The Venture Program, a four-year alternative program at Carthage Central High School requires students to demonstrate independent lerning skills, responsible behavior, and quality work. Cooperating adults and teacher advisors work with students toward the achievement of 38 indicators for certificate success. These 38 indicators developed by a district-wide committee of teachers, administrators, parents, and community members have been grouped in graduation benchmark categories as follows.

1. be able to communicate effectively and appropriately;
2. understand and practice a healthy lifestyle;
3. participate in the community (global, national, local, inter-personal) in a responsible manner;
4. be academically prepared for post-graduate endeavors;
5. possess skills for managing independent living;
6. demonstrate a positive self-image;
7. appreciate our dependence upon and responsibility to the environment; and
8. understand and appreciate the fine arts.

Students progress through a program of integrated "block courses," traditional high school courses, and supervised independent studies which result in their achievment of 38 indicators for certificate success. Students demonstrate their achievment at regular "indicator conferences" and "exhibitions."

    Approximately 100 9th through 12 graders at Carthage elect to participate in the Venture Program which attracts students with diverse interests and academic backgrounds. Students progress through a program of integrated "block courses," traditional high school courses, and supervised independent studies as they work to achieve the 38 Indicators for Certificate Success. They demonstrate achievement at regular "indicator conferences" and exhibitions."

    Block courses form the heart of the students’ schedule. These 10-week courses meet for the first four periods of the school day, integrate all academic disciplines, and culminate with an exhibition of the students’ work. There are no required courses for Venture students beyond block courses, however students may take traditional courses, mini-courses, undertake internships or community service, or attend courses at BOCES or the community college.

1. read, write, and speak mature, standard English;
2. be able to choose a medium appropriate to his/her audience;
3. be able to use modern communication technology;
4. be able to state and defend a personal position;
5. be able to dialogue;
6. be able to judge the intent and validity of messages;
7. know where to seek help for physical and emotional problems;
8. practice stress management techniques;
9. know basic first aid practices;
10. know the basics of good nutrition;
11. exhibit knowledge of hygiene;
12. complete a comprehensive course in physical fitness;
13. understand the causes and symptoms of diseases and addictions;
14. be aware of the physical and emotional responsibilities of sexuality;
15. be a cooperative participant in school and community groups;
16. accept personal responsibility for improving his/her community at every level;
17. make active, considered decisions regarding voting;
18. nderstand community affairs at every level, including the causes of and possible solutions to their problems;
19. be able to represent opposing viewpoints without demonstrating or creating hostility;
20. treat with respect the property, rights, and freedoms of others;
21. demonstrate competence in reading, writing, computation, and appropriate technology;
22. demonstrate proficiency in summarizing information, monitoring his/her own work, and using analytical and critical thinking skills;
23. demonstrate understanding of skills necessary to obtain and hold a job;
24. be able to identify, organize, and allocate resources (time, money, materials, facilities, and human resources);
25. understand the skills necessary to maintain positive personal relationships;
26. develop parenting skills;
27. demonstrate responsibility for personal behavior;
28. be able to cite specific positive personal characteristics and those which need improvement, and develop a personal growth plan;
29. present him/herself to the public in an appropriate fashion;
30. demonstrate responsible judgment with regard to peer pressure;
31. achieve near the level of his/her potential;
32. be able to evaluate the ecological impact of decisions;
33. understand the terminology and concepts related to environmental issues;
34. demonstrate a personal commitment to improving the environment;
35. have experienced the fine arts in many situations;
36. be able to assess the quality of classical and current art forms;
37. be open to the diversity of the fine arts; and
38. be able to identify means of staying involved in the fine arts after graduation.

This sample of an Object Study prepared by a student named Daryl includes work from his research paper on planing and from his biography of Ethan Allen. [Please note: spelling, punctuation, and usage are as submitted by the student.]

    Working with rough lumber is not easy. Smooth lumber is easier and requires fewer finishing materials. Rough lumber is smoothed with a plane or scraper. The four most common planes include the block, smooth, jack and fore planes.
    If one doesn’t have a power jointer/planer, a jack or fore plane can be used to match the edges of stock to be edge glued. Because of their length, these planes are easily used to true the edges of long boards, as in fitting large doors.
    A jack plane also works well for smoothing rough stock. It ranges in size from 14" to 17" long and 2" wide.
    The fore plane is larger than the smooth and jack planes. It is 18" - 24" long and 2 3/8" wide. It is often used to plane door and window edges.
    The smooth plane has blade control mechanisms similar to the jack and fore planes. It is 6" to 10" long and 1 1/2" wide. A smooth plane is used to take fine cuts. It smoothes mill marks from power planers, and smoothes saw cuts on board edges well.
    A block plane, easily slipped into a tool box, can be used to make final adjustments on end grain and plywood, or to trim doors and windows, and join the ends of molding. The block plane has a low blade angle and its blade has its bevel or cutting edge turned upward. Carpenters and cabinetmakers often use block planes to trim pieces that do not fit.
    There are also many specialty planes designed for specific planing operations. The most common of these are the rabbet and router planes. The rabbet plane cuts rabbets on stock edges. Rabbet size is controlled by the fence and depth stop. A spur on the rabbet plane is lowered when cutting rabbets across end grain. This spur cuts the wood fibers and stops tear out. This spur must also be kept sharp. One type of rabbet plane is the tongue-and-groove plane.
    Side rabbet planes are used to enlarge a rabbet or to trim the sides. They have two blades, and are always used toward the center of the cut.
    A router plane is used to deepen a "dado", or groove. It is often used for inlay work.

    The handplane was an invaluable tool in any old time carpentry shop. The smooth plane was especially useful in smoothing lumber for fine furniture. But, the mark of a master craftsmen was his workbench. The quality of his bench was reflected in the quality of his furniture.
    As a young carpenter, Ethan Allen had learned many carpentry skills and techniques from his father. Now, on his own, Ethan had to develop and perfect his skills. The first tool he needed was a handplane. He already had a hammer, a bucksaw, a level, a brace and bit, and many other useful tools, handed down to him from his grandfather, so he made a trip into town to the toolcraftsmen.
    After a careful examination of all the finely-crafted tools, many of which were far too expensive, young Ethan chose the NO. 35 Union Pat. smooth plane. The tool was to be made and ready for him on Oct. 22, 1889.
    Two weeks later, he took the trip into town again to pick up his newly patented tool. He examined it for any flaws before making the trip home. On the package was a hand-written label that described the plane. The wood parts were crafted of ash, and the finely detailed adjusting nut was made of brass.
    In the previous weeks, Ethan had been designing the most elaborate workbench ever. It included a laminated maple top, and shoulder and tail vices made with sliding dovetails. At the back of the bench top was a tray 2" deep and 6" wide. The frame was constructed of birch 4" x 4’s" jointed with mortise and tenons and through lap joints. Below the bench for storage, Ethan designed compartments including four drawers and two cabinets. This bench is now known as the traditional Scandinavian style bench.
    When his bench was completed, word spread about his work, Ethan Allen furniture became famous, and on all of Ethan’s furniture he used his first handplane to smooth the lumber.
    When Ethan died in 1950, all of his tools were handed down to his son so that he too could continue the traditional line of fine furniture. That is how I, as the fifth generation of Allen carpenters, came to own this beautifully crafted tool.

    Student exhibitions–presented to the students’ Cooperating Adult, Teacher Advisor, and others invited by the student–are evaluated by a 2 point scale exhibition rubric developed to assess five areas of proficiency. Exhibitions are considered works-in-prograss; thus, students receive feedback and are able to revise their work based on suggestions from the Cooperating Adult and Teacher Advisor. The qualilty assessment follows. Because Daryl’s exhibition received an A in each of five areas, he earned an overall grade of A for his work.

1. All of the indicators have been exceeded with one or more identifiable traits.
2. More than half of the indicators have been exceeded by one or more identifiable traits.

1. Half of the indicators have been exceeded by one or more identifiable traits.
2. One or two of the indicators have been exceeded by one or more identifiable traits.
3. The exhibition requirements have been met.

1. Presentation is exemplary with research supported by examples in a variety of mediums and related graphics.
2. Presentation communicates clearly with understanding and applies concepts to processes.

1. Presentation is effective with sound supporting evidence that meets exhibition indicators.
2. Presentation is complete and without flaws.
3. Presentation has minor flaws but is acceptable.

1. Documented evidence of the use of multiple resources and experiences in the accumulation and management of data and information in meeting exhibition indicators.
2. Evidence of research, analysis, and the application of collected data and information to meet exhibition indicators.

1. Evidence of independently designed, self-directed learning activities that enabled exhibition success.
2. Evidence of independent learning skills being used in meeting exhibition indicators.
3. Evidence of sufficient learning to satisfy exhibition indicators.

1. Written material is of exemplary quality, with supporting graphics, and incorporates multiple desktop publishing skills.
2. Written material is accurate, well-composed, and communicates clearly.

0. Written material is grammatically correct in mature standard English.
1. Written material contains minor grammatical errors.
2. Written material satisfies exhibition requirements but contains minor typographical and grammatical errors.

1. Activities are exemplary in design and execution with results of high quality.
2. Activities are original and creative with results accurate as planned.

1. Activities are functionally correct, producing reliable results.
2. Activities enabled independent exhibition success.
3. Activities were relevant to meeting the exhibition indicators but have minor flaws.

Exhibition Indicator Requirements:
        Grade: A

1. All of the indicators have been exceeded with one or more identifiable traits.

1. Evidence of research, analysis, and the application of collected data and information to meet exhibition indicators.

1. Written material is of exemplary quality, with supporting graphics, and incorporates multiple desktop publishing skills.

1. Activities are original and creative with results accurate as planned.

Overall Grade: A

    During this experience, it is your decision, as site supervisor, what you would like the student’s role to be as they shadow you. They would like to be actively involved in as may aspects of your job as possible but they also understand how issues of confidentiality and other logistical problems will prevent them from experiencing some portion. This is not intended to increase your work load; discussions with you and observation are also powerful learning tools!

    As a result of the job shadowing experience, students will be better prepared to make a decision about whether your career is one which suits them and one for which they are suited. In some instances, your student does not intend to pursue your career but feels some common experiences exist. Therefore, your honesty about the advantages and disadvantages of your particular career would be greatly appreciated.

• Notify me or your student of the times your work day begins and ends so they can plan their transportation for the day of shadowing.

• Initial the student time sheet at the conclusion of their visit to verify their attendance. Although I will be making a visit to each student’s site during the shadowing day, please notify me if your student did not arrive at their scheduled time or if you have any other concerns.

• Have student conduct an interview. Questions are included for your information. Questions dealing with salary refer to what can be anticipated as a first year salary in your job.

• Complete the evaluation form and send it directly to me at the high school. I will be sharing this with each student so your feedback is helpful.

• To be prompt and dependable in terms of arriving at the site and carrying out responsibilities.

• To abide by the Student Contract of Agreement and Driving Guidelines.

• To conduct an interview of the site supervisor.

• To have time sheet initialed.

• To complete all required paperwork associated with shadowing.

(pre-occupational student evaluation)

STUDENT’S NAME:

SHADOWING SITE: ______________ SHADOWING SUPERVISOR: _____________

DIRECTIONS: PLEASE EVALUATE THE STUDENT’S PERFORMANCE USING THE FOLLOWING SCALE.

1. Did the student complete the required full day of shadowing?

o Yes

o No (approximately what portion of the day was completed?

2. One strength I noticed in my student was. . .

 

3. One area I feel my student could improve upon if considering my career is. . .

Additional comments are welcome!

Dear Supervisor,

The "job shadowing" component of the careers in human services course is designed to expose students to a realistic view of the day-to-day tasks and responsibilities of a career that is of interest to them. It is also hoped that students become more aware of general employment skills that help them get and keep jobs. Thank you for participating in this program.

Would you assist in helping with its evaluation in order to make it more meaningful for future students and supervisors? If so, please complete the form below and return it to me at the high school. Thank you again for the time, energy, and kindness you have shown my students.

                                                                                                            Sincerely,

                                                                                                            Rosemarie Z. Posillico

1. Essay Demonstrating an Awareness of the Value and Purpose(s) of Work
2. Self-Evaluation
1. Will contain evidence of understanding and acceptance of real skills levels and knowledge possessed
2. Will assess appropriateness of career goals in light of real ability and skills
3. Occupational Research
1. Will contain evidence of personal knowledge about career field
2. Will include the following specific materials:
1. Description of activities, duties, products, etc.
2. Working environment and geographic location
3. Skills and training required
4. Sources for training or apprenticeship
5. Benefits and rewards available
6. Current and future employment potential
7. Other related occupational opportunities and options
8. Prospective employers
9. Interview with person already in field (recommended)
10. Shadowing of person now in field (as available)
11. Internship with person now in field (as available)
4. Resume
1. Will include all pertinent information in a professionally acceptable format
2. Will be typed
3. Will be free of typographical, grammatical, spelling, or factual errors
4. Will include career objective or goal
5. Will conform to industry or career norms
5. Cover Letter
1. Will be typed
2. Will be in proper form
3. Will be error free
6. Simulated Employment Interview
1. Will be conducted with an interviewer familiar with career field
2. Will display career appropriate attire
3. Will display appropriate attitude
4. Will show evidence of general career and employer knowledge
5. Will exhibit poise and evidence of preparation
6. Will be videotaped
7. Futures Plan
1. Will include an Employment Application
2. Will include a College and/or Trade/Technical School Application
3. Will include a five year future career vision
4. Will include a 10 year future career vision
5. Will include an organized plan for pursuing and achieving these visions