc-ated at a. high schcol within the strict. They will coorProgram within the districts.

In-service educatibn, cooperative work experience stations and inequipment are all important aspects to be considered for effective impand budgeting at the school level determine funding needs of the progra

--T6 fdr app-ristir rat tuns- ro-r"tlie-p-r ogr az ri .

The Occupational Skills Program supports the Special Education P'develop into socially adjusted and Vocationally competent contributing

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Program coordinator with a vocational-technical education backgroundand with ability to work with others will be assigned to each district

h school within the district. They will coordinate the Occupational Skillsts.

cooperative work experience stations .and instructional materials-and---t aspects to be considered for effective implementation. Program planninglevel determine funding needs of the program; allotments will depend onprogram.

s Program supports the Special Education Program to help studentsted and,vocationally competent contributing members in our community.

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I.

ROLES AND RESPONSIBILITIES OFPARTICIPATING MEMBERS OF THE OCCUPATIONAL SKILLS PROGRAM

The success of the Occupational Skills Program depends on the efforts of all participatingembers. With clearly defined roles and responsibilities, a meaningful program can be developed

at the school. The roles and responsibilities are outlined into seVen sections.

I. The State Staff V. The Occupational Skills Program CoordinatorII. The District Staff VI. The Special Education Teacher

III. The School Administrator VII. The Job Skill InstructorIV. The Counselor

t

I. The State Staff

A. The State Staff will provide direction and support for the implementation of the program.

B. The Vocational-Technical EucatiLn Branch of the State Office of Instructional Services, incooperation with the Special Education Branch and district personnel, will be responsiblefor the following specific tasks:

1. Develop information on Occupational Skills Program.

-2. Provide ori. entation' to Occupational Skills Program for all department personnel.

3..Provide in-service workshops for participants in Occupational Skills Prop-am.

4. Provide direction and guidance to coordinators.

5. Provide consultative service for facilities, equipment, personnel, and instructionalprogram development.

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6. Develop and coordinate program budget af the State level .for expansion and on-goingprograms during implementation period.

7. Monitor programs.

8. Evaluate programs..

II. The District Staff

A. The District Staff will provide,direction and support for ihe implementation of the-program within the districts.

B. The curriculum specialists and other distri9,t personnel will assurne the followingspecific tasks:

1. Locate and recommend for hiring the Occupafional Skills Program Coordinator for thedistrict.

2. Coordinate in-service activities.

3. Provide direction and guidance.

4. Provide consultative service for facilities, equipment, -and program development..

5. Make recommendations for budget requirements.

6. Assist in the development of the BI-7, (Quarterly expenditure plan).

7.. Coordinate Occupational Skills Program with the Program Coordinator of the District.

III. The School,Administrakar

A. The principal of the school or hfs designate will serve as team leader at the school.

1. Recruit a team wh ch will consist of

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following:

a. Principal\b. Vice-Principal'c. School counselor ,

d. Department chairman of special educatione. Special education teachersf. District Occupational Skills Program Coordinator

2. Designate a team leader from the following (if the principal cannot serve as the leader ):

a. Vice-Principalb.. School counselorc. Department chairman of special educationd. Special education teacher

3. See that the team leader coordinates the school's Occupational Skills Program with':

a. Total school staffb. School's special education teachersC. District Occupational Skills Program Coordinatord. Interested community groups and agencies

4. Assist the team leader, the school's special education teachers, and the OccupationalSkills Program coordinator to evaluate the program and be apprised of the needs,problems and successes of the school's Occupational Skills Program.

B. The principal of the school will determine the special needs of the program with.theteam.

1. Consider the special education Occupat'.onal Skills Program as part of the school'stotal educational efforts and consider its needs on an equal basis as all otherprograms.

2. Support the total efforts of the Occupational Skills Program by providing the resourcesessential in carrying out the program.

10

J.

<,

3. Approve the 0-ccupational Skills Program requests pertaining

a. Purchase orders for equipment and suppliesb. Job skill instructor's payrollc. Budget kequests for the yeard. Part-time employment contracts for job skill instructor

4. Assist with the program planning and budgeting for the school

IV. The Counselor

The counselor, as an Occupational Skills team member,, has the resPstudent and teacher in assessing the many factors relating to approprThe counselor may acquaint the faculty with the. OccupatiOnal Skills ix]appropriate *referrals.. The success of the program depends upon the-members which include state and district staff, school administratioroccupational skills program coordinator,, special education teacher,The counselor shall:

1. Familiarize himself.with the Occupational Skills Program han

2. Act as liaison with faculty, parents, community groups and otthe area.

3. Assist in student refOral, psychological assessment and apprin the Occupational Skills Program.

. Provide individual and group counseling services for studentsSkills Program who have social-emotional adjustment problen

5. Offer counseling services for post-high school planning.

6. Aid and assist in an on-going evaluation .of the 'Occupational Sk

upational Skills Program requests pertaining to:

ers for equipment and suppliesructor's payrollsts for the yearployment contracts for job skill instructor

-program planning and budgeting for the sChool year.

ccupationall Skills team member, has/the responsibility of helping theassessing the many factors relating ti3 appropriate vocational goals.uaint the/faculty with the Occupation'al Skills program and encourage

The success of the pl.ogram deperlds upon the cooperation of-all-tearn. state and district staff, school administration, the counselor, ,tram coordinator, special educadon teacher, and the job skill instructor.

aself with the Occupational Skills rogram handbook.

ith faculty, parents, community groups and other agencies in

__--t referral, psychological assessment and appropriate placementnal Skills Program.

al and group counseling services/ for students in the Occupationalwho have social-emotional adjustment problems.

servi_c-e-s for post-high sChool pl\anning.__

an on-going evaluation of the Occupational Skills Program.

r5,

1

t:

7. Provide information to the Occupational Skills team in the area of occupationalcareer exploration.

8. Act as a resource to students and teachers in appropriate areas related to theOccupational Skills Program.

V. The Occupational Skills Program Coordinator

A. School Level Activities

Orientation and Planning

1. Assist special education teachers in the dissemination of information about theOccupational Skills Program.

2. Acquire information on occupational interests and needs of students from SpecialEducation teachers and Department of Vocational Rehabilitation counselors.

3. Discuss with special education and job skill instructors the objectives of theOccupational Skills Program.

. 4. Plan with special education-and job skill instructors in developineinstructional units.

5. Assist in scheduling of the instructional units in the Occupational Skills Program.

Fiscal Responsibilities

1. Determine equipment and supply needs of program With specialreducation teachers..and job skillinstructors.

2. Assist school in completing form VE No.,time.and Evening Vocational Classes."

_

3. Prepare with school administration and special education teachers, program plansand budget for ,the year (to be,submitted during the spring semester for the nextschool year).

"Request for Authority to Operate Part-\

:I"

dr

Rules and Regulations

1. Inform speCial education and job skill instructors of federal, state, and county lawsand regulations relating to employment.

Z. Inform special education teachers of Vocational Education State Plan provisions.

3. Assist in orienting job skill instructors to school rules and regulations.

Evaluation Functions

1. Evaluate each unit after completion with job skill instructor and special educationteachers.

Z. Assist with f3lacement and follow-up procedures on graduates. . _3. Assist job skill instructor in completing VE Form 4, State of Hawal., '1Morithly Report

of Attendance for >Evening and Part-time Classes."

B. District Level Activities

1. Collect and summarize school level reports'for the District Superintendent.

Z. Participate in District Special Education Teacher 11 meetings and Department ofVocational Rehabilitation meetings.

r"7-:

3. Provide resource information pertinent to Occupational Skills Program to teachersand school administrators.

4. Collect and report to State, the school by school reports for the district through theDistrict Superintendent.

5. Locate and screen job skill instructors in accordance with State Plan requirementson qualification of these teachers:

-.13-

Distributive EdUcationTwo (2) years as a paid worker in distributive occupations.

Health Educaiion-A minimum of three (3) years of experience in the area in which they arehired to/ teach.

1

'

Home Economics'EducationAdecllate work experience in the_occupation to be taught as determined bythe staff of the State Board for Vocational Education.

Offi,ce EducationOne (1) year as a paid worker in office occupations.

Technical TeachersA minimum of three (3) years of experience as a skilled technician in anoccupation .or clustei.' of occupations relating to technology to be taught.

Trade and Industry TeachersSubject matter competence gained by fulfilling a standard learning periodand a minimum of ihree (3) years of journeyman experience.

6..Assist job skill instructor with application forms for employment.

a. Form W-4, U.S. Treasury, "Employee's Withh-Ording Exemption Certificate"b. Form HW-4, State of Hawaii, "Employee's Withholding 'Exemption and Status

Certificate"

7. Orient job skill instructors to attendance record keeping and payroll procedures.

8. Recommend for appro'val all purchase order for-program needs.

-14-

33rnrs

Other Activities

1, CornMunieate With..hus.:ineses ,-iridustries , unions and_Other-private--and-governrfie-n-t----agenCie s regarding inforMation relative to this prograrri.

2. Participate. in-godupational Skills Proer.am 'Coordinator' s me ting

V. The Special-Ed,ucation Teache'r., .

A. Orientation Procedure.

The specia. /e/ducation teacher .shoUld thoroughly exa ine'and study the OccupationalSkills Py. gram Handbooks.

, .

1. Z(xplaiiithe Occupational Skills Program to students. :,,r/ md

. / /2. Assist school administration in the dissemination of information about the OccupationalSkills Program. -/. .

-

B. Responsibilities Related to the Occupati/o/nal Skills Program

1. Prepare with school administration and the occupational skills prograrn coordinator,program and bUdget plans for.thyear (to be subrnitted during the spring semesterfor the ne:ct school year).

2. List job skill areas to be cdvered accordinil.to each individual student''.: capabilities_ .and interests-,

3. Select and assign students for the different units of instruction.

4. Provide instruction for the related academic skill development for each unit.

5. 'Schedule the, occupational skills units of insti-uction with the assistance of the occu-pational skills program coordinator and job skill insfructor..

-15- -

34 7"

6. Determine equipment and supply needs with the help of the occupational skills progriamcoordinator and job skill instructor..

7. Be -responsible for the safekeeping and inventory of occupational skills programsupplies and equipment. 9

8. Process insurance coverage for students who are unable to afford the school planpayment prior to participating in the Occupational Skills Program.

9. Clear student tranpsortationprocedures to and from job exploration_stations.-----Submit instructional unit evaluation after completion of eachu-nit to the occupational

skills program coordinator (see appendix Exhibit

Record each student's-Occupational Skills-Program experience for individual's fileon the special card form titled, "Ocoupational Skills Program Student ParticipationData," found in appendix (Exhibit C).

12. Initiate and conduct the unit on the "Orientation to the World of Work."

10.

11.

C.

13. Provide on-going counseling to occupational skills program students.

14, Plan for field trips withthe assistance of the occupational skills-piograrn coordinatorand job skill instructor.

Occupational Skil)ls Instructional Unit D-e-velopment.

1. Assist the joiskill instructor in unit planning, together with the occupational skillsprogram coosetinator. .

Z. Use the han ')pok fdr suggested activities relating to academic skills development.

-16-

VI. The Job-Skill Instructor

--illhe job skill instructors are occupationally competent in the specific skill areas in whichthey teach.

f

A. Orientation Procedure

1. Familiarize self to:

a. Agreement of coniractb. School procedures and poli6iesc. School facilitiesd. Program goalse. Schedulesf. De.scription of students that the job skill instructor will be working with

Z. Become fully oriented to theTrogram through visitations or through other media.

3. Work closely with the berson designated by the school administrator to orient thejob skill instructor:

a. The school counselorb. Special education department chairmanc. Special education teacherd. Coordinator of the-Occupational Skills Programe. Any other school level administrator

B. Occupational Skill/ s Instructional Unit Development-

1. Identify tasks a,nd sequences of tasks on the unit plan outline with the assistance ofthe coordinator and special education teachers.

2, Suggest equipment and materials appropriate for the particular skills area.

3. Suggest other resources available for the particular skills area.

-17-

;

C. -Evaluation.

1. Submit an evaluation of the completed unit of instruction using the evaluation formprovided for the Occupational Skills Program.

2. Subniit recommendations for improvement.

3. Offer written or oral individual student evaluation encompassing such things asbehavior and attitude s.

CHRONOLOGICAL ORDER OF THEOPERATIONAL PROCEDURES FOR THE OCCUPATIONAL SKILLS PROGRAM

1..Survey students' occupational interests.

2. Survey industry and unions for job needs and labor demands.

3. Locate job skill instructors.

4. Perform taSk analyses for occupations.

. Plan units.

6. Determine equipment and supplies needed for instructional units.

Submit program applications (VE Form 8).

8. Issue purchase orders for'equipment and supplies.

0.

9. Certify and hire job skill instructors (432, VT-4 Federal and State, Application Form).

10. Orient students to program and job skill instructors to rules and regulations of the school.

11. Carry out instructional activities.

12. Keep class attendance (VE Form 4).

13. Complete (VERIFY) enrollment cards for each occupational program.

14. Submit payrolls (Form A--6).

'--------1-5-:--Evaturateindividual student's performance and unit programs Exhibit "B").

16. Update student's program participation data (Exhibit-"C").

17. Prepare program plans and budget for the following year.

IDENTIFICATION OF HANDICAPPED PERSONS

Handicapped persons, as defined by-the U.S. Office of Education and adoptedin the State .Plan for Vocational Education, are identified as:

Those persons who are mentally retarded, hard of hearing, deaf,speech impaired, visually handicapped, seriously emotionallydisturbed-, cripplied, or other health impaired persons who, byreason of their handicapping condition, cannot succeed in a voca-tional education program designed for persons without such handicaps,and w o, for that reason, require special educational assistance or amodi ied vocational education program.

In the State of Hawaii, handicapped students are identifiedand generally assignedto special education, classes with special teachers for the major portion of theirschool day.

k."

UNIT_ ON ORIENTATION TO THE WORLD OF WORK

Introduction

The secondary program for Special Education students emphasizes the development of skills andattitudes necessary for the satisfactory transition from school to the adult society. The following

, unit on the "Orientation to the World of Work" provides a meaningful background for all students,---eiitering the world of work.

Objectives of the Unit

1. Evaluate own r,--rsonal qualities in terms of those needed by a successful worker2. Increase skill in managing interpersonal relationships on a job3. Comprehend the nature of the vartious jobs and the job expectations.4. Increase awareness pf the employment opportunities in various fields5. Recognize the value of making wise vocational choices and to be aware-of the factors

which influence these choices

Course Content Outline

I. Considerations for Choosing Occupations

A. The World of Work

1. Why do we work?2. Why should we work?3. Why do we want to work? ,,,17

B. Personal values and goals,

1. Interests. 2 . Aptitude s

-22-

C. Occupations

1. What types of jobs are available inin Hawaii?

a. Nature of jobsb. Place of employmentc. Educational requirementsd. Qualificationse. Employment outlookf. Job hazard-s

2. Whatare job families?3. What does each job involve?

II. Securing\ a Job

A. How to get a job

1. Personal 'contacts2. Community f.cilities3. Private organizations4. Government organizations

B. Credentials and regulations

1. Social security2.. Health certificate3. Birth certificate4. Reference letters5. Labor unions6. Labor laws

a. Minimum wageb. 'Employment of women and childrenc. Working conditionsd. Wdrk permit

7. Withholding fax8. Fringe benefits

III. Attaining SUccess on the Job

A. Applying for a job

1. Letter of application2. Application forms

k?3'. Jper sonal re sume

-23-

4. Interviews

a. Appearanceb. Conductc. Information to exchanged. Evaltiating the job opportunitY

B. How to hold a job

1. Self-under standing2. Independence, autonomy3. Security4. Self-improvement5. Problem solving6. Motivation7. Self-discipline8. Tolerance9. Work hab/4.s

lo. AttitudeIC. Personal,appearance

1/

1. ,Grooming2. Seleceing appropriate clothes for../

a JOE)3. Clothing budget4. Wardrobe planning5. Care of clothes6. Mental and physical health

D . Busine s s etiquette

E. Human relationships1. Emplpyee-employer2. Employee-employee3. Employee-customer

I. CONSIDERATIONS FOR CHOOSING OCCUPATIONS

Generalization: An appreciation of the world of work helps one. to Understand the vital contribution ;

of each worker.

Conte,nt . ActivitiesTeaching Aids -

Supplies and Equipment

. The World of Work

1. Why do we work?2. Why should we'work?3. Why do we want to work?

14.

Discuss and list reasons why wework

SUgge st .advantages of, economicself-sufficiency vs. dependency(cover following points)

1. Encourage higher standardof.living

2. IMprove self-image andphysical health

3. Become contributing memberof s'ociety

4. Have more freedom inchoices of living area,.travel, etc.

5. Have less need for govern-ment support

Study newspaper ads

Emplids.ize-;---atheie is dignity inall kinds of labor."

-24-

Local newspaper ads

The Job. AheadRoche ste'rOccupation Reading Seriesby Herman R. Goldberg

-

Generalization: 'Making wise vocational choices necessitates assessinggoals, interests aiad aptitudeS.

Content Activities'

B. -Personal values and Prepare a list of values you havegoals held at different ages and stages

of life. Compare list with thoseyou now hold. Identify those sharedby your family.

After reading various reference's ,

select a panel to discuss "Howvalues are formed." What contri-

.

butes to differences 'in values heldb'y individuals and their families?

1. Interests InVite a guidance counselor to

Z. Aptitudes

,.speak to the class ,on "As's_ urningResponsibility for ,Self Direction. tlArrange to take aptitude tests,

, interest inventory tests--if pre-*vious te-sting has not been done.Evaluate with counselor.

ts

Summarize backgrounç1cperienceand futdre plahs.Evaluate present and future schoolsubjects for usefulness to individualin respect to personal develbpmentand employability.

zPrepare a bulletin board display ofhobbies or leisure time activitieswhich could be the basis for future,vocations.

44

g wise vocational choices necessitates assessing one's personal values,interests and aptitudes.

Activitles

'1-

Teaching AidsSupplies and Equipment

Prepare a list of values you haveheld at different ages and stagesof life. Compare...list with thoseyou now hold. Identify those sharedby your family,.

After reading.various references,select a panel to discuss "Howvalues are formed.." What contri-

es to differences in values heldby individuals ancl their families?

'Invite a guidance counselor tospeak to the class on "AssumingResponsibility for Self Direction."Arrange to take aptitude tests,interest inventory tests--if pre,-vibus testing has not been done.Evaluate with counselor-.Summarizi2 background experienceand future plans.Evaluate_present and futUre-Schoolsubjects for usefulness to individualin respect to personai. developmentand employability.Prepare a bulletin board display ofhobbies or leisure time activitieswhich could be the basis for futurevocations.

-25-'1%

!;i44

Teen Times, Sept. 1961. -

America, Office of Education,Dept. of Health, Educationand Welfare, Washington,D .0 .

Pamphlet: Let's Explore YourCareer. Hackett, Edward,Cooperative Extension Service,University of Maine, Orono.

Generalization:

. -

The awareness of job opportunities is conducive .to inte.for employment.

Content Activitica.C . Oc cupations

1. What types of jobs areavailable in Hawaii?a. Nature of job .

b. Place employe.c . Education .require-

mentsQualifications

e. EmploYment outlookf. Joh hazardi

. Job fif-nilies

, Using Occupational Outlook Hand-.,

book or other available references,_ -

investigate several jobs. Includethe following dnformation:

-

\

. .Whai doefs. 'each' job,1inVolve?

d.

Nature of workWhere employed

--TraininerequirddQualificationsEmployment outlook

Define job fainilies and job leyel.s(unskilled, sex-rill-skilled, skilled',.technical , pr (Die s sional).. Identifythe charaete0Stics, training. .

needed and q(iialiiic.ations for eachleVelT DisctSs factors influencinglevel,of_job/at .which individualswork or se'lect%.s goals.Classify. jobs ac cording. to edu-cation needed. .

5

..InVite a representative from..theState. Employment IS.ervice orChamber . of CoMmerce' to/di scus semployment .opportunities -and theneed.for qualified persOnnel.''

-26-

areness of job opportunities is conducive to interest in and preparationployment.

bs areaii?

redquire-

outlook

Teaching AidsActivities Supplies and Equipment

Using Occupational Outlook Hand- Hopke, Willia.m E. , Ency-book_or other available refer'e-rices,clopedia of Careers andinvestigate several jobs. Indludethe following information:

Nature of workWhere employedTraining requiredqualificationsEmployment outlook

Define job families and job levels(unskilled,, skilled,technical, professional). Identifythe characteristics, training"needed.and qualifications for eachlevel. Discuss factors influencinglevel of job at wbich individualswork or select as goals.Classify jobs actording to edu-,cation needed.InVite a representative from the n'StateEmployment Service orChamber of Commerce tO discuss:ernployMent bpportunitie s and- theneed for-qualified personnel.

(- 6-

.

a

'Vocational Guidance. NewYork: Doubleday and Company,Inc. 1967.Occupational Outlook Handbook,Superintendent of-Documents.U . S . Printing Office, Wash.25, D.C. $4.50.

Career Pamphlets, .Metro-politan Life Insurance Co.

Dictionary of OccupationalTitles, 3rd Ed. , Superintendentof Documents, U.S. Govern-ment Printing Office, Wash.25, D.C.

See Student Check Sheets forJob Observation.(1) Student Preparation for Ob-

servatipfi Check Sheet:(2) Student Observation Sheet.

;

47 "

II. SECURING A JOBGeneralization:-__Understanding the job procurement procedures arid legal fac

, employment contributes to securing a job.

Content Activities

A. How to look for a job1. Personal contacts2. Community facilities3. Private organizations4. Government agencies

B. Credentials and regula-tions

1. Social Security2. Health certificate3: Birth certificate4. Reference' letter s

5. Labor unions

Using "help wanted" ads from alarge city list the type§ of employ-ment opportunities available.Identify each according to the joblevel.

Prepare a bulletin board using alocal map to mark the name andlocation of sources of help in findinga job in or near your area.Collect information by visitingagencies or inviting a rePresenta Socialtive to speak regarding procedures the Cto u§e, background information of of Wapplicant requested, types of, Docuemployment opportunities available. 20402Read.literature pertaining to SomeSocial Security.,Discuss cost, . Aboutbenefits, purpose and an individ-ual's resp9nsibility in obtaininga social security number. ,

Re or

Discuss procedures to use inobtaining, birth certificates andhealth certificates. Considerreasons why these are necessary.

_

-27-

Bulle!of DomentD.C.

II. SECURING A JOB

nding the job procurement procedures and legal factors involved inent contribute,s to sectiring a job.

lesons

les

ActivitiesTeaching Aids


Using "help wanted" ads from alarge city list the types of employ-ment opportunities available.

identify each according to the job

Prepare a bulletin board using alocal map to mark the name andlocation of sources of help in finding_-a job in or near your area.Collect information by visitingagencies or inviting a 'representa-tive to speak regarding proceduresto use, background information of

-appliant requested, types of )employment opportunities available.Read literature pertaining toSocial Security. Discuss cost,benefits, purpose and an individ-uars responsibility in obtaininga- social security number.

Discuss procedureg to use In\ obtaining. birth certificates'and

certlficates.. Corisiderreasons why these are necessary.

\

Report of the Committee on$oci'al Insurance and Taxes, tothi Commission on the Statusof Women, Superintendent ofDoCuments, Washington, D.C.20402 $1.25..Sipple Fabts for -Young WorkersAbout Work and Labor Laws,Bulletin No. 208, Superintendentof Documents, U.S. Govern-ni*t Printing Office; Washington,D.C., 11959.

49

Content ActivitiesTeaching Aids

Supplies and EquiPiiient

. Labor laws

a. Minimum wage\

b. Employthent ofwomen and chil,dren

c. Working conditions

d. WOi.k.permit

. Withholding tax

. Fringe benefits

A+.

Consult .references concerninglabor laws of Hawaii.

---Practice writing letters requestinga letter of recommendation or useof person's nameDiscuss:

whom to-askhow to askwhen to ask

a s reference

Interview-business people to learntheir viewpoim.

Examine income tax forms.Praetice making out a W-2 form.n exchange or combined classwith the Business EducationDepartment might be arrangedfortfiis diScussion.Define the term:"fringe benefits."Ask parents what fringe benefitsare available at loc-al establish-ments.Discusstake home salaty aftercomputing, deductions 'for dues,insurance payments, assessmentsand taxes.Di scu'as banking' procedure s .

Tax forms

Biegeleisen, J. I, , Getting a"Job With a Future, New York:Grosset and Duhlap Publishers ,

1967. $1.95.

Content Activities Supp

C. Applying for-,. job

1. Letter of application

2. Application forms

3. Personal resume

4. Interviewa. Appearance

b. Conduct

c. Information toexchange

d. Ealuating the jobopportunity

51.

Practice writing letters of applica-tion in "answer" to news ad.Practice filling out'applicationforms from local business estab-lishments.Write personal restime followingsuggested forms.

View filmStrip: Getting and Keeping FilmstrYour First Job (Part'I). Discuss Your Fispeciffc points to remember When' As-s:ociahaving ari interview. Panel discus-sion Of what is meant by aPpropriate'appearance for an interview.

Read several references on inter- Filmstrviewing techniques. Job. A

CompaInvite a business nian, personnel Blvd.,manager to discuss "Getting 91-10-6Role play various. interviewing $15.00situations. Discuss proper etiquettefor interviews.Have biizz groups prepare list of.information to be given to the inter-viewer. ,Other group prepare listsof questions to ask the'enaployer.Combine listS and eva1uate iternsmentioned.- _.(

DiscuSs the types of topics whichwould not be discussed.during theinterview.

kr,ar



Practice writing letters of applica-,tion in "answer" to news ad..Practice filling out applicationforms from local business estab-lishments.Write personal resume followingsuggested.forms.

View filmstrip; Getting. and Kee,Ping Filmstrip: Getting and KeepingYour First Job (Part I). DiCVSS- Your First Job (Part I), Guidancespeciftc 'points to rememl3er when Associates, Pleasantvilfe, N.Y.having an interview. Patiel.discus-/sion of what is meant by appropriateappearance for an interview.

Read several references on inter-viewing techniques.

Invr. ite a business man, personnelm-a-nager to_discuss "Getti a.ng Job."Role play,various interviewingsituationsA Discuss proper etiquettefor interAws. .

Have buzz groups prepare list ofinformation\to be given to the inter-

-- viewer. pther grou.p prepare lists

mentioned.

of questions to ask the employ-er.Combine lists and evaluate itenis

Discuss the types of topics whichwould not-be discussed'during theinterview.

FilMstrip: How to Apply for aJob,. Award Record and FilmCompany, MO East ColoradoBlvd., PaTS-adena, Califortia91106 NO. 110 and No. 11'1$15,00 each or both for $25.00

52-29-

/

Generalization:

III. ATTAINING SUCCESS ON THE JOB

Developing characteristics needed by a successful workerto manage interpersonal relationship§ Satisfactorily increisuccess in the World of Work.

A,. How to hold a job.

1. Self-understanding

2. Independence, autonomy

3. SecurityI"

4. Self-involvement

5. Problem solving

6. Moti ation

7. Sell7discipline

-8. To rance

9. Work habits

titude

Activities

Use personality rating scale toidentify strengths and weaknesse§-.-- CraMake a plan for self improvement. Ben

IllirRead life stories of people who have .

attained success in their field. ScicIdentify the Characteristics theypossessed which,contributed to their chisuc.cess.

view-film.-11Act---Y-our-Age-.-": Di sCu-s-s-The

-Impdifficulties which may result frothimrnature behavior.

Thr

Role pray situations to illustrate sig-Filnificance of having self-dliscipline, /At'dtolerance, and independence.Prep-are a bulletin board "Securityts" (refer to Security is a Thumband a Blanket, Swartz, Charles).Discuss behavior which developsfrom having security, lacking.security. Invite a minister,guidance counselor, or other qua;lified person to. speak to the .class _-

on self-irriprovement and reasbriswhy it is desrabre.

-30-

0

III. ATTAINING SUCCESS ON THE JOB -

oping characteristics needed by a successful wOrker and developing abilitylaze interpersonal relationships satisfactorily increases the probability ofss in the World of Work.

Activitie-s

ling

autonomy

Use personality rating scale toidentify strengths and weaknesse.s.Make a.plan for self improvement.

Read life stories of people who haveattained success in their field.Identify the characteristics theypossessed which contributed to their Chicago. SRA,1960.success.

The Seventeen Book of VeryView film "Act Your Age." 'Discuss Important Persons, The Mac-difficulties which may result from millan Co., N. Y. 1966.immature behavior.

Teaching AidsSupplies and Equipment ,

Thresholds to Adult Living,Craig, Hazel T. ,'Chas. A.Bennett Co. , Peoria,Illinois, 1962.,

Science Research Associates.Your Personality and Your Job.

Film: Improvre Your Personality:,Role play situations to illUstrate-sig-.---nificance of having self-discipline, Audio-Visual Center, Collegetolerance, and independence. . . of Education University of

Maine-, Orono, Maine.Prepare a bulletin board ":SecurityIs" (refer to Sectirity is a'Thumband a Blanket, Swartz, Charles).--.7Discuss behavior which deVelops/from having security, lacking /security. Invite a minister,,gui.dance counsetor, or other qua-lified person to sipeak to the classon self-improvement and reasonswhy it is desirable.

//-

Duval, Evelyn, Family Living,New York: The Macmillan Co

-

Content Activities Supp

B. Personal appearance

1. Grooming

2. Selecting appropriateclothes for a job

3. Clothing budget

4. Wardrobe planning

5: Care of clothes

6. Mental and physicalhealth

tr.77.7

55

View. film "Improve Your Per-sonality.' ,

Invite a panel of exPeriencedpeople to discuss how peonalatti:ibutes relate to success onthe job.

Use case' studies (or minute -

dramas) to depict the influenceof one's attitude on success.

Demonstrate and practice'goodwork habits in school.

Use a checklist to evaluatepersonal'grooming. Make a .

plan for Self improvement,afterconsulting various resourcesfor information.

Develop standards for appro-priate grooming and dress foran office job, kiichen helper°,1child care aide, etc. Use films,filmstripS, library referencesfor further information.Determine which clotheS you'nOw own could be.the basis fora."Career" wardrobe. Plan newpurchases which'would be nrededto complete wardrobe.

Your AtiChapinalResearcChicago

Car son,Flora Mfor Wor18623 LiValley,

- Chart:Groom].MagaziN. Y.

A.SecreCharmPublish'Plains

Film: '

tion FilOakrnon

Tips anHome EnologicTexas$2,00 f

Aciivities ' :Supplies and" Equipri-ient

View film "Improve Your Per-sonality." /

-Invite`a panel of experienoedpeople to discuss how personalattributes relate to success onthe job.

Use case studies (or minUtedramas) to depict the influenceof one's attitude on success.

Demonstrate and.practice good_

work habits. in school.

Use a che'Cklist to 'evaluatepersonal grooming. Make aplan,for self improvement afterconsulting various resourcesfor information.

Develop standardS,for -appro-priate grooming an&dress foran office job, kitch-en helfier,child;Care aide, etc:-L.Use films,.filinstrips, library referencesfor further information.

,

Determine which clotheS yOunow own could be the basis fora ".Career" wardrobe. _Plan,neWpurchases which'would be neededto complete.Wardrobe..

4.

-31-

t":7.71

Your Attitude is Showing,Chapman Elwood, Science-Research Associates, Inc.,Chicago, Ill. 1964.

Carson, ESther 0. and Daly,Flora. M. , Teenagers Preparefor Work. BO-Ok-l-sand-2__=,18623 Lake Chabot Rd. , Castro ---Valley, CalifOrnia 1958. $1.95.Chart: Glamour' Guide toGrooming on the Jpb, GlamourMagazine', 420.Lexington Ave. ,

N. Y. 10017.

A Secretary's GUide *to Beauty,Charm and Poise. MiladyPublishing Co. , 3839 WhitePlains Rd., Bronx, N. /Y. 10467.

"GOod Looks, .Associa-tion,Films, 324 Dela are Ave.,Oakmont, Penn. 17139

Tips and Topics ,/School ofHome Economics, Texas Tech-nological/College, Lubbock.Texas/ 79409. (Subscription -$2.,00 for4 issues)

\

Content A ctivitie s

C. Business etiquette

57

bse case stu'dies to illustralethe temptations of extravagantbuying with first paychecks.

Discuss importance,ofhaVing .apleasing voice; Make a taperecording of students' voices.Evaluate tone, pitch, enun'cia-.tion of words and grthmar.Ask a speedli- teacher to 'helpwith specifit problems'.

Role play answering a telephonein a business establishment.Tape these conversations ior .

evaluating student' voice.

Consult referenC'es on rules ofetiqdette, particularly,thosepertinent to the world of work.Dram/ atize right7wroing etiquette'in various situations. Severalexamples cam be found, in Guide toBeauty, Charm, and Poise,Tolman, Ruth.

t.

Role play various situationsbe- ;

tween.waitre'ss and head chef,hostess and waitress ,. waitrees.and customer, and waitresse4

3

A ctivitie sTeaching Aids

Supplies and Eauipment

_quette

Use case studies to illustratethe temptations of extravagantbuying with first paychecks.

Discuss importance of having apleasing voice; make a taperecording of students' voices.Evaluate tone, pitch, enuncia-tion of words and grammar.Ask a speech teacher to helpwith specific problems.

Role play answering a telephonein a busine s s e stablishment.Tape these conversations forevaluating student's voice.

Consult references on rules ofetiquette, particularly thosepertinent to the world of work.Dramatize right-wrong etiquettein various situations. Severalexamples can be found in Guide toBeauty, Charm, and Poise,Tolman, Ruth.

Role play various situations be-tween waitress and head chef,hostess and waitre s s , waitre ssand customer,, and waitresses

-32-

Whitcomb, Helen and Lang,Rosalind, Charm--The CareerGirl's Guide to Business andPersonal Success. New York:McGraw Hill Book Company,1964.

Teacher's Guide. Charm APortfolio of Activities.

Film: Personal Qualities forJob Success . Coronet Institu-tional Films. Black/white.11 min. film.

Tolman, Ruth. Guide to Beauty,Charm and PoiF,e, New York:Milady Publishing Corp. ,3839 White Plains Rd. 1963.

58

Content Activities Suppli

ID. Human relationships

1. Employee-employer

2. Employee-employee

3. Employee-customer

working together to show howcourtesy pays.

Role play a typical situationwhere the "Customer is alwaysright."

Discuss the personal character-istics profile.

Invite a business man to discussthe importance of personalitydevelopment and to tell whatbusiness is looking for.

Read case studies illustratingproblems in relationship in theWorld of Work. Discuss causesand how they could be modifiedor eliminated.

Make a bulletin board by using Filmstripcartoons depicting the employer- Your Firsemployee or customer rela- Guidancetionships. ville, Nevi



working together to show howcourtesy pays .

Role play a typical situationwhere the "Customer is alwaysright."

Discuss the personal character-istics profile.

Invite a business man to discussthe importance of personalitydevelopment and to tell whatbusiness is looking for.

Read case studies illustratingproblems in relationship in theWorld of Work. Discuss causesand how they could be modifiedor eliminated.

Make a bulletin board by usingcartoons depicting the employer-employee or customer rela-tionships.

-33-

Filmstrip: Getting and KeepingYour First Job, Part II,Guidance A ssociate s , Pleasant-ville , New York.

60

Content ActivitiesTeaching Aids


View filmstrip, Getting andKeeping Your First Job, Part II.

Through a panel discussion, con-sider ways of establishing goodrelationships. Use libraryreferences as basis for discus-sion.

Give illustrations from yourexperiences on summer or part-time jobs which represent goodor poor relationships. Givereasons for each.

Educating the Teen-Ager inHuman Relations and Manage-ment of Resources, AHEA,1600 Twentieth St. , N.W.,Washington, D.C. $1.00.

JOB OBSERVATION

Student Preparation for Observation Check Sheet

Student

Employer

Address

1. What qualities do I need to have to get the most out of observing?

Z. What should I look for while observing?

3. Do I have the skills needed to do this work?

4. What questions should I ask of the employer?

5. What are the responsibilities of the employees?

6. What do I expect to gain from this experience?

-35-

JOB OBSERVATION

Student Observation Sheet

Student

Employe r

Addre s s

Observation Report

1. How many people are employed in this business?

2. What are the hours of the work day?

3. What are some of the different jobs that are available?

4. What skills are required for the different jobs?

5. What is the average pay that these workers receive?

6. What skills were observed in use?

7. What are some of the routine procedures of these workers?

8. What jobs require cooperation with others? What ones are done individually?

9. Do I have skills to do any of these jobs well?

10. Do I show an aptitude for this kind of work?

11. What benefits did I receive from this experience?

12. Am I interested in this type of work?

-36-63

A MINIMUM PERSONAL CHARACTERISTICS PROFILE*

The personal characteristics, as indicated below, are considered to be essential to employability.

Social Skills

Self-expression: ability to communicate so that simple questions can be answered orassistance requested.

Sociability: since any job will require contact with at least one other person, certainvery basic social abilities will be required. Accepting instructions and criticismwith good grace; pleasant interchange of greetings, acceptable eating habits, no extremes ofshyness or aggressiveness--these would be minimum requirements for employability.

Work independence: even the most closely supervised job requires ability to carry outcertain small activities without constant supervision.

Appearance: although the requirements for "good mannerisms," and lack of physical anomalyvary considerably, basic cleanliness and neatness are considered essential.

Teamwork: the need to work in close coordination with other jobs varies greatly, yet as withsociability there is some need for teamwork in all jobs held by retarded individuals.

, Time Factors

Pace: the need to work at a consistent rate of speed will vary within jobs; however, the al-ilityto perform at a consistent pace for short periods is basic.

t *Peterson, Richard and Jones, Edna, Guide to Jobs for the Mentally Retarded, American Institutefor Research, Pittsburgh, Pennsylvania, February 1964.

Attendance: reliability in attendance is essential in all employment situations. Punctuality,although generally necessary, is more crucial in certain jobs and thus can be considered tobe a variable.

Simultaneity: the ability to perform more than one activity at the near same time is essentialto any job requiring manual movements. Certain jobs require more activities of a morecomplex nature to be performed simultaneously.

Timing: some awareness of time and ability to perform activities within a schedule is basicto all jobs. Considerable variation occurs as the time element becomes more crucial andthe schedule more rigid.

Performance Skills

Accuracy: performance within well-defined tolerance is not considered essential to jobsappropriate to the retarded. If the level of tolerance is lowered, e.g. , sorting and shelvingcanned goods, the need for this kind of accuracy becomes rather basic. Variation in toleranceswill occur depending upon the job involved.

Dexterity: the need to make fine manipulations varies within jobs. However, certain grosserhand and finger movements are essential to the performance in most of the job groups in whichthe retarded work.

Choice: the need to make decisions and choices occurs on a simple level in all jobs. Theexample of sorting cans involves selection between alternatives. On the other hand, decision-making while caring for a child is of a much higher level.

Direction: the ability to follow simple directions or procedures is essential to any employmentsituation. Certain jobs involve more complex procedures or more numerous and varyinginstructions.

Memory: remembering a certain few locations, procedures or a special nomenclature is abasic requirement. The need for a good memory will vary with the complexity of the workarea, the work procedures, and the specificity of the job group.

-38-

65

Caution: an awareness of "normal" hazards and the ability to take "normal" precautions isalways required; e.g. , the ability to get to work safely.

Tolerance

Repetitiveness: a certain repetitiveness or monotony of activity will be inherent in all thejobs available to the retarded. Hence , some basic ability to tolerate repetitive activity wouldbe required.

Stamina: since physical activity is rather basic to almost all the jobs, at least some physicalstrength and stamina must be an essential personal characteristic.

Perseverance: any employer will expect relatively continuous performanceworking whenthere is work to be done and resting after normal periods of activity.

These, then, are to be considered the minimum personal characteristics required for employabilityon any job. Therefore, these characteristics, at least to the degree in which they have beendescribed, will be assumed to be part of each job's personal characteristics profile. In many jobsituations, many of these characteristics will be required to a greater degree. Whenever apersonal characteristic is noted on an Individual Job Profile, it is considered to be somewhatcrucial to successful employment in that particular job.

-39-

66

SUGGESTED OCCUPATIONAL SKILLS UNITS OF

The occupational skills units of instruction suggested in thisoccupational tasks belonging to specific jobs. Performance objecguidelines for program planning. Also included are related instrhelpful to the special education teacher.. The listing of teaching agram planning and budgeting for each occupational unit area. Reisuggested equipment and supplies.

The job tasks listed in the instructional units were developedorganized labor and personnel from the Department of Education.with made to the following for their interest in the program and tiof the instructional units:

67

Mr. Harold De Costa, Director of Training, C

Mr. David Thompson, Educational Director,, I

Mr. Antone Kahawaioloa, Jr. , Business AgenILWU Local 142

Mr. Takeshi Kouchi, Oahu Division Represent

Mr. Toyomasa Oshiro, Office Manager,, ILWU

Mr. Alan Moon, Training Coordinator,, HotelEmployees and Bartenders Union, AFL-CIO L

Mrs. Marsha White, Staff Assistant, Hotel anEmployees and Bartenders Union, AFL-CIO L

-40-

STED OCCUPATIONAL SKILLS UNITS OF INSTRUCTION

1 skills units of instruction suggested in this handbook are based on sitnplelonging to specific jobs. Performance objectives are stated to provide

lam planning. Also included are related instructional activities that may beeducation teacher. . The listing of teaching aids provides a reference for pro-

udgeting for each occupational unit area. Refer to appendix (Exhibit D) forand supplies.

sted in the instructional units were developed jointly by representatives ofpersonnel from the Department of Education. Grateful acknowledgment is here-owing for their interest in the program and their contribution to the devel'ipment

,Ir. Harold De Costa, Director of Training, Carpenters Union

David Thompson, Educational Director, , ILWU Local 142

r. Antone Kahawaioloa, Jr. , Business Agent, General Trades,LWU Local 142

iir. Takeshi Kouchi, Oahu Division Representative, ILWU Local 142

. Toyomasa Oshiro, Office Manager, ILWU Local 142

r. Alan Moon, Training Coordinator, Hotel and Restaurantmployees and Bartenders Union, AFL-CIO Local 5

rs. Marsha White , Staff Assistant, Hotel and Restaurantmployees and Bartenders Union, AFL-CIO Local 5

Cluster: BUSINESS OCCUPATIONS -- Clerical Services

Jobs: Clerical AideDelivery Clerk

Objective: Deliver mail and packages to various departments within large private firm orgovernment agency

Content Occupational ExperiencesRelated

InstructionTeaching Aids

Supplies & Equipment

1. Duties and respon-sibilities of adelivery clerk

2. Safety rules andregulations

3. Safe drivingprocedures

4. Proper jobattitude

5. Interpersonalrelationship

6. Clean-upprocedures

Identify places of delivery

Follow established route

Pick up outgoing mail andplace in bag for sorting

Run messenger servicewithin organization

Seal envelopes

Receive mail

Collect, sort, and staplepaper s

Punch holes in papers

Answer telephone

Make local deliveries

Unpack materials

-41-

Language Arts

Read names , labels ,signs

Arrange materialsalphabetically

Read simple maproutes

Write brief messagesUse telephoneUse telephone direc-

toryRecognize colorsStudy safety and unit

vocabularyFollow directions and

procedure sRead and write addresses

on envelopesWrite lettersFollow map routes

Mock mailMock packagesColored bags and

container sWork Stations




Operate electric duplicator

Alphabetize cards orpaper s

Sharpen pencils

Use thermofax and mimeo-graph machines

Assemble, staple, orremove staples

Keep records

File

Use paper cutter

Do basic typing, care oftypewriters

Address, fold, and stuffenvelopes

Use ditto machine

Open mail

Wrap packages

Clip paper s

-42-

Arithmetic

Count by sequenceTell timeMeasure weightCompare mail delivery

costs

Others

Demonstrate goodgrooming

Show acceptablemanner s

Follow work schedulesStudy building layoutIntroduce unit on mail

deliveryTake escorted tour through

route until learnedUse color and sequence

as markers to followLearn to distinguish words

like "In" and "Out"

Cluster:

Job:

Objective:

BUSINESS OCCUPATIONS -- Clerical Services

Duplicating Machine Operator Helper

Properly operate the following duplicating machines:

1. Spirit duplicating machine2. Stencil duplicating machine3. Copying machine



Supplies ik Equipment

. Use of machines:

Spirit duplicatingmachine

Stencil dupli-cating machine

Copying machine

. Job safety

Proper jobattitude


5.. Clean-upprocedures

Identify the three types ofduplicating machines dis-cussed and demonstrated

Identify the parts of each ofthe three types of dupli-cating machines

Apply the stencil on to theduplicating machine

Refill the machine with inktube

Preserve the stencils inaewspaper for later use

Apply the master on to thespirit duplicating machine

Preserve the master of thespirit duplicating machinefor further use

-43--,

71

Language Arts

Identify machinesand tools

Read labelsRecognize colorsStudy unit voca-

bularyAlphabetize mate-

rials

Arithmetic

Tell timeMeasure liquids

properlyMeasure lengthStudy number

sequenceSort materials by

number sCompare equipment

costs

Wrapping paperPaper dispenserRibbonsStringScissor sScotch tape and dis-

penserWrapping counterStaplerBow-makerBoxes--various sizes

and typesSample merchandise

Occupational ExperiencesRelated



Stack finished copies in atidy manner

Set the counter on allthree types of duplicatingmachine s

-44-

, 72

Others

Follow work schedulesFollow safety and

health rulesPractice good work

habits

Cluster:

Jobs:

Objective:

BUSINESS OCCUPATIONS -- Related Sales Services

Stock ClerkStackerWarehouseman

Stack goods in the warehouse




1. How to stack goods

2. Proper liftingprocedure s

3. Safety rulesand regulations

4. Job requirements

Proper jobattitude

6. Getting alongwith co-workers

Clean-upprocedure s

Proper lifting and handlingof heavy boxes

Cross stacking techniqueto prevent toppling

Practice lifting boxes(approximately 50 lbs.)

Order, receive, store,issue and ship materialsas directed

Check shipping orders

Inventory equipment andsupplies

Move merchandise

Assist in loading andunloading of cargo asdirected

Language Arts

Read labelsFollow simple

directionsRelate messagesStudy unit vocabularyLocate pineapple field

on a mapRead signs found in

warehouses

Arithmetic

DiagramBlocks

Tell timeMeasure weightIdentify by sizesIdentify by numbersCount goods in sequenceCompute hourly wagesCompare prices of canned

pineapples

RelatedContent Occupational Experiences Instruction

Teachin: AidsSupplies & Equipment

Count, sort, or weigh Othersincoming material

Store articles in bins,floors, or shelves

Mark identifying codes

Follow work schedulesDemonstrate good work

habits

Cluster:

Jobs:


Package WrapperPacker Trainee

Objective: Wrap specific type merchandise after completing training


Instruction'reaching Aids

Supplies ik Equipment

Determine dif-ferent kinds ofwraps needed formerchandise ofvarious sizes

2. Proper use ofequipment andsupplies

Proper liftingprocedures

4. Safety rules andregulations

5. Job requirements


7. Working withr, other s

Estimate amount of paperand ribbon to cover mer-chandis e .

Use mechanical bowmachine.

Fold merchandise forpackaging.

Tie different types of bowusing heavy cord andsquare knots.

Handle and move packages,boxes, crates, and othertypes of shipping containers,or new materials or dunnageout of which they are made.

Handle and move furni-ture, appliance s , equip-ment , and householdgoods of assorted shapesand sizes.

-47-

7 5

Language Arts

Identify supplies andequipment bynames

Recognize colorsRead labelsWrite simple

me s sage sUse telephoneAlphabetize mate-

rials

Arithmetic

Tell timeCount materials in

sequenceMeasure by sizesMeasure weightMeasure lengthSort objects by numbersCompare cost of

wrappers and othersupplies

Wrapping paperPaper dispenserRibbonsStringScissorsScotch tape and

dispenserWrapping counterStaplerBow-makerBoxes--various sizes

and typesSample merchandiseTape measureRulerYardstick




Clean-upprocedures

Assist in all packer-craterfunctions, including fabri-cation of packages, boxes,crates, and any and alltypes of shipping containersfrom new materials or dun-nage, and lining, packing,nailing, and strappingsecurely within them everykind of furniture, appliance,equipment, and householdgoods of assorted shapesand sizes.

Keep packing area cleanand in orderly workingcondition.

Others

Follow health andsafety rules

Demonstrate goodgrooming

Follow work schedulesDemonstrate accep-

table mannersIntroduce unit on

sources of paperTake field trips to

package wrappingdepartment in astore

Truck or carry packagingmaterials to packagingmachine and packaging linesfrom storage areas.Mix glue for sealing cartons,using bucket and paddle.

Fill glue reservoirs in machineand at carton scaling stationson packaging line.

-48-

76

Cluster:

Job:


Courtesy Clerk

Objective: Perform to the satisfaction of the employer the functions of a courtesy boy



Supplie s & Equipment

. Fundamental rulesof bagsmanship

2.. Other duties ofa courtesy boy

3. Job requirements

4. Proper liftingprocedures

. Safety rules andregulations

Proper jobattitude

. Interper sonalrelationship

Select the correct bag orwrapping

Identify fragile items

Put groceries into bags orboxe s

Recognize hazards of cartoperation

Ask customer directionfor placement of items inautomobile

Demonstrate properplacement of items inautomobile

Observe parking andtraffic safety

Language Arts

Identify commongoods in stores

Read labelsStudy unit voca-

bularyRead market signs

and labels

Arithmetic

Tell timeIdentify bags by

size sCount objects in

sequenceKnow money valuesRecognize $ and

correctlyMeasure weightCompute salary by

hour, day, week

Cash registerGroceries

eggsbreadvegetablestofucanned goodstomatoes

Bag sShopping cart


Instruction

Clean-upprocedures

Prevent damage to auto-mobile

a. Care in opening doorb. Care in closing door

Sweep, mop, and take outtrash

Clean rooms and parkingarea

Store empty bottles

Clean windows

Others

Follow work schedulesStudy market layoutsDemonstrate good

groomingStudy health and safety

rulesDiscuss acceptable

manner sWork with actual

merchandise inclassroom

Teaching AidsSupplies & Equipment

Cluster:

Job:


Truck Driver Helper

Objective: Perform the various job tasks as directed by a truck driver or supervisor

Content Occupational ExperienceRelated



Loading andunloading cargoprocedures

Handling andmoving merchan-dise

. Driving precau-tions

4. Safety procedures

5. Job attituderequirements

Assist in handling and moving Language Artsmerchandise, appliances, Identify supplies andcontainerized goods, furni- equipmentture and other materials Read labelsand equipment between Write simple mes-manufacturing plants , ware- sageshouse s , docks , whole sale U se telephoneand retail establishments, Read simple instruc-customers' houses, and con- tionsstruction job sites. Locate specific areas

on mapsAssist in loading and un-loading consigned cargo by Arithmetichand or by use of hand truckor dolly. Tell time

Count money and makeAssist in warehouse, re- changeworking damaged cargo, Measure weightshandling, stenciling, Compute salaryand building boxes.

Carry merchandise toand from truck.

Hand truckDollyMoving padsFirst Aid KitMaps of HonoluluRe source speakerFilmVisit trucking firm

ontent Occupational ExperiencesRelated



Assist in keeping ware-house, trucks, trailers,containers and terminalarca in clean and orderlycondition.

Pad, stack, and secureitems in position ontruck to prevent damageduring shipment.

Deliver and stack mer-chandise on customer'spremises and collectpayments or obtain receiptfor goods.

Others

Follow work scheduleFollow health and

safety rulesPractice first aidPractice lifting heavy

objectsProper job attitude

Count money and make change.

Do simple reading (slips,labels, etc.).

Do simple writing (recordpayments).

Cluster:

Jobs:

Objectives:

PERSONAL/PUBLIC SERVICE OCCUPATIONSSupervi

Child Care Center HelperBaby Sitter (for 2-10 year olds)Nursery School Teacher's AideAssist children to establish habits and to participate in apatterns of growth and development. Under close super,.

Practice proper hygiene for self and childrenPractice safety measuresAssist in bathing, feeding and clothing a pre-schoolAssist in preparing child for restShow simple picture story booksAssist with simple games, dances and songs for chilAssist in all clean-up activities related to child can


Instruction'

1. Growth anddevelopment ofchildr en

2 . Personal hygienefor self and child

3. First aid andsafety

4. Bathing andtoileting

5. Feeding a child

6. Clothing

Demonstrate and practicevery simple first aidtechniques. Follow simple

ten directionPractice steps in bathing Write simplechild. Use telephone

Use telephoneTidy children and area Practice askiiafter meal, que stions

Practice conyPractice games, songs, skillsand dances of children. Recognize sin

namesAssist in setting up and Read labelsputting away resource Read newspapmaterials and equipment. information

Demonstratesimple pictu

Language Art;

15i:e'l

pnimmoisaimimimailmoo

/PUBLIC SERVICE OCCURetTIONSSupervised Child Care Services

Center Helperr (for 2-10 year olds)thool Teacher's Aidedren to establish habits and to participate in activities within their, growth and development. Under close supervision:ce proper hygiene for self and children'ce safety measuresin bathing, feeding and clothing a pre-school childin preparing child for rest

;imple picture story bookswith simple games, dances and songs for childrenin all clean-up activities related to child care activities

gross




Demonstrate and practicevery simple first aidtechniques.

Practice steps in bathingchild.

Tidy children and areaafter meal.

Practice games, songs,and dances of children.

Assist in setting up andputting away resource .

materials and equipment.

-53-,

Language Arts

Follow simple writ-ten directions

Write simple messagesUse telephone properlyUse telephone directoryPractice asking good

questionsPractice conver sation

skillsRecognize simple

namesRead labelsRead newspapers for

informationDemonstrate use of

simple picture books

Growth chartMagazine picturesFilms on baby sitting:

"To a Baby Sitter""Helping in the Careof Younger Children""Frustrating Foursand Fascinating Fivesfrom Socially Six toNoisy Six"

Children's House ,Headstart ElementarySchools

82


7. Rest

8. Recreation

9. Clean-up proce-dures


11. Getting alongwith other s

83

Practice clean-up activities Arithmeticas related to child careactivities. Tell time

Count objects inHelp children remove outer sequencegarments. Arrange serially by

numbersOrganize and participate Measure weightin games, read to chil- Compare prices ofdren, and teach simple grooming and toiletpainting, drawing, hand- articleswork, songs, and similar Compute salaries foractivities, regular pay, over-

time pay or pay byDirect children in eating, day, week, monthresting, and toileting.

Help children develophabits of caring for ownclothing and picking upand putting away toys andbooks.

Maintain discipline.

Serve meals and refresh-ments to children andregulate rest period.

-54-

Others

Follow work scheduleDiscuss proper

groomingStudy health and

safety rulesIntroduce unit on

child careDiscuss acceptable

mannersDiscuss home lay-

outs for properidentification ofareas

Suppl

35slirncaSC

pr

FullGr&Filrr

of

NewMagTele

Resmoput

Dishsp

PlasArtil

All tme

89

upational ExperiencesRelated



ctice clean-up activitiesrelated to child careivitie s .

p children remove outerments .

anize and participateames, read to chil-n, and teach simplenting, drawing, hand-k, songs, and similarvitie s .

ect children in eating,ting, and toileting .

p children developits of caring for ownthing and picking upputting away toys and

rkintain discipline.

-ve meals and refresh-.ats to children and;ulate rest period.

-54-

Arithmetic

Tell timeCount objects in

sequenceArrange serially by

numbersMeasure weightCompare prices of

grooming and toiletarticle s

Compute salaries forregular pay, over-time pay or pay byday, week, month

Other s

Follow work scheduleDiscuss proper

groomingStudy health and


child careDiscuss acceptable

mannersDiscuss home lay-

outs for properidentification ofareas

35 mm camera andslide projector,motion picturecamera, projector,screen, overheadpr,ojector , acetate s

Full length mirrorGrooming supplie sFilm--"A Teen's ABA

of Beauty"

Newspaper sMagazine sTelephone

Resource speakers:motherspublic health nurse

Dishe s , flatware , foodsponge and wash cloth

Plastic bagsArticle of clothing

All types of play equip-.ment and supplies

84




Assist in such tasks aspreparing food and clean-ing quarters.

Show simple picture storybooks.

Practice acceptablepersonal healthhabits such aswashing hands,coughing, takingX-ray

Library--select appro-priate books

Broom, dust pan,brush, dust cloth

Cluster:

Job:

General Objective:

PERSONAL/PUBLIC SERVICE OCCUPATIONSHon

Homemaker's Assistant

Perform housekeeping tasks under the supervision oi

Specific Objectives: Identify materials used in flooring, walls, furniturehorne

Use proper tools and cleaning agents for housekeepinWash and iron clothes properlyRepair simple clothesClean table and dishes properlyUtilize energy and time efficiently in house

Content Occupational Experiences

1. Floor care

2. Wall care

3. Furniture care

4. Appliance care

5. Surface finishesand care

6. Window care

7. Making beds

8. Laundering

9. Ironing

Identify various floorcovering materials

Clean floor, using propertools and cleaning agents

Identify various wallfinish e s

Clean walls using propertools and cleaning agents

Clean furniture usingproper cleaning agentsand tools

-56-

cleaning

RelatedInstruction

Language Arts

Identify equipmentand materials andfurniture

Read labelsFollow simple writ-

ten directionsUse telephone propeUse telepone directoArrange items alpha

beticallyRead newspaper for

salesRead newspaper for

jobsStudy unit vocabular

:SONAL/PUBLIC SERVICE OCCUPATIONSHome Services

aemaker's Assistant

form housekeeping tasks under the supervision of the homemaker

htify materials used in flooring, walls , furniture and appliances in thelomeproper tools and cleaning agents for housekeeping

and iron clothes properlyair simple clothesan table and dishes properly,ize energy and time efficiently in house cleaning

,Dccupational ExperiencesRelated



Sarriple of flooringsCleaning agents for

floor careEquipment and tools

for floor care:vacuum cleaner,carpet sweepers &buffing machine,mops (dry and wet),sponge and brooms

identify various floorovering materials

i:lean floor, using properools and cleaning agents

!dentify various wall'inishes

Clean walls using properLools and cleaning agents

Clean furniture using:proper cleaning agentsLnd tools

Language Arts

Identify equipmentand materials andfurniture

Read labelsFollow simple writ-

ten directionsUse telephone properlyUse telepone directoryArrange items alpha-

betically Resource persons suchRead newspaper for as a homemaker

salesRead newspaper for Sample of wall finishes

jobs Cleaning agents forStudy unit vocabulary wall care


10. Simple repair ofclothes

11. Care of tableware

12. Select and usecleaning agentsfor identified task

13. Work simplifica-tion

Clean major appliances such Arithmeticas range, refrigerator, ,freezer, washer,, dryer, , Tell timeoven, dishwasher

Clean interior of refrigera-tor with bicarbonate of sodasolution

Clean small appliances suchas toaster, can opener,skillet

Cle2n fixtures and appli-ances using proper toolsand cleaning agents

Remove and clean windowscreens

Use proper cleaning agentfor glasses

Make beds

Operate washers and dryersand care for them

Starch clothes if necessary

-57-

Count objects insequence

Sort materialsserially by num-bers

Compare prices offurnishings

Compute cost ofmaterials

Compute salary forwork done

Others

Follow. work schedulIntroduce unit on

furnitureIntroduce unit on

interior decorationIntroduce unit on bod

mechanicsPractice protecting

self L..)m dangeroucleaning agents

Avoid or preventharmful chemicalreactions




Clean major appliances such Arithmeticas range, refrigerator,freezer, washer, , dryer,oven, dishwasher

Clean interior of refrigera-tor with bicarbonate of sodasolution

Clean small appliances suchas toaster, can opener,skillet

Clean fixtures and appli-ances using proper toolsand cleaning agents

Remove and clean windowscreens

Use proper cleaning agentfor glasses

Make beds

Operate washers and dryersand care for them

Starch clothes if necessary

-57-


sequenceSort materials

serially by num-bers

Compare prices offurnishings

Compute cost ofmaterials

Compute salary forwork done

Others

Equipment and toolsfor floor care

Actual wall finisheson school campus

Old newspapers,dusters , rag s , dust-rag s

Refrigerators, ranges,freezers, dishwashers,oven

ScrapersSinks , mirror s , plate

glasses, plastics,rags, sponges, bath-tub, closet, disinfec-tant

Screens, brushes,FolloW work schedules cleaning agentsIntroduce unit on Beds, pillows, blankets,

furniture sheetsIntroduce unit on

interior decorationIntroduce unit on body

mechanicsPractice protecting

self from dangerouscleaning agents

Avoid or preventharmful chemicalreactions

Washers, dryers,clothes, starch,laundry soaps, clothespins, timer

Dry iron, steam iron,fabric finishes,clothes

Buttons, bindings,clothes

88




.:.1

Fold clean laundry forstoring

Iron clothes using propertechniques

Replace lost buttons

Put up hems

Repair bindings

Mend ripped seams

Wash, rinse, dry and putaway dishes using sanitaryand safe procedures

Use proper cleaning agentsand tools

-58-

S9

Use gloves wherenecessary

Discuss bodymechanics (push,pull, lift, etc.)

Use short cuts ofhousekeeping

Detergents, dish-washing, tools,dishe s , glassware

Sample of variouscleaning agents

Cluster:

Jobs:

Objectives:

PERSONAL/PUT3LIC SERVICE OCCUPATIONSGround

Landscape Gardener HelperYard Caretaker

Operate the following types of lawnmowers safely:

a. rotaryb. reel

Identify properly, use, and maintain hand tools, hoes, si(hand and mechanical), edgers (hand and mechanical)

Identify different watering devices and their proper usesIdentify, handle and dispose of the common poisonous plaApply fertilizer under supervisionApply pesticides under supervisionIdentify and properly use different sprayersIdentify common weeds and utilize mechanical control meTransplant, prune, trim and maintain ornamental plantsProperly collect and dispose of trimmings, leaves and otIdentify and properly use safety equipment


Instruction

1. Gardening equip-ment and supplies

a. Lawn mowersb. Toolsc . Pe sticidesd. Fertilizer s

2. Weed controlmeasures

Use, care, service, andoperate lawn movers

a. Partswheels, engine,crank case, sparkplugs, gas tank andcontrol

b. Service--3ubrication,check fuel and looseparts

-59-

Language Arts

Identify and usesimple tools,equipment

Read labelsRead simple ins

tionsRelate simple

messages

PUBLIC SERVICE OCCUPATIONS--Ground Maintenance Services

ardener Helperker

following types of lawnmowers safely:

ry

)erly, use, and maintain hand tools, hoes, sickles, shovels , trimmersid mechanical), edger s (hand and mechanical)rent watering devices and their proper uses

idle and dispose of the common poisonous ,dants found in Hawaiiizer under supervision:ides under supervisionproperly use different sprayersmon weeds and utilize mechanical control measuresprune, trim and maintain ornamental plantslect and dispose of trimmings, leaves and other litterproperly use safety equipment

Occupational Experienc e sRelated



Use, care, service, andoperate la.wn movers

a. Parts--wheels, engine,crank case, sparkplugs, gas tank andcontrol

Service--lubrication,check fuel and looseparts

r

-59-

Language Arts Mowers

Identify and use Mechanicalsimple tools,equipment 1. reel

Read labels 2. rotaryRead simple instruc-

tions ManualRelate simplemessages

91


Instruction

3. Safety equipment

4. Activities in yardcleaning

5. Poisonous plants

c. Care--cleaningd. Operation--starting

engine controls and ad-justing of differenttypes and brands

e. Explanation of warranty

Demonstrate safe prac-tices

Collect and dispose ofcuttings , trimmings , andother litter

Use different tools(mechanical and manual)

Use equipment for wateringand irrigating

Use equipment for trim-ming and edging

Use basic types of fer-tilizers on lawns (directsupervision)

-60-

92

Study safety wordsUse telephoneUse telephonedirectory

Read road mapsStudy and spell unit

vocabulary

Arithmetic

Tell timeMeasure by weightStudy liquid measureUnderstand money

valuesCompare cost of

equipment andsupplie s

Compute salary tobe earned

Others

Follow work schedulDiscuss health and

safety measuresDiscuss proper

clothingIntroduce unit on

plants




ent

Yard

nts

c. Care--cleaningd. Operation--starting

engine controls and ad-justing of differenttypes and brands

e. Explanation of warranty

Demonstrate safe prac-tices

Collect and dispose ofcuttings, trimmings, andother litter

Use different tools(mechanical and manual)

Use equipment for wateringand irrigating

Use equipment for trim-ming and edging

Use basic types of fer-tilizers on lawns (directsupervision)

Study safety wordsUse telephoneUse telephone

directoryRead road mapsStudy and spell unit

vocabulary

Arithmetic

Tell timeMeasure by weightStudy liquid measureUnderstand money

valuesCompare cost of

equipment andsupplies

Compute salary tobe earned

Other s

Follow work scheduleDiscuss health and

safety measuresDiscuss proper

clothingIntroduce unit on

plants

Safety charts andposters

Pictures on ways ofstoring equipment

Film or filmstrips ondifferent types ofterrain

Hoe, rake, shovel,trimmers, weeders,pruner s , shear s ,and picks

Water hoseSprinkler s

groundhand

Edger sTrimmer s

handmechanical

Pictures and postersof "live" poisonousplants

Common fertilizers andsprays

Spraying and fertiliz-ing equipment



Use different methods of Introduce unit on Five common types ofweeding--using different conservation weeds and tools usedtypes of tools Invite guest Films and filmstrips

speaker s -Mix soil with other mate- State Departmentrials such as sand and peat of Agriculturemoss, to prepare plant beds, Display and explainand plant specified seeds, common poisonousseedlings, or bulbs plants

Cluster:

Jobs:

PERSONAL/PUBLIC SERVICE OCCUPATIONS--Building Maintenance Services

JanitorBuilding Custodian

Objectives: Clean and maintain a hotel room, business office, shop area, and/or its surroundings




Care and use ofmaintenance equip-ment and materials

Operational pro-cedures in clean-ing and maintaininghotel rooms,business offices,and shop buildings

Safety rules andsecurity regula-tions

4. Job requirements

5. Proper job attitude


. Ground mainte-nance techniques

Sweep, mop, and/or scrubhallways and stairs

Empty tenants' trash andgarbage containers

Keep building in good repair,performing routine painting,plumbing, electrical wiring,and other related mainte-nance activities using handtoolsCaution tenants regardingcomplaints about excessivenoise, disorderly conduct,or misuse of property.

Notify management concern-ing needs for major repairsor additions to lighting,heating , and ventilatingequipment.

Mow lawn, trim shrubbery,cultivate flowers, usinghand tools and power tools

-62-

94

Language Arts

Identify basic equip-ment and tools

Study safety wordsRead labelsRead and write simple

messagesUse telephoneRead simple instruc-

tionsRead registration

forms used at workstations

Arithmetic

Measure weight ofsupplies and equip-ment

Measure length ofmaterials

Study liquid measure

Work schedulesBroomsassortedMop wringersBrushes--assortedDustersDust pans

,kets, cleaningagents

Vacuum cleaner andcarpet sweeper s

Furniture, linens,bed carpet

Rubbish recepticlesBathroom (tub and

shower s)Time clocksMopMop headsBroom headsHandlesLight bulbsWaxesSolventsBuffermanual

mechanical




Cultivate flowers, usinghand tools and power tools

Post signs to advertisevacancies and show emptyapartment to prospectivetenants

Clean walls, fixtures withproper cleaning agents

Dispose material gatheredin vacuum cleaner

Change worn parts ofcleaning equipment such asmop heads, handles, lightbulbs, broom heads

Wax and polish floors

Examine types of solventsand waxes to be used forfloor s

Secure building andpremises

Measure differenttypes of solventsand detergents forcleaning

Identify bulbs bysizes

Arrange supplies andequipment seriallyby numbers

Tell timeDo simple counting

Other sDiscuss proper han-

dling of cleaningfluids

Equipment to showhazards of fluidsand detergents

Follow work schedulesDiscuss health and


Hotel IndustryExamine types of

solvents and waxesto be used for floors

Examine differentkinds of floors(wood, vinyl,asphalt, concrete)

PolishBrushDifferent kinds of

floor sCharts, postersDesks, chairsHandcart, dollyElevatorDetergents, wash

clothsDisinfectantsSpongesToilet tissuesHand towelsDispensersSoapLocks(various types)LampTubchairDesk and chairDresserNight stand

Relat edContent Occupational Experiences Instruction

Teaching AidsSupplies 8z Equipment

Take trips to specificjob site s

Discuss consumereducation (cost valueof carpets, fixtures,damage s)

-64-

Cluster: PERSONAL/PUBLIC SERVICE OCCUPATIONSBuilding Maintl

Jobs: HousemanHouse Boy

Objectives: Clean and maintain a hotel room, business office, shop area, a


Instruction

1. Care and use ofmaintenance equip-ment and materials

2. Operational pro-cedures in clean-ing and maintaininghotel rooms,busine s s office sand shop buildings

3. Safety rules andsecurity regula-tions

4. Job requirements



7. Ground maintenancetechnique s

Clean rugs, carpets and up-holstered furniture, usingvacuum cleaner, broomsand shampooing machines

Clean rooms, hallways,lobby, lounges and lavator-iesWash walls and ceilings

Move and arrange furniture

Turn mattre s se s

Sweep, mop, and scrubfloor s

Wax and polish floors byhand or by machine

Hang draperies

Dust venetian blinds

Wash windows

Language Arts


Study safety wordsRead labelsRead and write

simple me s sage sUse telephoneRead simple instruc-



Arithmetic

Measure weight ofsupplie s andequipment



UBLIC SERVICE OCCUPATIONS--Building Maintenance Services

intain a hotel room, business office, shop area, and/or its surroundings

ccupational ExperiencesRelated



lean rugs, carpets and up- Language Artsolstered furniture, usingacuum cleaner, broomsnd shampooing machines

lean rooms, hallways,,bby, lounges and lavator-

s

ash walls and ceilings

love and arrange furniture

urn mattre s se s

weep, mop, and scrubloors

ax and polish floors byand or by machine

ang draperies

ust venetian blinds

Vash windows

-65-



simple me s sage sUse telephoneRead simple instruc-



Arithmetic

Measure weight ofsupplies andequipment



Work schedulesBrooms--assortedMop wringersBrushes--assortedDustersDust pansBuckets, cleaning

agentsVacuum cleaner and

carpet sweeper sFurniture, linens, bed

carpetRubbish recepticlesBathroom (tub and

showers)Time clocksMopMop headsBroom headsHandle sLight bulbsWaxe sSolventsBuffer--manual

mechanical

SS




Polish metalwork

Set up sample rooms forsales meetings

Collect soiled linens forlaundering and receiveand store linen supplies infloor linen closet

-66-

99

Measure differenttypes of solventsand detergents forcleaning


Arrange supplies andequipment seriallyby number s

Tell timeDo simple counting

Others

Discuss properhandling of cleaningfluids




Hotel Industry


floorsCharts , poster sDe sks , chair sHandcart , .dollyElevatorDetergents, wash

clothsDisinfectantsSpongesToilet tissuesHand towelsDispensersSoapLocks (various types)LampTubchairDesk and chairDresserNight stand



Examine types ofsolvents and waxesto be used for floors(wood, vinyl,asphalt, concrete)

Take trips to specificjob site s

Discuss consumereducation (cost valueof carpets, fixtures,damage s)

Cluster: PERSONAL/PUBLIC SERVICE OCCUPATIONSBuilding Maintenance Services

Job s: Hotel Housekeeping AssistantRoom Maid

Objectives: Clean and maintain a hotel room, business office, shop area, and/or its surroundings


InstructionsTeaching Aids


Care and use ofmaintenance equip-ment and materials

Operational pro-cedures in clean-ing and maintaininghotel rooms,busine s s office sand shop buildings

Safety rules andsecurity regu-lations

4. Job requirements

Proper jobattitude

Incerper sonalr elationship

Sweep and mop floors

Vacuum carpets

Dust furniture

Clean bathroom using dis-infectants

Use the following cleaningtools: broom, mop,vacuum cleaner, brushes,sponges, cloths, deter-gents, polish, and dis-infectant solutions

Empty wastebaskets and ash-trays, replenish towels andsoap and refill restroomdispensing machines

Wash walls, woodwork andwindows and polish brassand chrome

Language Arts



simple messagesUse telephoneRead simple instruc-



Arithmetic

Measure weight ofsupplies andequipment


Study liquid measureMeasure different

types of solventsand detergents forcleaning

Work schedulesBroomsassortedMop wringersBrushes--assortedDustersDust pansBuckets, cleaning

agentsVacuum cleaner and

carpet sweeper sFurniture, linens,

bed carpetRubbish recep'dclesBathroom (tub and

shower s)Time clocksMopMop headsBroom beadsHandlesLight bulbsWaxesSolventsBuffer--manual

mechanical



Supplies tz." Equipment

Ground mainte-nance technique s

Sort, count, fold, mark, orcarry linens

Make beds, change linens

Move furniture, hangdrapes, roll carpets, andreplace light globes

Clean, beat rugs

Practice changing wornparts of cleaning equip-ment--mop heads, handleslight bulbs, broom heads

Follow instructions ofsupervisor

Follow instructions aboutlocking doors, windows

69-


Arrange supplies andequipment seriallyby numbers

Tell timeDo bimple counting

Other sDiscuss proper han-

dling of cleaningfluids


Follow work sched-ules

Discuss health andsafety rules

Introduce unit onHotel Industry

Examine types of sol-vents and waxes tobe used for floors

Examine different kindsof floors (wood,vinyl, asphalt, con-crete)

Take trips to specificjob sites

Discuss consumer edu-cation (cost value ofcarpets , fixture s ,damage s)


floorsCharts , poster sDesks , chair sHandcart, dollyElevatorDetergents, wash

clothsDisinfectantsSpong e sToilet tissuesHand towelsDispenser sSoapLocks (various typesLampTubchairDesk and chairDresserNight stand

Cluster: FOOD SERVICE OCCUPATIONSSupervised Food Services

Jobs:

GeneralObjective:

SpecificObjectives:

Busboy/BusgirlDish CarrierWaiter Assistant

Perform the duties of the job by:1. Using sanitary practices when handling food2. Practicing safety rules when handling food3. Maintaining satisfactory personal appearance

Identify dishes, flatware and glasswareSet table properlyRemove dishes from tableStack dishes in tote boxesClean and wipe tablesWork with waitress or waiterUse and wear uniform properlyPractice proper hygienePractice safety measures


Instruction

1. Cleanliness

2. Safety rules

3. Disease germs

Wash hands correctly

Practice use of hot padsand mitts, and sharpobjects

4. Personal appearance Practice wiping up spilledfood and disposing of

5. Table needs, setting broken glassand cleaning

6. Other responsi-bilities of a busboy

10 41'

Practice folding tablelinens

-70-

Aro

Language Arts

Identify suppliesand equipment

Follow simple direc-tions

Read simple directioRead labelsStudy unit vocabu-

lary

RVICE OCCUPATIONS--Supervised Food Services

usgirl-iers sistant

the duties of the job by:sing sanitary practices when handling foodracticing safety rules when handling foodaintaining satisfactory personal appearance

,ishes, flatware and glasswareproperlylishes from tablenes in tote boxes

wipe tablesh waitress or waiteryear uniform properlyproper hygienesafety measures





Practice use of hot padsand mitts, and sharpobjects

-e Practice wiping up spilledfood and disposing ofbroken glassPractice folding tablelinens

g'

-70-

Language Arts

Identify suppliesand equipment


Read simple directionsRead labelsStudy unit vocabu-

lary

Soap--liquid and solidTowels--cloth and paperManicuring supplies,

orangewood stock,emery board, cuticleremover, cotton

Pots and pans, sharpknives, forks, brokenglasses, gas range,electric range andappliance s

104


Instruction



105

Practice putting dishesinto tote boxes andcarrying them to dish-washer

Practice wiping tableswith salt, pepper and sugarcontainers on table

Carry dirty dishes fromdining room to kitchen

Replace soiled tablelinens and set tables withsilverware and glass-ware

Replenish supply of cleanlinens, silverware, glass-ware, and dishes in diningroom

Supply service bar withfood, such as soups,salads, and desserts

Serve ice water andbutter to patrons

-71--

Read health booksand pamphlets ondiseases andaccident preven-tion

Arithmetic


sequenceSort objects by

numbersCount moneyDibcuss problems

relating to losswages due to ill-ness or accident

Others

Discuss care inhandling dishesand glasses

Discuss safetymeasure whileworking

Demonstrate accep-table manners

Introduce unit ongerms




Practice putting dishesinto tote boxes andcarrying them to dish-washer

Practice wiping tableswith salt, pepper and sugarcontainers on table

Carry dirty dishes fromdining room to kitchen

Replace soiled tablelinens and set tables withsilverware and glass-ware

Replenish supply of cleanlinens, silverware, glass-ware, and dishes in diningroom

Supply service bar withfood, such as soups,salads, and desserts

Serve ice water andbutter to patrons

-71-

Read health booksand pamphlets ondiseases andaccident preven-tion

Arithmetic


sequenceSort objects by

number sCount moneyDiscuss problems

relating to losswages due to ill-ness or accident

Others

Discuss care inhandling dishesand glasses

Discuss safetymeasure whileworking

Demonstrate accep-table manners

Introduce unit ongerms

Tote trays and cartsFirst aid kitAgar media, glass disks,

good samples, postersGarbage cans--plastic

leversFilmsResource personsGuest speakersDisplay of toothbrushes

and dental needsMagazine and posterpictures ,

Film on teeth careBody deodorantsDishes, flatware, glass-

ware, mats, and linensPictures, postersCloth and paper napkins,

tablecloth, place mats,salt-pepper shakers,

Resource personsTote box, dishes, flat-

ware, glassware,silverware

Cleaning cloths, soap,cleaning agents

Restaurant dining tableBusboy uniform

106



Clean and polish glass - Study work sched-shelves and doors of ulesservice bars and equip- Explain use of soapment in removing soil

Demonstrate andMake coffee and fill fruit practice cleaningjuice dispensers of fingernails

Practice first aidRun errands and deliver for minor cuts andfood orders to offices bruises

Use agar test onTransfer food and dishes glas se s , dishe s ,between floors of establish- dirt from finger-ment, using dumbwaiter nails, face, food,

utensils and in-Service guests with inci- sectsdentals such as water, Show harmful and helpfulbeverages, bread and rolls bacteria

Demonstrate and practiceproper cleansing offood and dishes

Clean garbage cansArrange for student X-rayInvite speakers from

Board of HealthTake field trips to health

centersDiscuss good groomingUse speakers from "Charm

School" to explain goodgrooming

-72-

f1437


Teaching AidsSupplie s & Equipment

Prepare list of avail-able dentists inneighborhood

Check teethDemonstrate and practice

use of toothbrushInvite speaker on dental

hygieneDiscuss need for daily bathShow and demonstrate use

of deodorantsDisplay and identify dif-

ferent types of dishesDemonstrate and practice

table settingTake field trips to

restaurantInvite speakers from

commercial cateringplaces

-73-

Cluster: FOOD SERVICE OCCUPATIONS--Supervised Food Services

Job: Dishwasher

General Perform the duties of a dishwasher by:Objective: 1. Using sanitary practices when handling dishes

Z. Practicing safety rules when handling dishes3. Maintaining satisfactory personal appearance

SpecificObjectives: Hand wash dishes correctly

Machine wash dishes correctly


1. Cleanliness Wash hands correctly

Z. Safety rules Clean fingernails

3. Disease germs Use hot pads and mittscorrectly

4. Personalappearance Wipe up spilled food and

dispose of broken5. Hand washing glasses

dishesTurn on and off electric

6. Machine washing and gas units


Clean and care forappliances

8. Clean-up Use tote carts and traysprocedures properly

Clean garbage cans

109

Language Arts

Identify supplies and'equipment


directionsRead newspaper for

jobs

Arithmetic

Read thermometerWrite temperature

readingsTell timeCompute cost of

mealsCompare pay scale

of different jobs ina restaurant

ER VICE OCCUPATIONSSupervised Food Services

er

the duties of a dishwasher by:sing sanitary practices when handling dishesracticing safety rules when handling dishes

1aintaining satisfactory personal appearance

sh dishes correctlywash dishes correctly





Clean fingernails

Use hot pads and mittscorrectly

Wipe up spilled food anddispose of brokenglas se s

Turn on and off electricand gas units

Clean and care forappliances

Use tote carts and traysproperly

Clean garbage cans

-74-

Language Arts

Identify supplies andequipment


directionsRead newspaper for

jobs

Arithmetic

Read thermometerWrite temperature

readingsTell timeCompute cost of

mealsCompare pay scale

of different jobs ina restaurant

110

Soap--liquid and solidTowels--cloth and paperManicuring supplie s ,

orangewood stick,emery board, cuticleremover, , cotton

Pots and pans, sharpknives, forks, brokenglasses, gas range,electric range andappliance s

Tote trays and cartsFirst aid kitAgar media, glass disks

food samples, postersGarbage cans--plastic

leversFilmsResource personsGuest speakersDisplay of toothbrushes

and dental needs


Instruction

9. Getting along withother s

111

Use correct method of wash-ing, rinsing, soaking anddrying.Wash in hot water (110°-120°)

Wash with detergentRinse in clean, hot waterSantize by submersing in180°water for 30 seconds(chemical may be added),or cold water plus chemical

Wash dishes in schoolcafeteria

Visit and observe cafeteriaor restaurant establi,sh-ment using machine dish-washers

Rack dishes and use pre-rinse spray

Read thermometer

Air dry and store dishes

-75-

Other s

Discuss care inhandling dishes andglasses


Study work schedulesIntroduce unit on


thermometerExplain use of soap

in removing soilPractice first aid for

minor cuts andbruises

Use agar test onglasses, dishes,dirt from finger-nails and insects

Show harmful and help-ful bacteria

Demonstrate and practiproper cleaning of focand dishes

Arrange for studentX-ray

Invite speakers fromBoard of Health

Take field trips to healcenters

cupational ExperiencesRelated



se correct method of wash-g , rinsing, soaking and-ying.ash in hot water (1100-:0c)

ash with detergentinse in clean, hot waterintize by submersing in

water for 30 secondshemical may be added),cold water plus chemical

ash dishes in schoolifeteria

Isit and observe cafeteriar restaurant establish-lent using machine dish-ashers

ack dishes and use pre-Inse spray

ead thermometer

ir dry and store dishes

-75-

Others

Discuss care inhandling dishes andglasses


Study work schedulesIntroduce unit on


thermometerExplain use of soap


minor cuts andbruise s

Use agar test onglasses, dishes,dirt from finger-nails and insects

Show harmful and help-ful bacteria

Demonstrate and practiceproper cleaning of foodand dishes

Arrange for studentX-ray

Invite speakers fromBoard of Health

Take field trips to healthcenter s

Magazines and posterpictures

Films on teeth careBody deodorants

Dishes, detergents,chemicals, sponges,scotch pads, brushes,dishcloth

Dishes, cups, glasses,racks, utensils,thermometer,, cleaningagents

112

RelatedContent Occupational Experierices Instruction


Discuss good groomingUse speakers from "Charm


Prepare list of availabledentists in neighborhood

Check teethDemonstrate and practice

use of toothbrush

-76-

113

Cluster:

Job:

GeneralObjective:

SpecificObjectives:

FOOD SERVICE OCCUPATIONS--Supervised Food Services

Kitchen Aides

Perform all the duties of a kitchen aide by:1. Using sanitary practices when handling food and dishes2. Practicing safety rules when handling food and dishes3. Maintaining satisfactory personal appearance

Clean fresh vegetables and fruitsChop and slice vegetables and fruitsServe food in portionsRefill salt, pepper shakers and sugar bowlsPrepare coffee in different types of urns


Instruction Supp

1. Cleanline s s

2.. Safety rules

3. Disease germs

4. Personalappearance

5. Preparing vege-tables and fruits

6. Serving

7. Brewing coffee

8. Clean-upprocedur e s

114


Clean fingernails

Use hot pads and mittsproperly

Wipe up spilled food anddispose of broken glasses


Clean and care forappliance s

Use tote carts andtrays properly

-77-

Language Arts


Read labels

Soa

To%

MaiStudy unit vocabularyIdentify common

fruits and vegetables en

Write balanced menus- re

Read menus

or

Arithmetic

Measure liquids withmeasuring cups

Count in sequenceStudy money valuesTell time

TotFirAga

foGar

leFilResGue

VICE OCCUPATIONSSupervised Food Services

des

1 the duties of a kitchen aide by:ng sanitary practices when handling food and dishesIcticing safety rules when handling food and dishesintaining satisfactory personal appearance

a vegetables and fruitslice vegetables and fruitsin portionspepper shakers and sugar bowls

>ffee in different types of urns

Occupational Experiences


Clean fingernails

Use hot pads and mittsproperly

Wipe up spilled food anddispose of broken glasses


Clean and care forappliance s

Use tote carts andtrays properly

RelatedInstruction

Teaching AidsSupplie s & Equipment

-77-

Language Arts


Read labelsStudy unit vocabularyIdentify common

fruits and vegetablesWrite balanced menusRead menus

Arithmetic

Measure liquids withmeasuring cups

Count in sequenceStudy money valuesTell time

Soap--liquid and solid

Towels--cloth and paper

Manicuring supplies,orangewood stick,emery board, cuticleremover, cotton

Tote trays and cartsFirst aid kitAgar media, glass disks,

food samples, postersGarbage cans--plastic

lever sFilmsResource personsGuest speaker s

115


Instruction


116

Clean garbage cans

Clean vegetables and fruitsthat may be used in thekitchen

Chop and slice vegetables

Serve hot and cold foodsin single portions

Refill salt and peppershakers and sugar bowl

Make coffee in availableurns

Measure coffee and waterPlug cord to outletSelect coffee for various

urns

Serve beverage s

Clean coffee urns

Clean utensils, equipment,and surroundings usingsanitary and safety pro-cedures; return in properplace s

-78-

Compare prices offruits and vege-tables

Compute cost ofmeals

Other s

Practice health andsafety rules

Study first aid rulesStudy work scheduleIntroduce unit on

foodIntroduce unit on

diseasesExplain use of soap



Use agar test onglasses, dishes,dirt from finger-nails, face, food,utensils andinsects

Show harmful andhelpful bacteria

:upational ExperiencesRelated



.an garbage cans

vegetables and fruitst may be used in thechen

3p and slice vegetables

ye hot and cold foods;ingle portions

all salt and pepperkers and sugar bowl

ke coffee in available

leasure coffee and waterlug cord to outletelect coffee for variousurns

ye beverages

.an coffee urns

an utensils, equipment,surroundings using

ilitary and safety pro-li.ires; return in propertces

-78-

Compare prices offruits and vege-tables

Compute cost ofmeals

Others


Study first aid rulesStudy work scheduleIntroduce unit on

foodIntroduce unit on

diseasesExplain use of soap



Use agar test onglasses, dishes,dirt from finger-nails, face, food,utensils andinsects

Show harmful andhelpful bacteria

Display of toothbrushesand dental needs

Magazine pictures andposters

Films on teeth careBody deodorantsVegetables and fruitsChopping boards., proper

knives and containersfor storage

Containers for preparedfood

Serving utensils, dishesSalt and pepper shakers

and sugar bowl (ingre-dients to go with eachone)

Coffee urns, percolatorDifferent types of coffeeSugar, creamFruit juices, tea

117

RelatedContent . Occupational Experiences Instruction

Teaching AidsSupylies & Equipment

1

Demonstrate andpractice propercleaning of food anddishes

Arrange for student X-rayInvite speakers from

Board of HealthTake field trips to health

centerDiscuss good groomingUse speakers from "Charm


Prepare list of availabledentists in neighborhood

-79-

-118

Cluster:

Jobs:

Objective:


Counter GirlCounterman

Perform counter girl tasks in food establishments




Duties and respon-sibilities of acounter girl

. Safety procedures

Job requirementsand attitude

4. Clean-up pro-cedures

Serve food to diner atcounter or window

Call orders to kitchen andpick up and serve orderwhen ready

Accept payment or makeup itemized check forservice

Prepare sandwiches,salads, add other shortorder items

Perform other duties,such as cleaning counter,washing dishes, andselling cigars andcigarette s

Care and maintain juiceand coffee machines

Pack box lunches

-80-

Language Arts

Read menusStudy unit vocabularyRead labelsWrite chitsIdentify supplies and

equipmentRead simple instruc-

tionsUse telephoneTake orders

Arithmetic

Compute cost of mealsTell timeCount in sequenceMoney exchangeCount money

Others


Practice first aid

Broom, dust pan,brush, dust cloth

Tote tray and cartsDi she sServing utensilsPercolatorSoap--liquid and solidTowels--cloth and

paperResource speakers



Set tables

Take orders

Clean dishes from table,cart, tray

Assemble menu cai-ds orfolders

Wrap foods for carry-outorder

Count money, use cashregister

Mop floors, clean upbreakage, spills

Lift and carry tray withfood, dishes

Demonstrate cleanli-ness

Introduce unit ondisease

Job attitudesPractice public

relations

Cluster:

Job:

Obje ctive:


Baker's Helper

Perform baking tasks as directed by the baker

ContentRelated

Occupational Experiences InstructionTeaching Aids


1. Use basic bakingequipment andutensils

2. Duties and respon-sibilities of abaker's helper

Safety rules andprocedures

4. Job requirementsand attitudes


Move and distribute bakery Language Artssupplies in and around pro-duction area of bakeryusing handtrucks and dollies

Weigh and measure ingre-dients, such as sugar,flour, yeast, sirup anddough

Lift and dump containersof materials to help loadand unload machines bins,hoppers, racks and ovens

Feed lumps or sheets ofdough into hopper or be-tween rolls of machine

Clean equipment

Operate mixing machinesand ovens

Package and wrap bakedgoods

-82-

Identify basic equip-ment, utensils andsupplies

Study unit vocabularyRead simple instruc-

tionsUse telephoneIdentify basic trade

terms, objects,and articles

Arithmetic

Measure weightTell timeStudy liquid measureCompute cost ofmaterials

Compute salary

Other s

Follow health andsafety rules

Measuring cups andspoons

Mixing bowlsBaking pansCooking utensilsElectric mixerPots and pansCookie sheetsRolling pinsSiftersCleaning suppliesResource personVisitation to bakery




Organize and stack display Know first aidcounter s Proper job attitudes

Follow work scheduleSell bakery products Demonstrate good

groomingGrease utensils Demonstrate cleanliness

Clean work room and worktable s

As semble boxes

Knead dough

-83-

Cluster: CONSTRUCTION/CIVIL TECHNOLOGY OCCUPATIONS

Job: Construction Tender (Mason, Plasterer,, Carpenter,, and Other Building ConstructionCrafts)

Objectives: Use basic building construction craft toolsPractice safe work habitsFollow instructions and directionsPerform basic job requirements under supervision

. ,

Clean up after a job




Use basic construc-tion craft tools

Safety rules andprocedure s

Safety practiceson job sites

Job requirements

Clean-up

Operate all hand tools andpneumatic, electric,motor, combustion or air-driven tools or equipmentnecessary for the perfor-mance of work describedherein

Unload, handle, and dis-tribute all materials, fix-tures, furnishings andappliances from point ofdelivery to stockpiles toapproximate point ofinstallation

Perform general clean-up, including sweeping,cleaning, washdown andwiping of constructionfacility, equipment and

-84-

-4g3

Language Arts

Identify basic toolsand materials

Identify tradeterms, objectivesand materials

Recognize colors andtexture s


Study unit vocabularyRead labels

Arithmetic

Tell timeStudy linear measureStudy liquid measureDiscuss money valuesMeasure weight

Basic building con-struction tools

Building constructionsupplie s

WheelbarrowScaffoldsJackhammerCharts, poster,, filmsJob listsResource person




furnishings and reMovaland loading or burning ofall debris including crates,boxes, packaging wastematerial

Age and cure concrete,mortar and other materialsapplied to walls, floors,ceilings and foundations ofbuildings and structures

Erect, plank and removeall scaffolds for lathers ,

plasterers, bricklayers,masons and other construc-tion trades crafts .

Build, plank or install andremove all staging, swingingand hanging scaffolds, in-cluding maintenance thereof

Excavate for building andall other construction; digtrenches, foundations andhole s

Measure size of objectsCompute cost of mate-

rialsCompute wagesStudy decimal and

fraction conversion

Other s

Follow work schedulesDiscuss proper clothingIntroduce unit on

housesDiscuss composition of

various building mate-rials

Clear and slash brush or treesby hand or with mechanicalcutting methods

-85-


Wreck, dismantle and handleconcrete forms and falsework

Operate motorized wheel-barrows or buggies or machinesof similar character, whetherrun by gas, diesel or electricpower

Green cut concrete or aggre-gate in any form, by hand,mechanical mean:3, grindstonesor air or water

Load, unload, carry, distributeand handle all rods, mesh andmaterial for use in reinforcingconcrete construction

Cut or jackhammer streets, roads,sidewalks or aprons by hand or theuse of air or other tools

Dig trenches, ditches and manholesand level, grade and do other prepara-tion prior to laying pipe or conduitfor any purpose

Load, unload, sort, stockpile, wrap,coat, treat, handle and distributewater mains, gas mains and all pipes

-86-

RelatedContent Occupational Experiences instruction


Signal men on all constructionwork defined herein, includingtraffic control signalman atconstruction sites

Clear, excavate, fill, backfill, grade and landscape allsites for all purposes and alllabor connected therewith,including chainmen, rodmen, grademarkers, etc.

Perform all work in factories,mills and industrial plants in-cluding packers, cutters, loaders,raw materials unloaders, checkers,stuffers, production line personneland stenciling of material

Wreck or dismantle buildingsand all structures

Mix, handle, convey, Dour, vibrate,gunnit and otherwise place concreteor aggregates, whether done by handor any other process

-87-;*

Cluster: CONSTRUCTION/CIVIL TECHNOLOGY OCCUPATIONS--Shop Building andMaintenance Services

Job: Termite Treater Helper

Objective: Perform various tasks of treating buildings for protection against termites




Use basic termitetreating equipmentand supplies

Duties and respon-sibilities of atermite treaterhelper

Safety rules andprecautions

4. Job requirementsand attitudes

Use and storage ofchemicals

Clean-upprocedures

Dig around foundation to bechemically treated and digditches for forms usingpick and shovel

Carry lumber, buildingmaterial, and tools toworksite

Crawl underneath buildingto remove debris prior tospr aying

Cut openings in buildingto gain access to infestedareas, using hand andpower tools

Insert nozzle into holesand open compressed airvalve of treating unit toforce termicide into holes

-88-

Language Arts

Identify basic equip-ment and supplies

Identify basic tradeterms, object6 andarticles

Read labelsStudy unit vocabularyFollow directionsRead safety instructions

Termite treating gunResource personsOn-site visitationTermite chemicalsFace maskSpray gun

Arithmetic

Calculate probelm inliquid measure

Calculate problem inlinear measure

Tell timeCalculate costs

Other s

Follow work scheduleUse of proper safety equip-

ment for job




Spray pesticide under andaround building using pres-sure spray gun

Bore holes in concretearound building and injecttermicide to impregnateoround

Clean worksite after com-pletion of job

- 89

4 itgS

Follow health and safetyrule s

Proper handling ofchemicals

-

Cluster: MECHANICAL OCCUPATIONS

Jobs: Auto Mechanic's HelperGeneral Mechanic's Helper

Objectives: Use basic mechanic's toolsPractice safe work habitsFollow instructions and directionsClean up after a job




Use of basicmechanic's handtools

. Safety rules andprocedures

3. Job requirements


Use basic mechanic's.handtools

Demonstrate safetypractice s

Follow directions--usecheck list and job sheets

Demonstrate safe use ofhydraulic jack

Remove and disassembleunits such as engine,transmission, or differ-ential to be repaired,using hand tools and power

Carry and move suppliesand equipment

-90-

't9

Language Arts

Identify equipmentand supplies

Follow simpledirections

Read labelsUse telephonB

properlyRead newspaper for

jobsStudy unit vocabulary

Arithmetic

Tell timeMeasure weightMeasure liquidCompare prices of

toolsCompute salaries of

different jobs

Basic mechanic'stools

Charts, posters,films, cut-outs

Industrial educationteachers and trades-men

Check listsJob listsResource persons




Practice handling tools and Compute cost of gas,supplies to mechanic oil, etc.

Remove and install simplecomponents, e.g. tires,etc.

Clean parts of engine asdirected

Clean tools, equipmentand work areas after ajob

-91-

Others


safety rulesIntroduce unit on carsDiscuss appropriate

on-the-job clothingTour work sites to

observe job proceduresand equipment

Cluster:

Job:

Objectives:

MECHANICAL OCCUPATIONS

Service Station Attendant

Perform tasks as required in servicePractice safe work habitsFollow instructions and directionsClean up after a job

station


Instruct:on

1. Job tasks ofservice stationattendant

2. Safety rules andprocedure s

3. Job requirements

4. Clean-upprocedure s

131

Fill tank with gasoline ordiesel fuel to level specifiedby customer

Observe level of oil incrankcase and amount ofwater in radiator and addrequired amounts of oil andwater

Add necessary amount ofwater to battery

Wash windows of vehicle

Lubricate vehicle andchange motor oil

Replace lights, and washand wax vehicle

Language Arts


Identify trade termFollow simple

instructionsPractice public rel

tions practices

Arithmetic

Tell timePractice counting cUse cash registerCompute liquid me

problemsAdd cost items

Other s

Follow work schechIntroduce unit on cz

ICAL OCCUPATIONS

;tation Attendant

tasks as required in service stationsafe work habitsstructions and directionsafter a job




Fill tank with gasoline ordiesel fuel to level specifiedby customer

Observe level of oil. incrankcase and amount ofwater in radiator and addrequired amounts of oil andwater

Language Arts


Identify trade termsFollow simple

instructionsPractice public rela-

tions practices

Add necessary amount of Arithmeticwater to battery

Wash windows of vehicle

Lubricate vehicle andchange motor oil

Replace lights, and washand wax vehicle

-92-

Basic equipment andsupplies for servicestation work

Charts, posters, filmsJob task analysisResource per sons

Tell timePractice counting changeUse cash registerCompute liquid measure

problemsAdd cost items

Others

Follow work scheduleIntroduce unit on cars

132




Collect payment for services Introduce unit onand supplies in cash or by traffic safetycompleting credit card sales Tour work sites toform

Operate cash register,count money

observe jobprocedures andequipment

Assist in arranging displays,taking inventory and makingdaily reports

Change tires

Wash and dry car

Hose down floors

Use telephone

Assist in lubrication in garage

Clean car interior

-93--

433 ,

Cluster:

1Job:

MECHANICAL OCCUPATIONS

Body-Fender Helper

t Objectives: Use basic body-fender work toolsPractice safe work habitsFollow instructions and directionsClean up after a job

Content

Use of basic body-fender hand tools

Safety rules andproc 2dure s

. Job requirements

Clean-upprocedure s

Occupational kxperiences

Use basic body-fender handtool sUse power tools for body-fender work

Demonstrate safetypractices

Follow directions--usecheck lists and job sheets

Remove upholstery,accessories, and otherunits to gain access tovehicle body and fenders

Remove fenders, panels,and grills, using wrenchesand cutting torch, andreplace them by bolting orwelding them in position

-94-

4,34

RelatedInstruction

Language Arts


Identify trade termsFollow simple

instructionsStudy unit vocabularyRead newspaper for

information

Arithmetic


Basic body-fenderwork tools

Charts , poster s ,films

Industrial education

Tell timeMeasure weightDiscuss money valuesCompute cost of a car

and its partsCompare costs of carsExamine newspaper for

car sale sDiscuss loans and

installment payments

teacher s and trades-,men

Check listsJob listsResource persons



Supplies gz Equipment

Straighten bent framesusing hydraulic jack andpulling device

Practice sanding and grind-ing, pounding out dents,filling, puttying andpriming under close super-vision

Practice masking cars

Practice handling of toolsand supplies to tradesmen

Clean tools, equipment andwork areas after a job

-95-

Others

Follow work schedulesIntroduce unit on carsIntroduce unit on traffic

and safetyTour work sites to

observe job proceduresand equipment

APPENDICES

-96-

'126

8/70

OCCUPATIONAL SKILLS INSTRUCTIONAL UNIT PLAN*

School Date

Occupational Cluster Job Special Education I

Exploratory Skill Training Job Skill Instructor

Cooperative Training Coordinator

Beginning Date Ending Date

Desirable number of students per class Desirable total no.

Tasks in Terms of Objectives Related Concepts Equipment Supplies FaA

*The job.skill instructor will complete the unit plan with the help of the school acoordinator and the special education teachers.

-97-

4'1W

PATIONAL SKILLS INSTRUCTIONAL UNIT PLAN*

Date

Job Special Education Teacher

Job Skill Instructor

Coordinator

Ending Date

Skill Training

EXHIBIT A

ents per class Desirable total no. of hours

ttives Related Concepts Equipment Supplies Facilitie s Re source s

will complete the unit plan with the help of the school administration,cial education teachers.

-97-

A-

8/70

OCCUPATIONAL SKILLS INSTRUCTIONAL UNIT EVALUATION*

School Date

Occupational Skills Unit

Length of unit Too long Just right 7

Time spent per session Too long Just right 7

Number of students per session Too many Just right 7

Teaching methods Appropriate DifficultUnit activities Completed IncompleteEquipment (quantity) Adequate InadequateEquipment (quality) Good PoorSupplies (quantity) Adequate InadequateSupplies (quality) Good PoorPhysical facilities Adequate Inadequate

Total number of students:EnrolledCompletedQualified for occupationCompleted but not

qualified

COMMENTS:

9th 10th llthMale Female Grade Grade Grad

...(Signature of Special Education Teacher)

*After completion of each unit, the job skill instructor, the coordinator, and the specteacher will cooperatively complete this form. This data will be necessary to compreport to be submitted to the District Office.

-98-

IONAL SKILLS INSTRUCTIONAL UNIT EVALUATION*

Date

EXHIBIT B

Too long Just right Too shorton Too long Just right Too short)er session Too many Just right Too little

Appropriate DifficultCompleted IncompleteAdequate InadequateGood PoorAdequate InadequateGood PoorAdequate Inadequate

ion

9th 10th llth 12thMale Female Grade Grade Grade Grade

Education Teacher)

unit, the job skill instructor, the coordinator, and the special educationly complete this form. This data will be necessary to complete the school) the District Office.

- 98-

.41a8 Ar".F,

8/70

OCCUPATIONAL SKILLS PROGRAM STUDENT PARTICIpATION DATA*(For inter-school transfei. students)

EXHIBIT C

OCCUPATIONAL SKILLS PROGRAM STUDENT PARTICIPATION DATA(For inter-school transfer students)

Name Address(in pencil)

School Birthdate

Social Security(in pencil)

No. Insured: Yes No DVR Client: Yes

Datemo. /da.

OccupationalSkills Unit School

No. of Hoursor SessionsParticipated

Exploratory,Skill Trainingor Cooperative

CompletedYes No

EmployableYe s No

.)

*After completion of each unit the special education teacher may record the necessary data andplace in student file for all students if desired. (5 x 8 card is suggested)

!,. 4

-99-

1.09.

SUGGESTED EQUIPMENT AND SUPPLIES FOR THEOCCUPATIONAL SKILLS INSTRUCTIONAL UNITS

The suggested list of equipment and supplies may be helpful for planninOccupational Skills Program. The Department of Education Storeroom equlist and the Department of Accounting and General Services price lists provpurchasing. All other equipment and supplies should be purchased from otiprices. All participating schools should properly process their purchases 1District Offices.

CLUSTER: BUSINESS OCCUPATIONS

Occupational Skills Unit Equipment

Clerical ServicesClerical AideDelivery Clerk

Duplicating MachineOperator

Related Sales ServicesPackage WrapperPacker Trainee

140

Typewriter (standard-manual)Stencil duplicatorSpirit duplicator

Paper cutter (large size)

.-100-

EXHIBIT D

LD EQUIPMENT AND SUPPLIES FOR THETIONAL SKILLS INSTRUCTIONAL UNITS

pment and supplies may be helpful for planning and budgeting for theThe Department of Education Storeroom equipment and supplies

.ounting and General Services price lists provide information forent and supplies should be purchased from other vendors at reasonableols should properly process their purchases through their respective

ATIONS

Equipment

Typewriter (standard-manual)Stencil duplicatorSpirit duplicator

Paper cutter (large size)

-100-

Supplie s

Envelope s- - all sizes

Ditto paperDitto masterMimeo paperStencil masterFluid/ink

ScissorsStringScotch tape and dispenserRibbonsStaples and staplerWrapping paperTis sueCellophaneMasking tape

141


Courtesy Clerk

Truck Driver Helper

Stock ClerkStackerWarehouseman

EXHIBIT D(continued)

Equipment Supplies

Shopping cart Bags--all sizesCanned goodsFruits and vegetables

and other perishablefood items

Handy truck Moving padsDolly First aid kit

Maps of Oahu

-101-

142Y

DiagramsBuilding blocks

CLUSTER: PERSONAL/PUBLIC SERVICE OCCUPATIONS


Supervised Child Care ServicesChild CareBaby Sitter (for 2-10 year

olds)Nursery School Teacher's

Helper

Home ServicesHomemaker's Assistant

Equipment

Mirror (three-way)PhonographTape recorderFilmstrip projectorSlide projectorProjection screen

Bed (roll away)Portable dishwasherClothes washer and dryerRefrigeratorDry and steam ironElectric or gas rangeVacuum cleanerMirror (three-way)


Supplies

Flannel boardFirst aid kitIroning board, pad,

coverBucketDishesSi lverwarePlastic bags

Carpet and rug sweeperIroning board, pad,

coverDetergents and cleaning

agentsBlanketsMattress padPillow, pillow slipsSheets (fitted, flat)Towels



Equipment Supplies

Wash clothsDishes (four place

setting)Glasses (all sizes)Hot padsPlace matsSalt and pepper shakersSilverware (four place

settingBroomBucketMop

-103-

1441,

CLUSTER: PERSONAL/PUBLIC SERVICE OCCUPATIONS


Ground Maintenance ServicesLandscape Gardener HelperYard Caretaker

Building Maintenance ServicesJanitorBuilding CustodianHousernanHouseboyHotel Housekeeping AssistantRoom Maid

Equipment

Lawn mover--reel, rotary, manualHedge trimmer (electric)Edger

Carpet shampoo machineCarpet vacuumFloor polisherelectricVacuum cleanerwet/dryDesk and chairDresserNight standTub chair

-104-

PUBLIC SERVICE OCCUPATIONS

Jnit

rice s-Ielper

-vices

ssistant

Equipment

Lawn mover--reel, rotary, manualHedge trimmer (electric)Edger

Carpet shampoo machineCarpet vacuumFloor polisher--electricVacuum cleaner--wet/dryDesk and chairDresserNight standTub chair

-104-


Supplies

Sprayer sFertilizerSprinklerground, handHoeRakeShovelPrimerTrimmer--handShearsWater hoseWeederPick

Stop watchBroomsMopsDust panDust mopLight bulbs (all sizes)Waxes, polishesSolvents, detergentsCarpet piecesBrushesBucketsDisinfectantsLocksMop wringer and bucketLampCarpet and rug sweeper

146

CLUSTER: FOOD SERVICE OCCUPATIONS

Occupational Skills Unit Equipment

Supervised Food Services Electric mixer ToteBusboy/ Busgirl Blender Drii

SilvWaiter A s sistant Toaster GarDish Carrier Electric or gas range

Dishwasher Waffle iron CoCounter Girl Refrigerator anCounterman UniiKitchen Aide SaltBaker's Helper Nap

Tab

147-105-

PlaSoaiFirBodThe

tuiTraTraPotPerVegChoSugCuttHanRic(DetDislGlaSer,CanCol.

CE OCCUPATIONS

nit Equipment

Electric mixerBlenderElectric or gas rangeToasterWaffle ironRefrigerator

-105-


Supplie s

Tote boxDrinking glasses--all kindsSilverwareGarbage canCompartment racks (for dishes

and glas se s)UniformsSalt and pepper shakersNapkins--cloth and paperTableclothPlace matsSoapFirst aid kitBody deodorantsThermometer (for water tempera-

ture)Trays--cork bottomTrays--cocktailPots and pansPercolatorVegetables and fruitsChopping boardsSugar bowlCutting knivesHand mixerRice cookerDetergents, soapDishesGlas se sServing utensilsCan openerColander

Meat thermometerMeasuring cups

and spoonsMixing bowlsBake pansPitcherCooking utensilsEgg beater

148

CLUSTER: CONSTRUCTION/CIVIL TECHNOLOGY OCCUPATIONS


Construction Tender (Mason,plasterer, carpenter, and otherbuilding construction crafts.)

Equipment

Belt sanderDisc sanderFinishing sanderDrill, 1/4 capacityDrill, 1/2 capacityPortable jig-sawCabinet, storageWorkbench with viseCompressorSpray gunThread diesPlumber's viseJackhammer

149

Spackling compoundPrimerThinnerPrimer sealerPaintPaint brushesDrop clothPutty knife, puttyWire brushAluminum telescopic

handlePipe wrenchPipe fittingsCaps and plugsPlumbing gook#4 roller fileRoller sleeveRoller handleRubber set brushBristle brushPainter's capsRespiratorThread cuttingCopper tubing,SolderButane torchTest leakCaulking toolsLead, lead pot

plete with stove)AsbestosCrucibles

Supplies

Faucets, waWrenchwaSoldering irSoldering gt.Awls, scratlMicrometerRubber hoseShovelTrowel, bril

11"Hammer, 1;4Brick chiselJointing tool'Steel finishitWood floats;Edging toolsMortar mixiBricklayers'Mixing hoeCementMortarmixAggregate

oil Brickfittings Block

Steel ruleFace shieldSnip (left-ri4Wire strippe

(com- OilTriangle, plWrecking baBrace, 10"

-106-

-TION/CIVIL TECHNOLOGY OCCUPATIONS

Unit

ason,and otherrafts.)

Spackling compoundPrimerThinnerPrimer sealerPaintPaint brushesDrop clothPutty knife, puttyWire brushAluminum telescopic

handlePipe wrenchPipe fittingsCaps and plugsPlumbing gook#4 roller fileRoller sleeveRoller handleRubber set brushBristle brushPainter's capsRespiratorThread cutting oilCopper tubing, fittingsSolderButane torchTest leakCaulking toolsLead, lead pot (com-

plete with stove)AsbestosCrucibles

-106-

Supplies

Faucets, washersWrench--water pumpSoldering ironSoldering gunAwls, scratchMicrometerRubber hoseShovelTrowel, bricklayers,

11Hammer, bricklayersBrick chisels, 4"Jointing tools, brickSteel finishing trowelsWood floats, 12"Edging toolsMortar mixing boxBricklayers' rulesMixing hoeCementMortarmixAggregateBrickBlockSteel ruleFace shieldSnip (left-right)Wire stripperOilTriangle, plasterWrecking barBrace, 10"


Bit, auger, 14pcs.

Bit, drillBit, expansiveChisel, butt,

1/4-1-1/2"Clamp, barFilesHammerLevel, 30"Plane--block and

smoothPlane, JackPliers--assortedSaw, crosscut

(8 point)Saw, crosscut

(11 point)Saw, ripScrewdriverFraming squareCombination squareTinsnipWrench, adjustable"C" clampHack sawLumber & plywood

piecesNail set, assorted

sizesSandpaper

150

CLUSTER: MECHANICAL OCCUPATIONS


Auto Mechanic's HelperGeneral Mechanic's HelperService Station Attendant

Body and Fender Helper

Equipment

Master socket wrenchset with toolrnobile (completeset)

Primary light testerBattery chargerGenerator testerIgnition tester

Air sanderPortable power equipmentTorch set (complete)Oxygen and acetylene cylinder

-107-

151

CcSt

VaRE

TiTiCISp147

ScP1

TC

HE

St,DcDE

LiFE

147

GcG1

CiVi

HANICAL OCCUPATIONS

Skills Unit

Helper)s Helperttendant

Helper

,1

Equipment

Master socket wrenchset with toolmobile (completeset)

Primary light testerBattery chargerGenerator testerIgnition tester

Air sanderPortable power equipmentTorch set (complete)Oxygen and acetylene cylinder

-107-

151 pr


Supplies

Compressor's gaugeStarter generator current

testerVacuum gaugeRemote starter and stop

switchTire pressure gaugeTire repair kitChamoisSpongeWindow cleanerScrew driversPlier sHack sawsTapes and rulesHammerWrenches

Stanley filesDolliesDent pullerLisle ridge reamerFender hammersWelding helmet with shadesGogglesGlove sCape sleeve with bidVise grip

...

SURVIVAL VOCABULARY

The following is a list of signs frequently encountered in day-to-day lif(some opportunity to become familiar with most of them.

All Terms CashAlley ClosedAlways be CarefulAmbulanceA.F.L.-C.I.0BankBellBeware of DogBox OfficeBoy WantedBus StationCapitol BuildingCautionCity HallClosed for RepairsClosed for LunchC.O.D.Count Your ChangeCourt HouseCross CautiouslyCurveDangerDentistDetourDead End StreetDiptheriaDoctorDoctor's OfficeDo Not Ask For CreditDo Not Crowd

152

Do Not Enter Help WantedDon't Talk to the Operator HelpDownDrive SlowlyDynamiteElectricityElevator for EmployeesEmergency ExitEntranceExitExplosiveFederal BuildingFireFire EscapeFire ExtinguisherFirst AidFor External Use OnlyFor SaleFor RentFoundFragileFresh PaintGasolineGirls WantedGlassGoGo SlowlyHandle with CareHands OffHave Fare Ready

-108-

High VoltageHotelHospitalHoursI.L.W.U.InInflammableInformationKaiser HospitalKapuKeep MovingKeep OutKeep OffKuakini HospitalLaborers WantedLadies WantedLadies ToiletLive WireLibraryLook Out for VehiclesLostMeaslesMen OnlyMumpsNo AdmittanceNo Left TurnNo ParkingNo Fishing

SURVIVAL VOCABULARY

,list of signs frequently encountered in day-to-day life. Students should havecome familiar with most of them.

Do Not Enter Help Wanted No SmokingDon't Talk to the Operator Help No SwimmingDown High Voltage No TrespassingDrive Slowly Hotel No SpittingDynamite Hospital Not for Internal UseElectricity Hours Not Responsible for LostElevator for Employees I.L.W.U. ArticlesEmergency Exit In OfficeEntrance Inflammable One Way TrafficExit Information Open EveningsExplosive Kaiser Hospital OutFederal Building Kapu Out of OrderFire Keep Moving Out for LunchFire Escape Keep Out Pay as you EnterFire Extinguisher Keep Off PenaltyFirst Aid Kuakini Hospital PoisonFor External Use Only Laborer s Wanted Post no BillsFor Sale Ladies Wanted PrivateFor Rent Ladies Toilet Private PropertyFound Live Wire Public TelephoneFragile Library Post OfficeFresh Paint Look Out for Vehicles Police StationGasoline Lost PullGirls Wanted Measles PushGlass Men Only Queen's Medical Cent.3rGo Mumps QuietGo Slowly No Admittance R.R.Handle with Care No Left Turn RestroomHands Off No Parking RestaurantHave Fare Ready No Fishing Road Closed

-108-

'.153

......

Safety FirstSt. Francis HospitalScarlet FeverSchoolSlowSmallpoxSoft ShoulderStreet CarStop

Take OneTicket OfficeThin IceThis Way OutThis Side UpTripler Hospital

-109-

/.51%

Use Other DoorUpU.P.W.

EXHIBIT E( c ontinued)

WarningWantedWasteWatch Your StepWet PaintWhooping CoughWill be BackWomen WantedWomen' s ToiletWomen Only

EXHIBIT F

PROGRAM EVALUATIONOCCUPATIONAL SKILLS PROGRAM

GENERAL DIRECTIONS

1. Check the appropriate block on the top left of the page to identify your role, and write in thename of the school and the date.

2. Answer all questions that pertain to you or your duties.

3. Any elaborations may be made in the space provided below the question.

Other information to be included as evaluation data:

1. Results of student attitu.de profiles, Behavior Description Scale (Pre and Post Ratings)

2. Results of Job Placement and Follow-Up Study.

3. Entries in the Occupational Skills Program Student Participation Data form.

-110-

155

1

Special Education Teacher ED Administrator

Coordinator r1 Counselor

Job Skill Instructor ri Otherspecify Date

EXHIBIT F

School

PROGRAM EVALUATIONOCCUPATIONAL SKILLS PROGRAM

. How often do you me-et with (check all applicable)CoordinatorCounselor

to discuss student problems?

Job Skill InstructorSpecial Education Teacher

1 to 3 times/week 2 times/monthOther (specify) Daily

. Do you receive support from

Counselor? Yes NoJob Skill Instructor? Yes NoSpecial Education Teacher? Yes NoCoordinator? Yes No

3. Are students provided with vocational counseling services?Yes No Not Sure Other

4. Do you attempt to counsel students in your classes?

Ye s No Other

Rate the quantity and quality of vocational guidance material available to the students in specialeducation classes.

GoodFair

as PoorOther

.- 1 1 1

t.

Y.-

6. What is your personal opinion about the Occupational Skills Program?

GoodNot worth having

Not working accordingto intent of programOther (specify)

7. How do you perceive the non-participating faculty members' acceptanceSkills Program?

Worthwhile having Other (specify)Not doing any good

8. ln your estimation, how do the students feel about the program?

Good IndifferencePoor Other (specify)

9. Were sufficient funds provided for your program?

Yeti No (explain)

10. What is your opinion about the program facilities?

GoodFair

PoorOther (explain)

11. Did you have sufficient equipment and supplies to carry on a good progr

Yes No (explain)

12. Have you written student performance objectives for your instructional

Yes No

13. Was any job task analysis done to determine the occupational competen

Yes

157

No- 112

1 opinion about the Occupational Skills Program?L Not working accordingrth having to intent of program

Other (specify)

EXHIBIT F(continued)

thP, non-participating faculty members' acceptance of the Occupational

iile havingkg any good

Other (specify)

ow do the students feel about the program?

IndifferenceOther (specify)

provided for your program?

No (explain)

about the program facilities?

PoorOther (explain)

nt equipment and supplies to carry on a good program?

No (explain)

lent performance objectives for your instructional program?

No Other

lysis done to determine the occupational competencies that need to be taught?

Other

158

f

14. Does this instructional program provide students with on-the-job experiences?

LYes No

EXHIBIT E(continued)

15. Does this instructional program provide students with simulated work experiences in theclassroom setting?

Yes No

16. What is your feeling about administrative support for the program?

WeakFair

Strong supportOther (specify)

17. Check one or more items which best describes the source of the curriculum materials used inthis instructional program.

Originals by local staffStandard state curriculum guideCommercially prepared materials

1.E3. What are the chief weaknesses of the program? (List)

. What are some of the strengths of the program? (List)

1, 159

Adapted from similar programDeveloped by special agency or

association (specify)

Other (specify)

1

Developed by Ohio State University,

Date

Management Science

Student's Name

Instructor's Initials

BEHAVIOR DESCRIPTION SCALE

Directions:

Please use the following items to describe the behavior of the student

named above.

DRAWACIRCLE around one of the letters ABCDE after each

item to show how frequently he behaves as described by the item.

A = Always

B = Often

C = Occasionally

D = Seldom

E = Never

1.

Tries hard

ABCDE

2.

Follows directions carefully

ABCDE

3.

Completes assigned tasks

ABCDE

4.

Loafs on the job

.ABCDE

5.

Resents being told what to do

ABCDE

6.

Has a chip on his shoulder

ABCDE

7.

Seems to resent authority

ABCDE

8.

Creates disturbances

ABCDE

9.

Becomes angry when mistakes are called to his attention

ABCDE

10.

Is Insolent and discourteous

ABCDE

11.

Exhibits "don't care" attitude

ABCDE

= Always

B = Often

C = Occasionally

D = Seldom

E = Never

1.

Tries hard

ABCDE

2.


ABCDE

3.


ABCDE

4.

Loafs on the job

ABCDE

:,

I

5.


ABCDE

-/-;

6.


ABCDE

7.


ABCDE

8.


ABCDE

9.


ABCDE

10.

Is insolent and discourteous

ABCDE

11.


ABCDE

12.

Gets along well with other students

ABCDE

Pl

Note:

To be used independently by at least three teachers, counselors, or administrators

who have close contact with the student, once in the fall semester

and at another

time close to the end of the school year.

Scores to be recorded in the individual

student's profile for evaluation purposes.

Page 1

Student's Name

Date

Instructor's Initials

BEHAVIOR DESCRIPTION SCALE

Directions:

Add the numbers that appear in the circles for items 1 to 12 and

enter the total score at the bottom.

A = Always

B = Often

C = Occasionally

D = Seldom

E = Never

1.

Tries hard

54

32

1

2.


54

32

1

3.


54

32

1

4.

Loafs on the job

12

34

5

5.


12

34

5

6.


12

34

5

7.


12

34

5

8.


12

34

9.


12

34

5

10.


12

34

5

11.


12

34

5

12.


54

32

1

= ccasionaliy

D = Seldom

E = Never

1.

Tries hard

54

32

1

2.


54

32

1

3.


54

32

1

4.

Loafs on the job

12

34

5

5.


12

34

5

6.


12

34

5

7.


12

34

5

8.


12

34

5

9.


12

34

5

10.


12

34

5

11.


12

34

5

12.


54

32

1

Total Score

Note:

The total score ranges from a low of 12 to a high of 60.

Page 2 (Score Sheet)

BIBLIOGRAPHY

General References (Books and Pamphlets)

Cruickshank, William M. , Ph.D. and Johnson, G. Orville, Ed.D. Education of ExceptionalChildren and Youth. Prentice-Hall, Inc. , Englewood Cliffs, N. J. , 1967.

Dunn, Lloyd M. Exceptional Children in the Schools. Holt, Rinehart and Winston, Inc., New York,1963.

Garrison, Karl C. and Force , Dewey G. Jr. The Psychology of Exceptional Children. 4th Ed.,Ronald Press Co., New York, 1965.

Kirk, Samuel A. Educating Exceptional Children. Houghton Mifflin Co. , Boston, 1962.

Kolstoe, Oliver and Frey, Roger. A High School Work-Study Program for Mentally SubnormalStudents. Southern Illinois University Press, March, 1967.

Mager, Robert F. and Beach, Kenneth M. Developing Vocational Instruction. Fearon Publishers,Palo Alto, Calif. , 1967.

Ruhig, Theodore, Shigetomi, Samson and Tanaka, Irwin. A State Master Plan for Vocational Edu-cation. Department of Education, State of Hawaii, February, 1968.

"Toward a New Era for Education in Hawaii," Master Plan for Public Education in Hawaii.Department of Education, State of Hawaii, April, 1969.

Volume III Analytic Document, Special Education. Department of Education, Office of InstructionalServices, State of Hawaii, January, 1970.

Volume III Analytic Document, Vocational-Technical Education. Department of Education, Officeof Instructional Services, State of Hawaii, January, 1970.

- 116-

164

U.S. Department of Health, Education; and Welfare, Office of Education. Vocatiand Occupations. U.S. Government Printing Office, Washington, D.C. , 1969.

Curriculum Guides

A Resource Guide for the Special Education Teacher, Department of Education, Ctional Services, Special Services Branch, State of Hawaii, 1968.

Job Opportunities, Houston, Texas, Independent School District.

Learning About Jobs, Houston, Texas, Houston Public Schools.

Guide to Jobs for the Mentally Retarded, Peterson, R. and Jones , E. , AmericanResearch, Pittsburg, Pennsylvania, February, 1964.

The Illinois Plan for Special Education of Exceptional Children: A Curriculum Gtof the Educable Mentally Retarded, Springfield, Illinois, Office of Public Instruct

The Slow Learning Program in the Elementary and Secondary Schools, Cincinnati1964.

Selected Periodicals

American Journal of Mental Deficiency: American Journal of Mental Deficiency,06226.

Children: Superintendent of Documents, Government Printing Office, Washington

Children Limited: N. A. R.C 420 Lexington Ave. , N. Y. 10017.

Exceptional Children: Council for Exceptional Children, 1201 16th St. , NW, WaE

The Journal of Learning Disabilities: Subscription Dept. , 5 North Wabash Ave. ,

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165f.

Education, and Welfare, Office of Education. Vocational Educationernment Printing Office, Washington, D.C. , 1969.

Decial Education Teacher,, Department of Education, Office of Instruc-vices Branch, State of Hawaii, 1968.

, Texas, Independent School District.

ton, Texas, Houston Public Schools.

Lily Retarded, Peterson, R. and Jones, E. , American Institute forsylvania, February, 1964.

Education of Exceptional Children: A Curriculum Guide for Teachers!tarded, Springfield, Illinois, Office of Public Instruction.

n in the Elementary and Secondary Schools, Cincinnati Public Schools,

1 Deficiency: American Journal of Mental Deficiency, Willimantic, Conn. ,

36.

602.

f Documents, Government Printing Office, Washington, D.C. 20204.

C. , 420 Lexington Ave. , N. Y. 10017.

acil for Exceptional Children, 1201 16th St. , NW, Washington, D.C. 200

sabilitie s: Subscription Dept. , 5 North Wabash Ave. , Chicago, Ill. , 60

-117-

r.

166

Journal of Special Education: 115 Thorndike Rd. , Philadelphia, Peni

Journal of Rehabilitation: National Rehabilitation Assn. , 1522 K St. ,

Mental Retardation: American Assn. on Mental Deficiency, PublicatAvenue, Albany, New York 12210.

The Pointer: The Assn. for Special Class Teachers and Parents ofGras s Valley, , California , 95945 .

Teaching Exceptional Childrer: Council for Exceptional Children, LD.C., 20036.

Community Agencies and Resource Centers in Honolulu, Hawaii

Chamber of Commerce of Hawaii: Dillingham Transportation BuildirDepartment of Health: 1250 Punchbowl StreetDepartment of Labor, , United States: 1833 Kalakaua AvenueDepartment of-Social Services: 1390 Miller StreetEmployment Service Division--State of Hawaii:

Industrial Offfce: 824 Punchbowl StreetEmployment Opportunity: 1040 South King Street

Labor and Industrial Relations Department: 825 Mililani StreetLanakila Health Center: 1722 Lanakila AvenueLabor Organizations: Refer to Yellow Section of Telephone Director'Manpower Development and Training: 1040 South King StreetPublic Health Nurse: 548 Kapahulu AvenueSocial Security: 1181 Alakea StreetSpecial Education Instructional Materials Services: 1270 Queen EmmVocational Rehabilitation and Services for the Blind Division: 1901 E

167

tion: 115 Thorndike Rd. , Philadelphia, Penn. , 19115.

National Rehabilitation Assn. , 1522 K St. , NW, Washington, D.C. , 20005.

erican Assn. on Mental Deficiency, Publication Sales Office, 49 Sheridanork 12210.

. for Special Class Teachers and Parents of Handicapped, Inc. , Box 1878,a, 95945.

iildren: Council for Exceptional Children, 1201 16th St. , NW, Waslangton,

,r3. Resource Centers in Honolulu, Hawaii

;of Hawaii: Dillingham Transportation Building.1250 Punchbowl Streettnited States: 1833 Kalakaua Avenuet.-vices: 1390 Miller Streetvision--State of Hawaii::e: 824 Punchbowl Streetportunity: 1040 South King Street

lations Department: 825 Mililani Street1722 Lanakila Avenue

lefer to Yellow Section of Telephone Directoryand Training: 1040 South King Street

;18 Kapahulu Avenuelakea Streetictional Materials Services: 1270 Queen Emma Streetn and Services for the Blind Division: 1901 Bache lot Street

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r:To

;