DOCUMENT' RESUME

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'TITLE A Position Paper: Career lducation.INSTITUTION Saint Paul Public Schools, Minn.REPORT110-* Pub-474-PUB DATE Jul 74;NOTE 21p;.

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RUBS PRICE RF-S0.76 MC-31.58 PLUS POSTIGE ..

DESCRIPTORS *Ctrear Education; *City Vide Programs; Curriculum' Development; *Educational. Objectives; *ElelentarySecondary EducatiOn; Integrated Curriculum; *ProgramDesign; Program Planning ..

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IDENTIFIERS *Saint Paul Public Schools

ABSTRACTCareer ediL -,atidn program goals in the St. Paul public

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schools aim at integrating parser education concepts into existingcurricula and developing new programs where necessary in hose school

programs, specialized learning centers, and grades E-12. Some highschools will offer learning and occupational center facilities to

students from all attendance areas. Elementary schools are being .

grouped in clusters, career counseling services are being expanded,and placement services are offered as they are needed. The positionpaper includes a brief background statenczt on' the need for careereducation in St. Paul; definitions of career education; programgoals; student objectives for each level, 1-12; and implementationand support activities. Appended materials include:'- glossary, a

statement by the St; Paul Teachers' Career Education Committee, andthe State Board of Education position paper on career educationadopted in 1972. Ordering information for resource materials is also

included. (MDV)

A POSITION PAPEI?CAREER EDUCATION

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SON't PaUL .PLA3LIC SChOOLSINDE1DENENT. SC OL DISTRICT 625

/PUBLICATION 474

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JULY '1974

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BOARD OF EDUCATION

CHAIRMANMrs. G. Theodore Mitau

VIC E-C HAI RMANHoward M. G. thmann

CLERKEmery Barrette

TREASURER

Robert D. Lowe, Sr.

'MEMBERJames Griffin

MEMBERWilliam. Magnuson

MEMBER'

Eleanor Weber

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ADMINISTRATION

GEORGE P. YOUNGSuperintendent of Schools

. KENNETH A. BERGDeputy Superintendent

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ERMA E. McGUIREAssistant superintendent for Elementary Education

JAMES E. PHILLIPSAssistant Superintendent for Secondary Education

HAROLD T. LENTODirector -of Career Education,

A POSITION PAPER

CAREERIEDI.X.,VION.

saint PBUL PUbLiC schOOLS

PUBLICATION 474

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SCHOOL DISTRICT 625JULY 1974

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PREFACE

As the world about us changes, schools andsociety must change to equip young people fortile life ahead. This position paper briefly de-scribes the career education program goals of theSaint Paul Public Schools. The program 'de-.scribed is not an "add-on" a separate course- -or even a series of them. The goals are to inte-

?grate a careereducation aspect into all e 'stingcourses and programs and to develop new,specialized programs when they are necessary.For this reason they are of serious interest to allprofessional staff members.

An important part of the career edication goalsystem is providing teaching and learning re-sources and in-service education-to help staffmembers. integrate career education opportunitiesinto all learning programs.

Career education goals also include integrationof activities into the school diltrictss total or-ganization. Thus, the position paper describesgoals both in home school programs, K-12, andin specialized learning centers.

The specialized learning centers ire being de-, veloped to offer students new and exciting

options. The priority goal of the Saint PaulPublic Schools in the immediate future is to eachstudent no matter where he resides in the SaintPaul community.

Each high school will offer uniqu, learning andoccupational center offerings available to stu-dents from other high schools on a part-timebasis. In some cases students will have the op-tion of attending a high school outside theirattendance area for a unique program offeringon a full time basis. These learning centers willhave three goals: (I) to provide exploration;(2) to provide salable employable skills; or(3) to provide for entry into college or advancedstanding in post secondary education.

Elementary schools are being grouped in clustersin order to offer a wide range of options to

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students. Equalizing educational opportunities,enriching education and improving quality ofeducation' are the goals for the new thrust.

Unifying and focusing the career education pro-grams of the district will be an expansion ofcareer counseling services and the establishmentof placement services as they are needed;

Finally, the system of career. .education, goals de-scribed here cannot become static anymore thanthe society can remain static: Continuing pro-fessional dialogue will be needed to assure rele-vance of the career education curriculum throughtime. And it is welcomed.

Harold T. Lehto, DirectorCareer Education

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ACKNOWLEDGEMENTS

District Office

George P. YoungKenneth A. BergJames E. PhillipsErma McGuire ,Marjorie NeihartMarvin R. Tromp

Career and Vocational EducationCouncil

Roger ColomboMrs. Tobey LapakkoEugene E. ,CookNicholas OganovicMary KlaurensWilliam StockWilbur BennettJerome SegalDavid 0. Freel ndFrun OsbornDean SchweickhardRoyal W. GraydenOrville CarterMrs. Toni KysylycznMrs. Ruth BrothenTom WeckerRobert ZickBernard LunzerVirginia Flores

Career Education Staff

Alfred A. HannerRoger MontgomeryGeorge CronquistAnna ByhreLouise LocketzJuan; to MorganClaude WilkenRuth StanleyKathleen Stuart

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Saint Paul Teachers

Barbara DraineLinda BeckerElynore DevineJerry CromerKent HinshawRobert B. ParrIsabel BreslinAudrae JohnsonTom SnyderMartha Zachary

TABLE OF CONTENTS

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i Preface

ii Acknowledgements

iii Contents

I Introduction

II What Is Career Education

III Program Goals

IV Student Objectives and Level Identification

V Implementation and Support Activities

VI Conclusion

Appendix

A. Glossary

B. St. Paul Teachers' Career EducationStatement

C. State Board of Education Position Paper

D. Career Folder Intrcduction.1.

E. Career Format Outline

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A PROGRAM OF CAREER EDUCATIONIN

SAINT PAUL PUBLIC SCHOOLS ....11,

I. Introduction

As educators, it is a goal to help each studentdevelop to his fullest potential. The problemfacing educators today is how best to serve eachindividual so that when students enter the main-stream of society they can make career/life stylechoices according to their own interests, values,aptitudes and achievements. The curriculum insome Saint Paul Schools at the secondary levelhas encompassed three areas: academic, generaland vocational. The assumption is that careerchoices are a factor in determining which area astudent chooses. Yet nation-wide statistics indi-cate about one-third of our high school studentsdrop out before-graduation. Of the students who

do graduate and go on to college, over 850,000drop out each year. And finally one-third of thehigh school students are enrolled in a generalcurriculum oriented toward neither post-second-ary education nor a career choice.

Student. need and are asking for more assistancein identification of appropriate career plans. Arecent American College Testing Program (ACT) .

study of 32,000 public and private school stu-dents indicated:

three-fourths of those polled wanted morehelp in career planning.

about one-half said they received little or nohelp in this regard.

eighty-five percent realized career planningmust begin before the final school year.

In St. Paul 415 students drop out of school each

year. Numerous other students leave schoolwith no plans for the future. St. Paul educatorsbelieve that a comprehensive and on-goingcareer education program, assisted by leadershipfrom guidance departments, could assist these

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students with their plans after leaving the edu-cational system. A broad spectrum Of careerdevelopment beginning with activities designedto develop self-understanding and.positive self

riconcepts continuing nto career awareness,

career exploration, and finally career prepara-tion, from kindergarten to graduation would pro-vide students with foundations for making realis-'tic career decisions. The world of tomorrowcannot accurately be predicted for today's stu-dents, but students should be provided with asmany options and opportunities as possible sothat their career/life style becomes theirs bychoice.

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II. What Is Career Education

The development of all Career Education pro-grams and curricula will relate to and reflect thefollowing definitions of Career Education. Thefollowing is taken from a statement by a group ofSt. Paul teachers participating in a Career Edu-cation workshop:

"Career Education is a process ofallowing every person to grow inunderstanding himself and others sothat he can wisely choose for him-self his life goals and life styles.Career Education is considered tobe a life long process."(SetAppendix)

Another definition of Career Education was pre-sented by two St. Paul women participating inthe l,JSOE sponsored Chicago conference on"Women in the World of Work." I.

"Career Education is -- All thoseeducation processes of continuinghuman development that broadenloptions to select ever wideningvarieties of life styles, including

'flexible means of making a livingapart from tixed expectations ofsocial and sex roles."

Career Education will provide opportunities fordeveloping self-understanding, career awai1eness,values regarding work and leisure time pursuitsand decision making skills. It will allow forexploration of many kinds of jobs and resultantlife styles. Finally, it will insure basic compe-

Bettie Friberg, Member of State AdvisoryCouncil for Vocational Education; JanePreston, Consultant in Program Planning,Vocational Education Division, StateDepartment of Education

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tenci escomputational ski I Is, communicationsskills; and skills in interpersonal relationships.At the secondary, level it will provide real workexperiences.

The success Of this program should not bmeo-sured in terms of the numbers of students whomake,a hard and fast career decision at a par-ticular poinf in their educational career. Rath-,er, it is importantthat self-selected choices aremade, at whatever time, from the broadest poss-ible range of options and with the greatestunderstanding of their ultimate significance forthe individual.

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.111.. Program. Goals

A comprehensive career education program in

St. Paul will continually evolve to address itselfto the needs,tif students in a changing society.This program will develop through common effortby students, community and professional Jag ofadministrators, counselors and teachers.

The goals for this program include:

a. Developmental counseling services Lroadenedto include every school as a cooperativeresponsibility between the guidance depart-ment and the total school staff.

b. A program-oriented to promote interactionbetween the St. Paul Public Schools, andcommunity resources.

c. To provide teachers and support staff, throughin-service programs, with necessary ,kills toinfuse career education concepts and tech-niques into the existing curriculum.

d. `,program that will provide students with theopportunities to develop self-understandingand awareness of careers, leisure time pur-suits and life styles.

e. An articulated comprehensive career educa-tion program, that will provide students withopportunities to experience activities rang-ing from general career awareness to entrylevel skill acquisitions.

F. Sedor high school occupational programsthat will reflect the identified manpowerneeds and employment opportunities.

g. Provide placement and follow-up services tohigh school and post high school individuals.

h. Evaluation of the career education programbased upon program goals and student ob-

jectives.

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Level IV (10-12)

Stude.its will have experiences of progressivedevelopment\toivard self understanding and amore comprehensive perspective of careers atthis point. flexibility and open entry-and exitto and from interest areas exemplifies theapproach to preliminary career chokes. Thislevel will continue to provide openness towarda career choice. Opportunities for special ex-periences, which would contribute to advancedplacemert in a post high school technical pro-gram, will also be prcvided.

The specific objectives are to help each studentto:

I. Clarify one's self concept.2. Identify a preferred life style.3. Form a career hypothesis.4. Acquire knowledge and skills in occu-

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potions.5. Identify educational and career pdths.6. List decision-making skills as related

to self. A

7. Identify a tentative career path withina chahging world.

8. Acquire a range of experienci inleisure time attivities.

9. Clarify one's own value system.

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IV.- Student Objectives

Based upon the premise that learning is a contin-ual process nr-e :areer decisions will be requiredthroughout life, the process of career educationwill provide experiences whereby each studentcan acquire the skills necessary to plan life in acomplex and fast chaneiog world.

o accomplish this task, the following studentobjectives have been identified at various levelsof development:

Level I (K-3)

Experiences of the primary students relate tothemselves, their 'family, class, schoOl and corn=munity.

Level I emphasis will he on developing self-understanding with beginning of caree., educa-tional and economic awareness, decision-makingand skill competencies.

The specific objectives are to help each studentto:

I. Develop a positive self concept.2. Develop awareness of multiple roles of

family members.3. Develop awareness or the contributions

of community members.4. Develop interpersonal skills.

Level 11 (3-6)

Level 11 will be on broadening the concept of

careers beyond the scope of home, school andcommunity. Self-understanding activities begun

in Level I will be continued, but the emphasis

will be on Career Awizhness. Development ofeducational and economic awareness, decision-making skills, and skill competencies will becontinued as well .

, The specific objectives are to help each studentto:

1. Increase career awareness.2. Identify general career areas.

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3. Identify relationship between schoolexperiences and careers.

4. Become aware of. interdependence be-tween different career areas;

Level III (7-9)

The concepts from Levels I and 11 will continue.throughout Level III. Self-understanding activ-ities begun in Level r(K-3) and conNflued.inLevel II (4-6) and will be developed further in

Levol III (7-9)

A major emphasis will be placed upon career ex-ploration and orientation. Because mpos-,

sible to explore all of the thousandAcupa-tions, the exploration activities`will be'directedtoward adequate and representative samples ofCareer areas.

The specific objectives are ito help eack studentto:

I. Assess one's self concept.2. Acquire knowledge of occupations and

settings.3. Identify sources of clucational and

career information.Identify steps in decision-making.

5. Develop a sense of independence.6. Experience, the process of value clarif-

ication.

Level V (Post High School/College)

1 he post high school individual will e intojob placement, vocationaltechnical in itute,college or an alternative chaice. College oppor-tunities are numerous in the raetropoli+an area.One of tje largest post high school technical-vocatiohal centers in the nation fs the St. PaulArea Technical-Vocational Institute. This facil-ity is limited in vocational and technical areasThe high school vocational occupational sitesand prciarams will be made available for expanded opportunities in these areas.

The specific objectives are to:

I. Establish articulated curriculum inareas that would provide for advancedplacement in a technical program.

2. Provide skill training for ,a specificoccupation.

4. Provide postihigh school career couny-seling to assist in entry and re - entrycareer planning.

4. Provide job bank information that willlea'l to job 'placement for a qualified.

5. Provideprograms for,sNII:pdating inchanging occupations as .

.6. Develop a follow-up study with othereducational departments to identifyand implement needed programs.

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V. Implementation and SupportActivities

Leadership will come from the superintendent,central office administration and the iluildingprincipals.. The building principal will be re-sponsible for infusing career education goals andconcepts into the curriculum of each schciol.

The implementation activities and programs willbe revised and updated as needed and willinclude:

a. A comprehensive and developmental programof career counseling for students will requireclose cooperation between the guidancedepartmell and teaching staff at the localschool level. This will promote appropriateunderstandings of the developmental processof human growth'ond procedures for assessingindividual needs. It will also facilitateinformation on career related programs in-cluding work training, temporary emjloy-ment and job placement will be availablein the guidance office so that students canidentify and use all the resources in theschool and community.

b. Conducting in-service programs to identifand develop interest, teaching techniquesand curriculum materials in career educa-tion.

Utilizing a Career Education Council toreceive the advice and opinions of com-munity representatives in determining pro-gram content and objectives.

d. Infusing career amt .-tile style consciousnessinto the total curriclium in each schoolthrough the school curriculum committeeand the career education department byidentifying areas to change in all facets ofthe program. The career education depart-ment will provide a curriculum format toaccomplish the infusion of career educationand also guidelines for media developmentwhich will be utilized to enrich, extend

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and insure realism in career education.(See Appendix A)

e. Establishing programs and services for specialneeds students.

f. Establishing a central career education re-source center will serve teachers and studentsfrom all grade levels.

..-g. Developing building resource centers.in ele-

mentary and secondary schools in St. Paulcoordinated by the guidance department.

h. Winding on special programs already in exis-tence such as those considered "categorical'sunder the-Vocational Amendments of 1968,i.e. Exemplary Consumer and Homemaking,Cooperative and Work. Study.

i. Developing instructional programs for eachthe three established career clusters of

St. Paul Schools: (The clusters may be re-defined when six year schools are phased out:The two new high schools will offer programsto attract students district-wide.)

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Cluster I

HardingJohnsonMeChanic ArtsCentral

Cluster II

Highland ParkHumboldtMonroeCentral

Cluster Ill

MurrayWashingtonCentral

These programs will include career explorationprograms, work experience programs and on-the-job training programs.

j. Specialized career programs will be devel-oped on a district-wide or cluster basis whenwarranted by strident interest and identifiedcareer goals consistent with placement oppor-tunities. Employment opportunities shouldreflect current and projected trends. -Nation.al as well as local needs should be considered.In some cases special student interests and -needs will require special schedules facil-ities and services. Examples would include

Horticulture, Transportation, Model Office,Model Store, Service Station Operatiori,Public Service and Governmental Careers,

s Health Services, Child Development, etc.

k . Broadening the career counseling program,including follow -up studies.

I. Establishing placement service according tostudent needs. This?nay be oriented towardan entry-level position, a technical school,college, or another alternative of the stu-dent's choice.

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VI. Conclusion

With the rapid change of the social and techno-logical complexities of our society, rio one-per-son or select group of persons can determine withfinality just what Components should-be includedin a program such as this. The content and thrustof career education must continually be revised .

to reflect the needs of our students in a changing

society.,

Keeping our educational programs a port of thereal world will require the best efforts of alllevels of community, staff and administrativepersonnel. Change will be a necessary ingredi-ent as career education evolves. Underlyingthis pattern of change, however, are severalbasic long range considerations expressed bpDr. Kenneth Hoyt, one of the more prominentspokesmen for career education in this country.It is felt that these tenets form the bedrock foreffective career education services to the youthof St. Paul.

"We don't consider it nearly soimportant what people choose aswe do that they choose from thewidest possible range of opportun-ities. We aren't as concerned

-about what the counselee (student)decides about his opportunities aswe are what he decides abouthimself in relation to these oppor-tunities. We don't want to makepeople do things--we want toethem find ways of doing things.We aren't as interested in the some-thing they become as the someonethey become." 2.

2. Kenneth Hoyt, "The Challenge of Guidanceto Vocational Education"

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APPENDIX A

CC EM GLOSSARY

Advisory Council

A group of people who meet for the - purpose ofdiscussion, 'Ake reports and recommendatkens toproper authorities. Advisor/1i committees deafwith various issues and give in-put to variouslevels of the decision-making process.

Career

A life pattern that includes personal values, lifestyles, occupational alternatives and choice ofenvironments.

Career Awareness

Activities that will provide experiences invol-ving a broad range of occupations available,inthe community and society.

Career Resource Person

Experiences and advice shared with students bypersons of interest to the individual. This willinclude counselor's, teachers, parents and anyOther resource person of the students choice.

'Career Exploration

Involves the examination of careers and lifestyles related to them. This includes hands-onactivities, simulation, inte(views and any otherexperiences that brings a student in contact withresources in the community.

Career Guidance

A planned developmental program using individ-ual and group processes to develop self-under-standings in relation to occupations an lifestyles as a basis for making on -going careerdecisions.

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Career Preparation

Concerns itself with entry level needs of students.It delivers entry-level competencies and pre-pares students for further education if a studentdesires to continue studies.

Community Resources

Resources found in the community that relate tothe cnreer education program.

Infusion

Integrating activities and information relaying to-career education into the existing curricul bm

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APPENDIX B

STATEMENT BY ST. PAUL TEACHERS! CAREER

EDUCATION COMMITTEE-

Career Education Is Not

Become aware of the changing nature ofsociety and its effect on careers.

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Acquire-skills necessary for attaining his orher life and career goals.

Just preparing students for the world of work.Separate from current curri.cula.A means of reaching particular segments ofthe school_ population.Channeling students into particular occupa-tions.Another. name for vocational education.

We see Career Education\n a new focus byteachers involving, broadeNng and expandingmaterials already in ya; as a vehicle for devel-oping inter-disciplirkry curricula; as a means ofopening the continuing interaction between the'school and the real world' outside its doors; wesee Career Education encouraging teachers touse their creative talents more freely; as anopportunity for the student to relate subject areaand basic skills to living; we view Career Edu-cation as a process of allowing every child togrow in understanding himself an others so thathe con wisely choose for himself'his life goalsand life styles; we believe Career Education i3a life long process.

A specific definition of Career Education wouldnot be in the best interests of an emerging andcreative program which the St. Paul SchoolSystem is currently developing. However, thefollowing may be used as a general statement ofhow we conceptualize Career Education.

In St. Paul, we propose to help each child:

evelop a sense of self worth and self real-m son.[den ly and develop individual interests andabi I iti .

Develop e ability to make choices.Develop an awareness of the many occupa-tions and lei re time careers available in oursociety and th it dependent and inter-depen-dent relationship..

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APP_END4X C

POSITION PAPER ON CAREER EDUCATION

(Adopted by the State Board of Education onMay 2, 1972)

Introduction

Whereas career education is often provided inMinnesota's public schools as separate unrelatedactivities at several grade levels and in a num-ber of subject matter areas, and

Whereas there appear to be no common defini-tions forcareer education,

Therefore, this position paper has been adoptedto provide common definitions to stimulate thecoordination of existing efforts and /to provide aframework for new activities.

Definition

Career education is On integral part of educa-tion. It provides purposefully planned andmeaningfully taught experiences, for all persons,which contribute to self-development as it re-lates to various career patter:ns. Career educa-tion takeselace at the pre-school and elemen-tary, junior high and senior high, post-second-ary, and adult levels of education. Emphasis isplaced on career awareness, orientation andexploration of the world of work, decisionmaking relative to additional education, prepa-ration for career proficiency and/or specializedoccupations, and understanding the interrela-tionships between a caree and one's life style.

Career rEducation Goals for Students

The educational process shodd include utiliza-tion of occupational resources at all levels inall careers to help the student reach educationalgoals.

PRE-SCHOOL AND ELEMENTARY EDUCATION

Career education is an integral part-of elemen-tary educotion. Basic skills taught in the ele-mentary curriculum are essential to career andlife fulfillment. Instructiond goals includehaving each individual:

I. Develop to the best of his/her abilitybasic skills in communication (oral andwritten); computations; problem solving ,and critical thinking.

2. Develop a sense of self-worth and self,realization. \

3. Develop self-confidence in identifyingand attaining goals.

4. Begin to identify individual interestsand abilities.

The following are specific career awarenessgoals:

5. Develop an awareness of the'manyoccupational careers available in our

rsociety and their dependent and inter-dependent relationships.

6. Recognize that the career role of eachindividual provides an important con-tribution to our society.

JUNIOR HIGH

Develop a positive attitude toward self throughan awareness of developing talent, values,and interests as they relate to career goals. 1

Explore opportunities in the full range ofcareer choices and the competencies required.

Develop ability to plan for meeting individual.career goals.

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SENIOR HIGH'

Explore occupational opportunities in one orseveral careers and entry-level competenciesrequired.

Attain competencies necessary for entry intoan occupation and/or for specialized educa-tion arthe post-secondary level.

Relate career choice to a life style based oninterests, abilities, needs and values.

Explore the relationship between all educa-tion and individual career goals.

POST - SECONDARY AND CONTINUINGEDUCATION

Prepare for entry-level-and/or advanced-level employment.,----

Upgrade fa; job stability or career advance-ment.

Prepare for new or different opportunitiesappropriate for individVal abilities andinterests.

Policy on Career Education

The policy 9f the State Board of Education isthat each school board in Minnesota shall Work

toward attainment of the gods for pre-schoolthrough grade 12. Area vocational-technicalinstitutes shall work toward post-secondary goals

and take leadership in meeting continuing edu-cation goals.

Implementation

Each State Department of ducation staff membershall assist in implementi and evaluatingcareer education programs, and the assistantcommissioners shall divide the responsibil;ties insuch a manner as to accomplish the'abova goc's.Coordination responsibilities including heresponsibility for an overall career education

plan shall be assigned' to a section or unit withinthe department. All local staff shall assist inimplementing, evaluating, and operating careereducation programs.

.- APPENDIX D

CAREER AREA FOLDER -INTRODUCTION TO ItACHERS

Career Education concepts will be implementedthrough materials designed to be infused intoexisting Curricula (units, texts, audio-visuals,etc.). Matefials can be requested by subjectarea or career area focus.

Contents in a Career Area folder will,be in theform of resource materials that can be Infusedinto a learning situation when relevant. Mod-_ules or units relating to a particular occupationmay be included in the folder.' These may beinfused into subject matter, presented as a lesson,or used as an individualized independent studyexperience. The materials within the folder willrange from kindergarten through high school.These materials will be organized into levels thatcan be introduced to students appropriate totheir needs.-

The teacher is encouraged to use creativity inthe implementation of career folder materials.These materials may augment interaction withcommunity `resource persons.

If you would like additional information from acurriculum writer, consulfant, media specialistor. community resource person, please contact

CAREER EDUCATION RESOURCE CENTERVICTORIA SCHCOLVICTORIA AND IDAHOST., PAUL, MINNESOTA 55117

TELEPHONE: 488-6761

If you would like to develop any additionalmaterials related to the folder, or if you haveany materials suitable to include in the CareerAred folder, please contact the Career Educa-tion Resource Center.

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APPENDIX E

FOLDER FORMAT

I. Subject Area/Career Area Folder

A. Related OccupationsB. Career Focus

II . IntroduCritin

A.B.C.D.

BackgroundHistoryImpact.Potential

III. Motivation

IV. Subject Area Activities

V. Evaluation

VI. .Rc4ources....

A. Bibliography

I. Books

2. Periodicals3. Magazines4. People and Places

B. Media

I. Film2. Tapes3. Records4. Filmstrips5. Audio Tapes6. Video Tapes

Levels included in this materiel!:I (K-3)

II (3-6)III (7-9)IV (10-12)V (Posit High School/College)

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