career education curriculum using career cruising

Career Education Curriculum Using Career Cruising

Career Education Department

Kings County Office of Education

Table of Contents

Acknowledgements ........................................................................................ i

Objectives ................................................................................................... 1

Career Curriculum Content Standards ........................................................... 2-3

Career Education Curriculum Using Career Cruising ........................................... 4

Day 1 – Career Curriculum .......................................................................... 5-7

Day 2 – Career Curriculum (Computers needed today) .................................... 8-9

Day 3 – Career Curriculum (Computers needed today) ................................. 10-11

Day 4 – Career Curriculum ....................................................................... 12-14

Day 5 – Career Curriculum ....................................................................... 15-16

Career Information Worksheet .................................................................. 17-18

Career Earning Worksheet - Example............................................................. 19

Career Earning Worksheet ........................................................................... 20

The A-G List Requirements for Admission at a UC or CSU ............................. 21-22

What’s Included on the CD ........................................................................... 23

The Career Education Department would like to recognize and thank the following for their contributions to this curriculum.

• Kim Ellis, M.S. Educational Counseling, Kim was the primary force

responsible for writing this curriculum. It is based on and is an

extension of the work that Kim does for the Lemoore Area Schools.

• Lenis Brown, for your revision suggestions.

• Alice Patterson, for your editing and revision suggestions.

• Tamara Ravalin, for your editing and revision suggestions.

• Glenda Woolley, for your editing and revision suggestions.

Funding for this curriculum and for Career Cruising was provided by the

College of Sequoias Tech Prep Consortium Community Collaborative Project

in collaboration with the Tulare County Office of Education.

This curriculum is intended for use by eighth grade teachers, but is not

limited to their use only. While the curriculum is the property of the Kings

County Office of Education, please feel free to share with others. For copies,

contact the Career Education Department at 559-589-7026. Please contact

the department if you have suggestions for improvement. This curriculum is

also available on our website.

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Objectives To identify careers that best fit each student’s ability To learn about varied careers To use technology and its software to identify a specified career pathway To create a four-year plan that will guide the student through high school To record and document types of career requirements for their chosen career pathway To track a four-year plan and other career interests in an electronic portfolio To learn about high school graduation requirements To learn about post high school requirements

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Career Curriculum Content Standards Science: 6th - Standard 7.b: Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. 7th - Standard 7.b: Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project. Language Arts: 6th (Technology)- Standard 1.4: Use organizational features of electronic text (e.g. bulletin boards, databases, keyword searches, e-mail addresses) to locate information Standard 1.5: Compose documents with appropriate formatting by using word-processing skills and principles of design. Standard 1.4: (Reading) - Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning. Standard 2.1 Identify the structures of popular media (e.g. newspapers, magazines, online information) and use the features to obtain information. 7th – Standard 1.5 (Research): Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. Standard 1.6 (Research): Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. 8th - Standard 1.3 (Word Analysis and Vocabulary): Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. Standard 2.3 (Reading Comprehension): Find similarities and differences between texts in the treatment, scope, or organization of ideas. Standard 2.6 (Reading Comprehension): Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem. Standard 1.4 (Technology): Plan and conduct multiple-step information searches by using computer networks and modems.

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Mathematics: 6th - Standard 1.4: Solve problems manually by using the correct order of operations or by using a scientific calculator. Standard 2.0: Students use data samples of a population and describe the characteristics and limitations of the samples. Standard 2.4: Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models to explain mathematical reasoning.

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Career Education Curriculum Using Career Cruising

Career education is very important in a student’s understanding what types of careers are available for them using the skills they currently have. The lessons that come with this unit are written so it can be taught directly from the text with the opportunity for the teacher to use their creativity to enhance the information being taught to the students. Listed below is an overview of what you will be encountering throughout the five-day career education lesson plan unit. Day 1: Building Background knowledge First Step- where do I start? Day 2: Day 1 review What is Career Cruising? Finding a career and a career pathway Selecting the careers for you Day 3: Day 2 review What are all these careers all about? Colleges and other schools Career Information worksheet Day 4: Day 3 review What does this all mean for the career I want? Four-Year plan Day 5: Day 4 review Four-Year plan continued Completion of the four-year plan, what is next?

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Day 1- Career Curriculum – 45 minutes Building background knowledge (20 - 25 minutes): Many careers are placed into several categories that are connected in some way to other careers. For educational purposes the California Department of Education divides careers into fifteen pathways. There are many career options. There are pathway pamphlets provided on the CD to be used as reference for this discussion. In each of these pathways there are a variety of careers that can be chosen. All require a high school diploma and most require some type of certification or degree. Discussion: Discuss with students the various careers that are in the world. Pass out to students the pathway pamphlets for students to look at while you talk about the various jobs in each pathway. Additional technology: If you have available access to a computer that will be visible for all students then use the Career Curriculum PowerPoint or slide show presentation. The presentation will give visual depictions of some careers in each pathway. After the power point is finished and your discussion about various careers ask students this question, Which career best suits you? To give you an idea of some of the many careers available in the technological field are: auto body repair astronomer automotive mechanic building inspector cabinet maker computer engineer CAD technician computer programmer carpenters computer scientist computer repair construction contractor computer technician data systems manager construction trades: (carpenter, plumber, draftsman roofer, concrete, insulation, etc.) engineer: (mechanical, electrical, structural, control systems technician, aeronautical, civil, chemical, mining, electrical repair person, petroleum, etc.)

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Although these are just a few of the careers in the world, it is a starting point of where you can begin thinking about what career you are interested. The best way to begin the thought process about how to answer the question, “What do you want to be when you grow up?” is to begin thinking about all the things in your life that you enjoy doing. Chatting with your friends, writing notes, playing video games, talking on the phone, working with your hands, drawing, and most importantly dreaming about what could possibly be. When you have had the opportunity to think about all of these things that is when the process can begin for you to start choosing a career that might be your dream job. It is okay if you aren’t sure, you will hopefully have a better idea by the end of this week- long lesson. First Step- Where do I start? (15 – 20 minutes) This is a very important part of this lesson to get students to begin to think outside the box to how they are going to achieve the successes, so they can get the jobs of their dreams. The first step is the realization that with all jobs they require hard work. Most jobs will require a certification, a degree or hands on experience. The question is where will these students get the opportunity to get these requirements. Most requirements will begin to be covered when the student begins either a trade school, technical program, enrolls in either a two or four year college. This is the first step. Let’s see if any of your students have begun to think about what their first step is to get that job of their dreams. Discussion- Ask you students where they would like to go to school after high school? This school can be a trade school (i.e. beauty school, culinary school, a/c and heating school, police academy, and many more) or can be a community college like West Hills or College of the Sequoias, or it can be a four year college like California State University Fresno or Bakersfield, or a University of California like UC Berkeley or UCLA. Their dreams can even reach to Ivy League schools such as Yale, Harvard and even Princeton or Brown. These are all very excellent choices; it is now up to your students to begin the search to get to those specific trade schools or colleges.

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Activity- Each corner of the room will represent a category of possible school choices. Corner 1 will represent trade schools, corner 2 represents community colleges, corner 3 represents four year colleges, and corner 4 represents the undecided. Have all the students get up and go to the corner that represents where they believe they will go after graduating from high school. There will be students who follow other students to a certain corner, that is okay. That means those students have not yet decided, but know they want to go to either trade school or college. Also make sure you explain to students that it is okay to be undecided at this point, but by the end of this lesson unit they should have a more concrete idea of what direction they want to go with their future. While the students are in their corners, ask a few questions. For example, ask students why they chose that corner and how they are going to get there from the academic choices they are currently making. Have the students share with each other in their corner group prior to reporting out to the class. May want to provide chart paper to record each group’s reasons and responses. Be prepared for questions related to current academics and what grades they should be getting to be successful in their future. Homework: Tell your students to continue to think about what careers interest them and what possible schools they want to attend, because in Day 2 lesson plan they will begin the process to narrow down the many careers there are in the world to the ones that are truly interesting to them.

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Day 2 - Career Curriculum – 45 minutes (Computers needed today) Day 1 Review (5 minutes):

Remind students about the different careers that are available to them and how they should be looking at the skills they have and the things they are interested for possible future careers. What is Career Cruising? (10 minutes) Career Cruising is a computer software program that enables students to identify, through a series of questions, which careers fit them the best. This program will enable students to learn more about specific careers they might be interested in. At this point have students either move to a computer of login to the computer. Then have them access the Internet and type in the career cruising website: www.careercruising.com . Pass out the students’ Username login and their password. If you are demonstrating on an overhead computer or screen, please show the students where to login and how to type in their username and password. DO NOT LET STUDENTS GO ANY FURTHER UNTIL YOU KNOW THAT ALL STUDENTS ARE AT THE SAME SPOT. Finding a career and a career pathway (15-20 minutes)

• After students have logged in to Career Cruising then have them click on the link for Career Matchmaker.

• Once there the students need to type in their first and last name and then click on “Start a new career matchmaker session.”

• The students will then be asked to complete 39 questions. Once completed, the students need to click on “Save results, yes- I don’t have a portfolio.”

• This will bring them to another screen for the students to type in their first and last name, select their grade from the pull down screen, and then create username and a password (use the same one as your username and password login for career cruising. This will save their portfolio to the career cruising website server.

• After they have done this they will be shown a list of varied careers they are best suited for.

http://www.careercruising.com/

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Selecting the Careers for you (5-10 minutes) Pass out the career information worksheet to students when they finish their career matchmaker session. Tell students that after they have viewed the list of possible careers, have them write down on the career information worksheet the five careers that interested them the most. When they have written down the five possible careers have them also write down the career pathways their careers are listed in. Teacher- Collect the worksheets at the end of class to be returned to students the next day. Have students close out the screen and log off of the computer.

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Day 3 - Career Curriculum – 45 minutes (Computers needed today) Day 2 Review (5 minutes):

Remind students about the different careers that are available to them and how they should be looking at the skills they have and the things they are interested for possible future careers. Pass out the students’ career information worksheet. What are these careers all about? (30- 35 minutes) Have the students log on to computers and logon to the Internet. Then have them type in www.careercruising.com website into the address bar.

• When in the career cruising website go to the portfolio login section and type in your username and password and click “login.”

• When prompted to enter your email address, don’t. Just close out of the screen using the small x on the top right hand side of the small email prompt box.

• On the left hand tool bar click on Assessment Results tab. • At that point, a box with the students’ top ten career selections will

appear. At the middle of the screen it will read see all results. This will allow the students to see all the careers that are possible choices for them. It will also allow them to see all of the career choices they may have chosen as well as their career pathways.

• Using their career information worksheet, have students click on the first career they selected on their sheet.

• Students can then look at the tabs under general information on the left side of the page and click on any of the tabs to learn more about their possible chosen career.

1. On the career information worksheet, have the students summarize (it would be helpful to review what summarize means) what the job description is for the career they have chosen.

2. On the career information worksheet, have the students write down what the potential job earnings (amount they will make in this career) and write down what the educational requirements are for this career.

3. Students may also look at the sample career path and read the interviews with people who work in that area.

http://www.careercruising.com/

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• Have students repeat numbers 1-3 with the other four careers they have chosen. (To do this, use the back arrow button to get back to the Assessments Results page).

Colleges and other Schools (For students who finish early) If there is time, students may go to the schools tab at the top of the website and click on it. This will bring the students to a list of four choices:

• Have students select school selector • Then click on which type of school the student is interested in

attending when they are graduated from high school either Trade and Technical or 2 – 4 year college (most students should select 2 – 4 year college).

• Click on a state on the map and click next at the bottom right on the screen.

• The next few screens will ask the students some questions related to what type of school they are interested in attending.

• It would be helpful to reflect back to the “four corners” activity done on day one.

Career Information Worksheet Collect the career information worksheet and hold them for the next day. Have students close out the screen and log off of the computer. Teacher additional requirements: Review each student’s career information worksheet and tally the students’ pathways that they identified. Copy the number of pathways or elective sheets that will be necessary for tomorrow’s lesson (see high school pathways and electives located at the end of this lesson unit).

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Day 4 - Career Curriculum – 45 minutes Day 3 Review (5 minutes):

Remind students about the different careers that are available to them and how they should be looking at the skills they have and the things they are interested for possible future careers. What does this all mean for the career I want? (15- 20 minutes) Discuss with each student that when choosing a career using Career Cruising they may find that there are other jobs that are similar to the one they choose they may like more, and that these career choices are based on how they answered during this lesson and may change, as they get older and interested in more activities. The pathways and electives sheets that are used to help students identify their possible careers and which classes they should be taking when in high school come from the high schools in Kings County.

• AHS Pass out the students’ career information worksheet and the electives section of the AHSD course catalog.

• CHS Pass out the students’ career information worksheet with the electives and coursework that is connected to their possible career. To access those, go to the CD and locate the Corcoran HS guidance handbook and look up all the electives.

• LHS Pass out the students’ career information worksheet with the pathway(s) that is connected to their possible career (There are more electives than those listed on the pathways. To access those, go to the CD and locate the LHS counseling guide and look up all the electives.)

• HJUHSD Pass out the students’ career information worksheet and the electives section of the HJUHSD course catalog.

AHS- Have students review the electives sheets and choose two electives that they will be able to take in ninth grade through twelfth grade. CHS- Have students review the electives sheets and choose two electives that they will be able to take in ninth grade through twelfth grade. LHS- Discuss with students the different pathways and how each pathway has a select number of electives for each grade from ninth to twelfth. Have students choose two electives from each grade level. HJUHSD- Have students review the electives sheets and choose two electives that they will be able to take in ninth grade through twelfth grade.

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**Reminder** If a student is thinking about taking a class that is a series class, for example wood 1, wood 2, etc.; the student must take the first class before they can take a higher leveled class. Four-Year Plan (10 minutes and to be continued the next day) Each student will use their career information worksheet and the pathways or electives sheets to help them complete a four-year plan for high school. This plan will guide them to the classes they need to take for the pathway/electives they are choosing. Pass out the four-year plan. Each high school district has specific plans designated for their school district, make sure to pass out the correct four-year plan depending on which high school district the student will be attending. Each four-year plan will have suggestions for the students on which classes they should take each year in high school. There will still be students who are not sure which classes to take, remember this is just a plan of what is possible for them to take and not an actual concrete four-year plan.

• First, have each student decide which math class they will be taking according to what they are currently enrolled in, and then have them write it down on the four-year plan under the 9th grade section. Then list the two electives they chose at the bottom of the 9th grade (freshman) section. (HJUHSD students will select three electives as a 9th grade freshman, unless they need to take a remediation class for English or math and then that remediation class will take one of the three electives).

Career Earnings Worksheet (10 minutes and to be finished as homework to be returned the next day) Discuss with students how a career that pays $8.00 and hour is not going to allow you to have the things in their lives they would like compared to a career that pays $30.00 or more an hour. Explain to students there are “Other Costs” in life that will subtract from how much money they actually get to spend. Pass out the Career Earnings example worksheet. Together as a class, go step by step down the worksheet and explain to students that the costs listed on the worksheet are for Kings County and that living other places the costs might be higher or lower. After you have discussed the costs to students explain to them that if they want more things like a more expensive car or clothes then it will cost them more. Pass out the Career Earning Worksheet.

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Directions for Career Earnings Worksheet: Have each student write down two of the careers they chose for their career information worksheets and also write down how much those careers pay to start. Then have the students divide that number by 12 (number of months in a year). Then that number will be how much money they have earned for each month. Next, have the students subtract the amounts listed on the worksheet from the amount they will have for each month, and any money left over is extra money to spend. Now, if the student is in the negative amounts for money then the career they have chosen will not be able to support the lifestyle they have chosen and listed on this worksheet. Have students finish these worksheets, and return them to you for discussion the next day. Teacher notes: ***Collect four-year plans and pathway/elective choices*** You will be returning these to the students the next day.

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Day 5 - Career Curriculum – 45 minutes Day 4 Review (5 minutes):

Pass out the students’ four-year plan with their career pathway/ electives sheets. Review with the students that they should have chosen two electives from each grade le r plan. vel to complete the four-yea

FourYear Plan (day 2) (20 ‐ 30 minutes)

• Second, complete the sophomore sections by selecting the correct

math and their two chosen electives. AHS UC and CSU students (junior and senior sections):

• Third, complete the junior sections by selecting the correct math class and their two chosen electives.

• Fourth, complete the senior sections by selecting the correct math class and their three chosen electives.

Trade or two-year college (junior and senior sections): • Third, complete the junior sections by selecting the correct math class

and their two chosen electives. • Fourth, complete the senior sections by selecting a vocational or art

class and their four chosen electives. CHS UC and CSU students (junior and senior sections):



Trade or two-year college (junior and senior sections): • Third, complete the junior sections by selecting the correct math class

and their two chosen electives. • Fourth, complete the senior sections by selecting a vocational or art

class and their three chosen electives. LHS UC and CSU students (junior and senior sections):



Trade or two-year college (junior and senior sections):

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• Fourth, complete the senior sections by selecting a vocational or art class and their three chosen electives.

HJUHSD UC and CSU students (junior and senior sections):

• Third, complete the junior sections by selecting the correct math and their two chosen electives.

• Fourth, complete the senior sections by selecting the correct a math class and their two chosen electives.

Trade or two-year college (junior and senior sections): • Third, complete the junior sections by selecting the correct math and

their two chosen electives. • Fourth, complete the senior sections by selecting a vocational or art

class and their two chosen electives. Completion of four-year plan (10 minutes) Discussion: After students have filled in all their information about which electives they have chosen then review with students that the four-year plan they have created is a guide for them for their high school years, and that with the help of their guidance counselor in high school their plan may be modified to meet their changing needs. Also remind students that the career choices they have chosen now may change in the next few years and to continue to change their four-year plan as their career choices change. Students will keep all the papers and information that they have done over the five lessons. Students will be able to access Career Cruising on the Internet to modify their future career goals. Teacher Notes: For those students who want to see how the standards they are learning now will impact their possible career, go to Career Technical Education standards (ctestandards) on the CD and find the appendix section. This section lists all the standards and which career pathway it addresses.

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Name: _______________________

Career Information Worksheet Directions: Write down all five careers that interest you and then fill in the information under each career. 1. Career: _______________________________________________________________ Summarize job description: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Job earnings and educational requirements: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Career: _______________________________________________________________ Summarize job description: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Job earnings and educational requirements: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Career: _______________________________________________________________ Summarize job description: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name: _______________________

Job earnings and educational requirements: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Career: _______________________________________________________________ Summarize job description: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Job earnings and educational requirements: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. Career: _______________________________________________________________ Summarize job description: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Job earnings and educational requirements: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Career Pathway(s)

1. ______________________________________ 2. ______________________________________

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Career Earning Worksheet- Example Career #1: 3rd Grade Teacher________ Earnings: ___$34,000 a year_________ Divide earnings by 12 and write down monthly amount below: Monthly Amount: $3,000.00__ Monthly Bills

Taxes 400.00 Apartment Rent 600.00 Gas, Electric, Water, & Garbage 400.00 Car Payment 500.00 Car Insurance 150.00 Food 300.00 Entertainment and Gas 300.00 Clothing 100.00 Total owe each month = $2750.00 Subtract monthly amount from monthly bills

Monthly Amount $3,000.00

Monthly Bills ---- $2,750.00

Money left = $250.00 Is this the right career for you???

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Career Earning Worksheet Directions: Write down 2 of the careers you chose for their career information worksheets and how much those careers pay to start. Then divide that number by 12. Next, subtract the amounts listed on the worksheet from the beginning amount, and any money left over is extra money to spend. Now, if you have a negative amount for money then the career you have chosen will not be able to support the lifestyle you want. Career #1: ___________________________________________________ Earnings: ___________________________________________________ Divide earnings by 12 and write down monthly amount below:

Monthly Amount: _______________ Monthly Bills

Taxes 400.00 Apartment Rent 600.00 Gas, Electric, Water, & Garbage 400.00 Car Payment 500.00 Car Insurance 150.00 Food 300.00 Entertainment and Gas 300.00 Clothing 100.00 Total owe each month = $2750.00 Subtract monthly amount from monthly bills Monthly Amount Monthly Bills ---- Money left = Career #2: ___________________________________________________ Earnings: ___________________________________________________ Divide earnings by 12 and write down monthly amount below:

Monthly Amount: _______________ Monthly Bills

Taxes 400.00 Apartment Rent 600.00 Gas, Electric, Water, & Garbage 400.00 Car Payment 500.00 Car Insurance 150.00 Food 300.00 Entertainment and Gas 300.00 Clothing 100.00 Total owe each month = $2750.00 Subtract monthly amount from monthly bills Monthly Amount Monthly Bills ---- Money left =

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The A – G List Requirements for Admission at a UC or CSU

a. History/Social Science (2 years required) World History P, World History Pre AP U.S. History P, U.S. History AP, NJROTC U.S. History P American Government P, American Government AP, American Government (H) NJROTC Government b. English (4 years required) English 1P, English 1 Pre AP English 2P, English 2 Pre AP English 3P, English 3AP, English 3P Dramatic Literature, English 3P Communications English 4P, English 4/Creative Writing P, English 4AP, English 4P Dramatic Literature, English 4P Communications c. Mathematics (3 years required, 4 recommended) Algebra 1P, Algebra 1A P + Algebra 1B P (1A P + 1B P equals one year of Algebra 1)

Geometry P, Geometry P A and B (A + B equals one year of geometry), (many students take Geometry during the summer between their freshman and sophomore years in order to take five years of math at LHS) Algebra 2P, Pre Calculus H, Calculus AP d. Lab Science (2 years required, 3 recommended) Biology 1P, Ag Biology P, Biology 1A P + 1B P (1A P + 1B P equals one year of biology) Biology 2P, Biology 2P H Chemistry P, AP Physics P, Physics AP, Physics (H) e. Foreign Language (2 years required, 3 recommended, same language) Spanish 1P, French 1P Spanish 2P, French 2P Spanish 3P, French 3P Spanish 4P, Spanish 4AP, French 4P, French 4AP f. Visual and Performing Arts (1 year required) Beginning Band P, Advanced Band P, Wind Ensemble P, Instrumental Music Jazz

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Ensemble P, Advanced Women’s Chorus P, concert Choir P, Dance P, Drama Production P, Ceramics 1P, 2P, Drawing/Painting 1P, 2P, Photo 1P, 2P, 3P, 4P, Advanced Art Projects P, Art History P, Music Theory P, Multimedia Communi- cation Design P g. College Preparatory Electives (1 year, same subject) Rhetoric P, Drama Production 2P, Storytelling P, Biology 1P (9th grade), Economics P (one semester), NJROTC Economics P, Economics AP, Virtual Enterprise P, Geography P, Veterinary Science 1P, Journalism 1P

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What’s included on the CD:

• All printed materials included in the handbook

• Career Technical Education Standards

• University of California entrance requirements

• Graduation requirements for Avenal, Corcoran, Hanford, Hanford West,

and Lemoore High Schools

• Course/Guidance catalogs for Avenal, Corcoran, Hanford, Hanford

West, and Lemoore High Schools

• Four year plan document for Avenal, Corcoran, Hanford, Hanford West,

and Lemoore High Schools

• Recommended college plan for Avenal, Corcoran, Hanford, Hanford

West, and Lemoore High Schools

• Career Pathway pamphlets

• Pathway handouts

• Career Pathway PowerPoint presentation

• Career Pathway slide show presentation

career education curriculum using career cruising

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