1) The document outlines the daily schedule and activities for students in a construction foundation course on Day 3, including quizzes on previous material, goal setting exercises, TABE testing to assess students' skills, and reviewing the results. 2) In the afternoon, students participate in career exploration activities to learn about various construction industry careers and requirements. They also have a brief driver's education presentation. 3) The schedule emphasizes improving students' math fundamentals in the first 40 hours of academics to prepare them for mathematics covered in the construction portions of the foundation course later in the week.

1. LEARN – DAY 3
Construction Foundation Course

2. • Check-in: Shake hands. Remind students to pick up
binders and sit where they were yesterday in their
temporary Work Teams. Start class.
5 minutes - Review the day:
Review the day’s activities from the list on the board or chart
paper (something that stays up all day). This can be
adapted from the Curriculum Map and takes about 30
seconds to review.
Check in
Week One: Day 3 (Wednesday)
7:30 AM - 8:30 AM - 1

3. 10 minutes - Previous day quiz
• Tell students that today’s quiz will be an oral quiz like yesterday except
that today Pair-Share partners will be answering questions to earn points
for their team. As yesterday, one point is awarded to each Work Team
that gets the right answer to their question.
• Remind them of this week’s reward for the winning team. Use Timing
Activities—5 minutes to study from their notes of the previous day as a
Team; start timer. When timer goes off, explain that you will:
- Ask the question;
- Provide 5 seconds of thinking/discussing time; and
- Call on a partnership.
• If the selected partnership gets the correct answer, they earn a point for
their Work Team. If not, you will ask another partnership for the answer,
and they will get the point for their Team, if correct.
Oral Quiz
Week One: Day 3 (Wednesday)
7:30 AM - 8:30 AM - 2

4. • Start the quiz. You can use these questions and/or others and any number
you wish, as long as the Teams have equal numbers of turns. Always be sure
to include key vocabulary and any study skills terms from the previous day.
1. How often and on what day do you get paid?
2. Name three Construction Industry Career Technical Training
programs offered on center.
3. What is the penalty for being out of uniform?
4. What is the first step in resolving conflict without fighting?
5. What must you do when you are sick and cannot come to class?
6. Name four activities available through Recreation.
7. Name two ways you can keep yourself safe while you’re on center.
8. What is the first rule of water safety?
9. Name two student support services.
• Mark the points on the board or a chart paper that you started yesterday.
Oral Quiz
Week One: Day 3 (Wednesday)
7:30 AM - 8:30 AM - 3

5. • Binder check: Students leave their binders open to yesterday’s
notes, and you simply check to see if the notes are adequate, making
a note of any student with inadequate notes, so you can address this
individually. This can be done at any time during the day.
45 minutes - Goal setting:
• Create an AO for your usual presentation, adapted to fit the time
frame, as necessary. Pass out the AO, give your
presentation, including a Pair-Share teach activity. Choose a Team
to contribute Model Notes to the folder on the board, while you do a
quick review of highlights.
5 minutes
• Move to the TABE testing room.
Goal Setting
Week One: Day 3 (Wednesday)
7:30 AM - 8:30 AM - 4

6. 180 minutes – Administering the TABE Test
• Conduct your usual introduction to TABE testing and
administer the test. Include one or more breaks, if possible.
Process results immediately.
TABE Testing
Week One: Day 3 (Wednesday)
8:30 AM - 11:30 AM

7. Lunch!
Week One: Day 3 (Wednesday)
11:30 PM – 12:30 PM

8. 120 minutes - Review the results of the TABE Test
• Pass out each student’s results. This is a group review, an
explanation of the range of scores and their possible implications for
what kind of academic program might be most appropriate.
• Students get one AO to cover the entire academic presentation—
TABE results, HS diploma presentation, and academic options
presentations. The AO should include a statement that the student
will fill in toward the end of the small group meeting with the
Counselor: At this point, I think my educational plan will be:
- Step 1:
- Step 2:
- Step 3:
TABE Test Results
Week One: Day 3 (Wednesday)
12:30 PM – 2:30 PM - 1

9. • For example, a student with no HS diploma, a TABE reading
score of 549 and math score of 588 might complete the
sentence by stating:
- Step 1: Reading class to bring my scores up
- Step 2: XYZ High School program to finish the classes I
have left to complete for my diploma; and
- Step 3: ABC Community College online program. I don’t
know what courses yet.
TABE Test Results
Week One: Day 3 (Wednesday)
12:30 PM – 2:30 PM - 2

10. • High School Diploma presentation: Present the program
prepared by the National Office on the importance of
completing a high school diploma.
• Discuss the need for advanced learning, explaining that
everyone in Job Corps (and in life) must be a life-long
learner, given the new global economy. Explain that some
people who have a HS diploma may have been out of school
for some time and lost some math and/or reading skills that
they’ll need to review and demonstrate mastery of.
TABE Test Results
Week One: Day 3 (Wednesday)
12:30 PM – 2:30 PM - 3

11. • Academic options presentations: All options should be presented in terms of pathways
to the HS diploma and/or post-secondary education. This is part of the Job Corps’
emphasis on HS diploma attainment. Thus, a center might bill their educational
offerings like this:
- Reading and/or math skill building to get your skills up to the mark for a HS
diploma program;
- A GED program that results in [FILL IN correct number for your program] units
toward your high school diploma program through [FILL IN name of provider
that offers this option];
- A HS diploma program for people who didn’t complete too many HS units;
- A HS diploma program for people who don’t have many HS units left to complete;
- Community college or university courses online—study skills courses (such as
writing lab, how to be successful in college, etc.), trade-related academic courses
(such as Microbiology, Anatomy and Physiology, etc.), AA-degree courses (such
as American History, Psychology, or English), or others approved by the C/CM.
- Community college or university courses on campus, as time and distance may
allow, or on center, if such arrangements are possible.
TABE Test Results
Week One: Day 3 (Wednesday)
12:30 PM – 2:30 PM - 4

12. • Presentations should get equal time, if representatives from each
option are speaking to students. Use Model Notes.
• Small group meetings with Counselors. In the small group meetings,
the Counselor has students record on their AOs their educational
status, e.g., HS graduate, Finished 40 HS units, Passed all classes for
HS diploma but didn’t pass state exit exam, etc. The Counselor has
this information for all of the students in the group, so s/he can help
if students don’t remember. Then Counselors lead a discussion with
students about placement. Following are examples of questions that
could be used to lead the discussion.
TABE Test Results - Counseling
Week One: Day 3 (Wednesday)
12:30 PM – 2:30 PM - 5

13. • What option(s) might be best for a student:
- With only two more courses to complete to earn a high school
diploma?
- Who has completed a GED?
- Who completed all required coursework for a high school diploma but
has not yet passed the state exit exam?
- With coursework credit earned through the freshman year in high
school?
- Who earned a high school diploma and a 330 in reading and 360 in
math on the TABE?
• Counselors then help the students fill out their preliminary educational
plan. The Counselor asks the students to think about it overnight, as
they’ll be meeting tomorrow to make a final decision on the first step.
TABE Test Results - Counseling
Week One: Day 3 (Wednesday)
12:30 PM – 2:30 PM - 6

14. • When construction math begins in the Foundation Course,
students will have been in academics for 40 hours. It is
essential that the first 40 hours in academics be spent in
math, whether that is basic skills math/TABE math, GED
math, or High School Diploma math courses, as construction
math in the Foundation Course assumes that students have
mastered the following basic arithmetic operations:
Important Note about Math for the Construction Foundation Course
Week One: Day 3 (Wednesday)
12:30 PM – 2:30 PM - 7

15. • Whole numbers
- Reading and writing whole numbers as words and numerals
- Adding, subtracting, multiplying, and dividing whole numbers
- Understanding the relationship of addition to subtraction and
multiplication to division
- Checking answers for accuracy in the above operations
• Fractions
- Reading, writing, and identifying fractions as part of a whole
- Adding, subtracting, multiplying, and dividing fractions
• Decimals
- Reading, writing, and identifying decimals as part of a whole
- Adding, subtracting, multiplying, and dividing decimals
- Translating decimals to fractions and vice versa
• Mixed numbers
- Reading, writing, and identifying mixed numbers whole numbers plus
fractions or decimals
- Adding, subtracting, multiplying, and dividing mixed numbers.
Important Note about Math for the Construction Foundation Course
Week One: Day 3 (Wednesday)
12:30 PM – 2:30 PM - 8

16. • Students whose TABE scores indicate they may have difficulty
mastering this material in 40 hours of course work, should be
assigned an individual or small group tutor immediately, and the
tutor should continue through the student’s mastery of these
operations, even if that is during week 4 or beyond in the Foundation
Course. Any student not making expected progress in mastery during
the 40 hours should also be assigned a tutor.
• The focus here is to ramp up student mastery of math basics during
the first two weeks in academics—and the motivation is to be ready
with their peers to tackle the construction math beginning on day 17.
As the bond within the group grows, so will this motivation. Added to
the desire to “TABE out” of basic math, move to high school diploma
work, and realize TABE gains to score cash, students should be ready
to put in some serious concentration on this effort.
Important Note about Math for the Construction Foundation Course
Week One: Day 3 (Wednesday)
2:30 PM – 2:30 PM - 9

17. 90 minutes - Career exploration – Take a stretch break after an hour.
• Career exploration activities build on and reinforce the information presented
during the admissions process, and are designed to increase the student's
understanding of the industry sector and the careers available as a result of
each CTT program and/or certifications offered at the center. Information
provided to students includes, at a minimum:
- Working conditions, including physical requirements
- Wages
- Employment requirements (i.e., age, background check, etc.)
- Required technical and academic education
- Credential requirements:
• Academic
• Industry-recognized certifications/licenses/apprenticeships, etc.
• Driver's license
- Advancement potential
- Postsecondary and advanced training opportunities
- Employment outlook in the geographic areas to which the students are likely
to return
Career Exploration
Week One: Day 3 (Wednesday)
2:40 PM – 4:30 PM -1

18. • You should also help students learn about available career
exploration sources such as those offered through state departments
of employment and the Department of Labor, those available
commercially, and those accessible through local One-Stops and the
libraries. While using some of these sources to validate and augment
what they know about construction occupations, they could be
completing an AO reflecting the features of each, which one they like
best, and why it’s their preference.
• The AO for this scenario will also be different from what you’ve
created in the past, as the students are accessing the information
from the computer according to instructions you have provided. In
that case, combining the instructions with the AO in which students
record answers can optimize students’ use of this information in the
future.
Career Exploration
Week One: Day 3 (Wednesday)
2:40 PM – 4:30 PM -2

19. 15 minutes - Driver’s Education.
• Same as presentations yesterday with AO and Model
Notes.Typically, this is a relatively short presentation.
5 minutes - Reflection.See procedures for Day 1 above.
• Out the door: Remind students to pick up Model Notes for any
session they missed. Have them show you that they completed their
Reflection and then ask them put their binder on the class shelf.
Shake hands on the way out.
• Questions for Week 1 Quiz: Choose two areas from today’s
presentations and activities. Create 2 multiple choice questions, like
those shown for Day 1, that focus on the most important information
in those areas.
Driver’s Education
Week One: Day 3 (Wednesday)
2:40 PM – 4:30 PM - 3

20. Week One: Day 3 (Wednesday)
AFTER HOURS
• Dorm life presentation/activities. Please also remind students that
the Computer Lab is open so they can complete their individual IT
plans this week. Beginning in Week 2, there will be after hours
assignments that will take 1-1.5 hours/evening.
• Open Computer Lab. The Computer Lab will be open continuously
for at least 1 hour in the evening, preferably more.

21. END
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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL