| · EHS is offering the same classes as last year. They have seven FACSE offerings. Staff has been working at developing new FACSE frameworks to teach to the state standards. Craig spoke about the Discovery Health curriculum and the Prentice Hall textbook that now has a new text on DVD. Ellen shared that the ASL class requires “cultural projects” each grading period | ||
| · JHS – Peggy showed the Teens in Action brochure and described this course. Students complete service projects, learn job and communication skills, and have internship opportunities. Barb shared that her limited kitchen space gives her the opportunity to simulate a “college- dorm” kitchen situation where students learn to adapt to small kitchens. | ||
| · CHS – This is the first year they have offered Nutrition and Wellness. Their challenge is working in the existing lab space that has only four kitchens for thirty students. Laurie described some of the ways she’s person they are upset with to talk to them. |
| · Jeff – Important qualities needed are initiative and respect shown by being willing to apologize and say thank you. | ||
| · Nancy – Punctuality is important and calling in if employee is going to be late. | ||
| · Pam – Her site values the ability to communicate verbally including asking questions when employees don’t understand. Responsible behavior is also important. | ||
| · Kristen – She feels that communication skills are more important than technical skills. Critical thinking skills are also stressed. Having no felonies or problems with the law on their record was also mentioned. |
| · Jeff was pleased that the Health textbook included a Mental Health unit at the beginning of the book. These are very important/relevant issues. | ||
| · Volunteer experience as part of our classes was discussed. Information included the mention of a Volunteer Solution website (Patty Igo, 901-3400). Students should do a “reflective paper” after their volunteerism experience which could be used as part of a resume. The evaluation should be guided with specific “prompts” that students and sponsors could answer. This should also include a self-evaluation piece. | ||
| · Volunteer experience should be preceded by a personal improvement goal for what the student hopes to learn as a result of their volunteer experience. |