Arcadia Valley Career Technology Center Embedded Mathematics and Communication Arts Credit Version: January 31, 2005

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• Portfolio Assignment Required Work/Optional Submission Completed
• HONORS ARTICLE SUMMARIES (13 Required)
• Position: Date
• All work must be submitted for approval to your instructor. After the work is completed, and approved, it
• Arcadia Valley Career and Technology Center Last Update: September 2004
• Each vocational program instructor completes the following: Identifies the terms that are essential for the skill training area.
• Encouraging students to learn the definitions by
• Developing a list of terms for the career related vocabulary list based on the following divisions
• Developing test questions on semester exams that monitor student understanding of class specific terms and their definitions.
• CA – 2 Career/Guidance Plan Communication Arts Embedded Credit
• Passing Grade – Individual Career Portfolio (“ICP”) Completed, Records of Attendance for Visits from Recruiters for less than 4 Programs.

	ARTICLE 1
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
	ARTICLE 2
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
Portfolio Assignment	Required Work/Optional Submission		Completed	Initials
Trade Journal Article Summaries
	ARTICLE 3
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
	ARTICLE 4
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
	ARTICLE 5
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
	ARTICLE 6
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
	ARTICLE 7
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
	ARTICLE 8
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
	ARTICLE 9
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
Portfolio Assignment	Required Work/Optional Submission		Completed	Initials
Trade Journal Article Summaries
	ARTICLE 10
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
	HONORS ARTICLE SUMMARIES (13 Required)
	ARTICLE 11
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
	ARTICLE 12
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
	ARTICLE 13
	1. Provides Introduction to Article
	2. Summarizes Authors Reason for Writing Article
	3. Gives Personal Reaction to Article
	4. Includes Journal Name, Volume, Edition/Date
	5. Appropriate Grammar and Punctuation
Content Specific Forms
	Safety Report (AVCTC form from scenario)
	Work Order, or Field Specific Form (Instructor approved)
	Requisition, or Field Specific Form (Instructor approved)
Senior Project
	Formal/Informal Proposal (see attached guidelines)
	Materials and Supplies Checklist (see guidelines)
	Planning Phase Completed (see guidelines)
	Process Phase Completed (see guidelines)
	Product Phrase Completed (see guidelines)
FINAL SIGN-OFF
FOR CREDIT:
	Position:		Date
All work must be submitted for approval to your instructor. After the work is completed, and approved, it
should be stored in your Career Portfolio. Final Sign-Off for the Communication Arts Embedded Credit
will require review of your Career Portfolio with all submitted and approved assignments.

CA – 1 Vocabulary Terms	Communication Arts Embedded Credit
Arcadia Valley Career and Technology Center	Last Update: September 2004
Honors Grade – 85% or better on tests	Passing Grade – 60% or better on tests

OBJECTIVE: Students will improve reading comprehension in their skill training area by organized development of vocabulary recognition related to the career field.
Introduction:
Reading comprehension is vital to the success of an employee in today’s world of business. Today’s employees must be savvy in recognizing career related terms. Additionally, today’s employee must also be able to know, and communicate, these terms by the career field definition that is most widely accepted by the professionals, and non-professionals, within the skill training area. Recognizing the importance of words and their meanings, the Arcadia Valley Career and Technology Center provides each student with support in the area of career specific vocabulary and term definitions.
During enrollment in a vocational training program at the Arcadia Valley Career and Technology Center, students are required to participate in a program that seeks to improve each students recognition of career field related vocabulary. Each student is required to take semester exams that have a focus on vocabulary recognition within her/his chosen skill training area. By stressing the importance of developing a strong career field vocabulary the Career and Technology Center believes that all students in the skill training programs will show marked improvement in reading comprehension of career related materials.
The chosen terms are vocational program specific to build the successful graduate’s knowledge and understanding, thus, enhancing her/his successful communication within the skill training area. Enhancement of reading comprehension begins with word recognition and understanding term definitions. To provide opportunity for excellence in vocational training, the Arcadia Valley Career and Technology Center provides all students the opportunity for expanding her/his career related vocabulary.
Each vocational program instructor completes the following:

1. 
   Identifies the terms that are essential for the skill training area.
   
   1. 
      Each program has approximately 200 terms for a two-year program participant.
      
   2. 
      The definitions start with the textbook definition, but also have additional information when necessary.
      
   3. 
      Semester final exams have vocabulary related questions of terms covered during the class periods leading up to the exam date.
      

2. 
   Encouraging students to learn the definitions by:
   
   1. 
      Developing a method for keeping an on-going list of terms in a log of some kind.
      
   2. 
      Regular practice of putting various term definitions in the students’ own words.
      
   3. 
      Use of “word walls” in the classroom and/or shop area that place the terms and their definitions in front of the students regularly.
      

3. 
   Developing a list of terms for the career related vocabulary list based on the following divisions:
   
   1. 
      Specific terms related to the individual skill training area.
      
   2. 
      General terms that are related to all vocational training programs.
      

4. 
   Developing test questions on semester exams that monitor student understanding of class specific terms and their definitions.
   

5. 
   Developing test questions that require students to choose to define terms in her/his own words. Combined with the multiple-choice questions on the semester exam, these questions should demonstrate student comprehension of the selected terms.
   

CA – 2 Career/Guidance Plan	Communication Arts Embedded Credit
Arcadia Valley Career and Technology Center	Last Update: September 2004
Honors Grade – Individual Career Portfolio (“ICP”) Completed, Three Kuder Assessments Completed and Copies of Results Inserted in the ICP, Records of Attendance for Visits from Recruiters for 4 or more Programs.	Passing Grade – Individual Career Portfolio (“ICP”) Completed, Records of Attendance for Visits from Recruiters for less than 4 Programs.

OBJECTIVE: Student will develop a Career/Guidance Plan during attendance at the Arcadia Valley Career and Technology Center.
Introduction:

Developing a Career/Guidance plan while attending a Career and Technology Center is vital to making the most of one’s vocational training. The Career/Guidance Plan is the ‘map’ a student will use to take skill training to successful employment at a high-wage job, enrollment at a vocational, or technical, training facility, or enrollment at a two- or four-year institution of higher learning. Although the training at the Career and Technology Center is specialized, the skill of developing a Career/Guidance Plan is applicable for all areas of academic study.

The Career/Guidance Plan is a ‘fluid’ document. A ‘fluid’ document is one that is flexible and open for revision as the individual gains knowledge about a specific area of training. A student should use the Career/Guidance Plan as a guide for future study and planning. Flexibility is a must in this arena as interests and opportunities are under constant influence for change. Thus, an individual’s Career/Guidance Plan must be reviewed and/or revised regularly to keep up with changes in interests, opportunities, and/or advancements.
It is highly recommended that all Career and Technology Center students develop a Career/Guidance Plan during the Junior year. Additionally, all students are encouraged through the Embedded Credit program to make revisions during the student’s Senior year. This developed plan and revision make-up the base for successful completion of the Career/Guidance Plan for the Communication Arts Embedded Credit. Students are encouraged to make additional revisions, as necessary, during the Junior and Senior year. As stated earlier, the Career/Guidance Plan is a working document that needs to be reviewed and revised as applicable.
The additional revisions are not necessary for successful completion of the Communication Arts Embedded Credit; however, they will be a strong example to a potential employer of the student’s commitment to excellence and training. A student portfolio should contain the Junior and Senior year Career/Guidance Plans and any additional revisions that were completed during the student’s Junior and Senior year.
Change is not negative when it comes to developing a plan for future use of vocational training skills. In fact, change will be necessary to ensure that one’s plans meet the ever-changing demands of skill-trained jobs. A well-documented Career/Guidance Plan reflects strong skills in planning, adapting and flexibility. These are all skills most employers are seeking in potential candidates for positions they have available.

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