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2021.2022 add google classroom code flier

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Career Clusters, Which careers match your skills? Career Search, Schools for your Career

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We use cookies to improve your browsing experience on our website and to analyze our website traffic. View our online Privacy Policy for more information on our use of cookies. By selecting ACCEPT, you agree to our use of cookies.

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Students open the photo app, scan or click here to sign up for a ZOOM

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Informed K12: Digital Forms for K12 Education

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831-287-8771
Ask questions, ask for help!
Don't forget to give us your full name and ID# when you text!

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SBHSD. Workability/TPP. Job Openings List

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We are Baler Strong!

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Submitted by bpainter on Tue, 2019-01-15 23:34

San Benito High School is now accepting Enrollment Information for the 2020-2021 school year. If you have a student who will be attending San Benito High School starting in August, 2020, please visit our Online Enrollment page at https://sanbenitohsd.asp.aeries.net/AIR/Default.aspx and complete the application to Enroll a new Student. Paper Enrollment is not available at this time.

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Submitted by bpainter on Tue, 2019-01-15 23:34 San Benito High School is now accepting Enrollment Information for the 2020-2021 school year. If you have a student who will be attending San Benito High School starting in August, 2020, please visit our Online Enrollment page at https://sanbenitohsd.asp.aeries.net/AIR/Default.aspx and complete the application to Enroll a new Student.

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High School Resume: How To Write Your First Resume (Plus Template)

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Student Transition Services  (STS) Website

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Student Transition Services  (STS) Website

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Our Team website with information, links, and resources in a Google Drive Folder

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What is your plan?

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The California CareerZone helps students, educators, jobseekers, and others access up-to-date information on wages, job openings, and other information specific to their state along with great information on careers, colleges, and more.

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Transition Partnership Program (TPP)

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Home Page - CA Department of Rehabilitation

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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Apprenticeship Programs At A Glance Bay Area + 2021

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WorkAbility I (WAI) Home | WAI Meeting Agendas | WAI Regions and Contact Information | WAI Resources | WAI Mentoring Frequently Asked Questions | Project WorkAbility Funding

WorkAbility I (WAI) is a model transition program for youth with disabilities. The following activities are critical elements of an effective delivery system for transition services as mandated by the Individuals with Disabilities Education Act (IDEA) and stated in the California Education Code ( EC) Sections 56470-56474.

The WAI funding model is based on the number of students "served." To qualify as served, a student must be provided career/vocational assessment, career counseling and guidance in the School-Based Component, and one or more services in the Connecting Activities and Work-Based Learning Component. At least one of these services must be directly provided by the WAI Program, or documentation must exist of WAI's role in the indirect provision of the service.

Each site is required to place 25 percent of the students they serve in paid competitive, integrated employment (CIE) experiences. These placements may be either subsidized by WAI or other sources, or employer-paid.

The following definitions of terms and activities are intended to provide consistency in program implementation and documentation of the Array of Services. The references used to compile the definitions are the National School to Work Glossary of Terms, Work-Based Learning Guide, Fair Labor Standards Act, School to Work Opportunities Act, and National Standards and Quality Indicators for Transition.

School-Based Component

The integration of school-based and work-based learning is identified as a best practice for transition by the National Transition Standards, Office of Disability Employment Policy, and the reauthorized Carl Perkins Career and Technology Act. This incorporates academic and occupational learning and links elementary schools, middle schools, high schools, and postsecondary education. The elements are as follows:

1. Career/Vocational Assessment: Assessments that evaluate the student's interests, skills, and abilities. The results are utilized to assist students to choose a satisfying, lasting career that will culminate in competitive, integrated employment and to evaluate transition needs. Assessments may be formal or informal and include:

1. Self-Assessment: a self-inventory that requires students to reflect on their personal traits, skills, interests, and aptitudes to identify their natural talents and abilities.

2. Aptitude/Ability Tests: measure overall abilities, general intelligence, achievement, and aptitude.

3. Interest Inventories: help individuals identify their preferences for a particular activity.

4. Personality Surveys: match types of interests to possible career paths, for example, the Holland Code (Self Directed Search) or Myers Briggs Test.

5. Values Assessments: assist individuals to identify characteristics of occupations of value to them.

6. Career Development Assessments: determine where a person is in the career-development process.

7. Computerized Information Systems: match data assessment, data for research, and exploration.

8. Special Vocational Assessment: may include a diagnostic process to identify learning styles, vocational interests, skills, talents and aptitudes, and/or the student's need for accommodation in order to participate for CIE.

2. Career Counseling and Guidance: Services that guide students through a process to make and implement educational and occupational plans based on informed choices; services should assist students in exploring career options with attention to surmounting gender, race, ethnic, disability, language, or socioeconomic impediments to career options and encourage nontraditional career choices when appropriate. Services may be delivered individually or through group or class activities. The National Career Development Guidelines (NCDG) and National School Counseling Standards provide an extensive list of age-and grade-appropriate competencies that will lead to CIE.

3. Youth Development and Leadership: Training to assist students to understand their rights and responsibilities, express themselves and their ideas, state their needs, and know where to go for assistance and support (self-advocacy skills). Disability awareness, awareness of learning styles, and needed accommodations are encompassed in youth development and leadership.

4. Curriculum Integration of Work-Readiness Skills: Academic and work-readiness skills, as reflected in the Secretary's Commission on Achieving Necessary Skills (SCANS) Competencies, are taught in a manner that emphasizes the relationship and application of skills in the workplace.

5. Career/Transition Portfolio: A collection of a student's transition-related documents and assessment results. An age-appropriate career or transition portfolio may contain:

1. Academic information (e.g., transcripts, awards)

2. Exhibits of personal accomplishments

3. Career-assessment information (e.g., interest, aptitude, values, learning styles and/or personality survey assessment results)

4. Career-exploration results

5. Documentation of career technical skills

6. Work-related documents (e.g., resume, master job application, list of references, letters of recommendation, and copies of important documents like driver's license, certificates, etc.)

7. The student's Individualized Education Program (IEP), dreams and goals, and career plan

8. The student's Summary of Performance for students exiting high school

6. Vocational/Career Technical Classes: Classes that provide introduction to job skills in the areas of agriculture, business, home economics, industrial technology, and health care; also included are Regional Occupational Centers Programs (ROCP) that provide students occupational training and certification in entry-level positions through a community classroom model or school-based classes.

7. Independent Living/Functional Skills: Activities and curricula that teach the use of community resources and help develop domestic skills, money-management skills and other skills required for independent living and CIE.

Connecting Activities

Connecting Activities are programs and services that help link school and work-based learning opportunities. The elements are as follows:

1. Partnership/Collaboration: Cooperative relationships with entities within the school system or in the community that provide students work readiness and life skills or assist in their transition from school to life after high school. The following relationships are included:

1. Interdisciplinary: collaboration among departments, services, and programs within a school

2. Interagency: partnerships/collaboration with agencies that provide support for student transitions

3. Community: facilitating access to community resources for students

4. Business: partnerships with business community members who provide career resources for youth, serve as advisors, and offer employment and training opportunities for youth

2. Parent Participation: WAI requires that parents provide support for their children to be involved in work-based learning opportunities and permission for student involvement in off-campus opportunities or work experience. WAI encourages parental involvement and recognizes the role of the family as essential to assisting students to become economically self-sufficient individuals working in CIE.

Work-Based Learning Component

The Work-Based Learning Component includes activities that involve actual work-site learning experiences or connect classroom learning to work and help the student to achieve CIE. All community-based placements, paid and unpaid, are in compliance with the Fair Labor Standards Act (FLSA). Key elements of this component include:

1. Career Awareness Activities: On or off-campus activities designed to make students aware of the broad range of careers or occupations in the world of work. These activities are typically occasional experiences that may include field trips, guest speakers, career fairs, conducting interviews with employees or employers and career research using career information, internet or computer information systems.

2. Career Exploration Activities: Activities designed to provide more in-depth exposure to career options for students. They are of longer duration, two hours to one semester. These activities may include:

1. Job Shadows: student follows an employee at a work site to learn about a particular occupation of interest. The activity is designed to assist the student to explore a range of career/occupational choices and to select a career/occupational goal as they advance into the latter part of high school.

2. School-Based Project/Business: enterprise in which goods or services are produced by students as part of their school program. Project-Based Learning is a type of integrated school-based project that provides an opportunity for students to tackle a "real world" problem and identify potential solutions by applying academic skills, social skills, life skills, and problem-solving and creative-thinking skills.

3. Service Learning: method of instruction that combines community service with a structured school-based opportunity for reflection about that service, emphasizing the connections between service experiences and academic learning. Most programs are balanced between students' needs to learn and the recipients' need for service. Students benefit from acquiring skills and knowledge, and learning civic responsibility.

3. Career Preparation: Community-based activities that provide the opportunity to develop work-readiness skills and career-related technical skills. These activities may include:

1. Internship: provides students an opportunity to participate in unpaid, work-based learning in an integrated setting for a specified period of time to learn about a particular industry or occupation. In most internship situations, a workplace mentor instructs the student, critiques the performance, challenges, and encourages the student to do well. It is critical to ensure that all aspects of criteria outlined by the FLSA are met to ensure that this experience is a work-based learning experience - not employment, or mock sheltered workshop activities.

2. Apprenticeship: youth apprenticeship programs are formal, multi-year programs that combine school and work-based learning at a competitive wage in a specific occupational area or cluster and are designed to lead directly into either a postsecondary program, entry-level job or registered apprenticeship program. Most apprenticeship programs are developed in collaboration with the State Apprenticeship Standards Board.

3. Community Classroom: method of instruction which utilizes unpaid on-the-job training experiences at business, industry, or public agency sites to assist students in acquiring those competencies needed to acquire entry-level, competitive, integrated employment. The intent of the community classroom experience is to augment classroom instruction that can be extended into the community. It is most typically associated with ROCP. It is critical to ensure that all aspects of criteria outlined by the FLSA are met to ensure that this experience is a work-based learning experience - not employment.

4. Community-Based Vocational Instruction: the development of learning experiences in the community through WAI and in compliance with all FLSA requirements for a work-based learning experience. FLSA requirements for Unpaid Training:

1. A comprehensive training plan

2. Activity involving the performance of work

3. Planned, sequential learning occurs, resulting in skills documentation

4. Youth are exposed to all aspects of the industry

5. Placement provides challenging real or simulated tasks

5. Preparation for the Work Site: activities that develop awareness of employer requirements in a specific work-based learning opportunity, or work experience placement in the areas of duties to be performed, appropriate attire, workplace rules and other expectations.

6. Job Search: curriculum and activities that provide students with the needed skills to find a job such as interview skills, use of a portfolio in a job search, where to find job listings, how to make use of resources and networking, and how to contact employers.

7. Placement Services: WAI staff develop jobs in the community or connect students with other placement opportunities. The typical placement process involves contacting employers, developing training plans, securing a training agreement, arranging schedules, and scheduling the student interview or orientation. A training plan includes the following elements:

1. Clear statement of student hours and wages

2. Name of worker's compensation insurance company

3. Statement of related goals and interests

4. Statement of employment skills addressed in work experience

5. Statement of how performance will be evaluated

6. Designation of a work site supervisor and a school coordinator/supervisor

8. Employment: students are productive employees, receiving at least minimum wage for performing tasks independently. The work experience education component encourages a connection between school and work.

9. Job Retention: curricula and activities that reinforce the skills that a student needs to maintain or upgrade a job, and the appropriate way to leave a job.

10. Work Site Mentor: mentor serves as an advocate and role model for the student. A workplace mentor instructs the student, critiques the performance, challenges, and encourages the student to do well, and works in consultation with the classroom teacher.

11. Job Coach: works in consultation with the classroom teacher to provide direct supervision and training to individuals or groups of students. The coach trains students to perform job tasks independently and advocate for themselves at the work site, assists with mobility training and assists students to develop the personal qualities, communication skills, and interpersonal skills required to maintain employment.

12. Mobility Training: students may require mobility training to utilize public transportation or to cope with a sensory deficit. Another aspect of mobility training is community orientation to learn the community and to travel from various points within the community independently.

13. Work-Based Follow-Along: routine contact with the student and the work site during the placement to evaluate, trouble-shoot, coach, and monitor the implementation of the workplace training plan.

14. Follow-Up: contact with the student after graduation for collection of WAI data.

Last Reviewed: Thursday, September 05, 2019

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WorkAbility I Array of Services Definitions

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WorkAbility I (WAI) Home | WAI Meeting Agendas | WAI Regions and Contact Information | WAI Resources | WAI Mentoring Frequently Asked Questions | Project WorkAbility Funding WorkAbility I (WAI) is a model transition program for youth with disabilities.

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Dressing for an interview is the first impression of your next job. Be sure to dress to impress!

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Find Occupations

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Detailed descriptions of the world-of-work for use by job seekers, workforce development and HR professionals, students, developers, researchers, and more. Individuals can find, search, or browse across 900+ occupations based on their goals and needs. Comprehensive reports include occupation requirements, worker characteristics, and available training, education, and job opportunities.

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Start Mapping Your Future!

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Explore Work - Future planning for teens with disabilities

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Welcome! If you are a teen who has a disability, you have choices and things to do to prepare for life after high school and becoming an adult. Just like every teen, this is a time of transition. You are preparing to be an adult, get a job, and become more independent.

We also now offer Teacher Account Subscriptions which will enable you to monitor and track the progress of a group of students you may be working with to complete Explore-Work training activities. Find out more about Teacher Accounts.

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Welcome! If you are a teen who has a disability, you have choices and things to do to prepare for life after high school and becoming an adult. Just like every teen, this is a time of transition. You are preparing to be an adult, get a job, and become more independent.

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Exploration, Training and Jobs

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Advanced Foundations for Success (AFS) and build your Portfolio with us!

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September 2023 Disability Employment Statistics Ages 16 years and over:Labor Force Participation RatePeople with disabilities: 24.2%People without disabilities: 68.3%Unemployment RatePeople with disabilities: 7.3%People without disabilities: 3.4%More Disability Employment Statistics , To develop and influence disability employment-related policies and practices, ODEP sponsors the following six policy development and technical assistance resources: , Growing up in Monterrey, Mexico, Diego Mariscal learned the importance of advocacy at a young age.View More Policies in Practice

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Monterey/San Benito County Local Partnership Agreement

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The following are examples of Local Partnership Agreements. These agreements were created at the local level to identify the ways in which, local educational agencies (LEAs), Department of Rehabilitation (DOR) Districts, and regional centers will work together to streamline service delivery, engage their communities, and increase competitive integrated employment opportunities for individuals with intellectual disabilities and developmental disabilities (ID/DD).

Each agreement is tailored to meet the needs of the local community and represents the specific activities the core partners have agreed to implement. Agreements may be changed or expanded upon in the future, as needed.

Questions may be submitted to CaliforniaCIE@dor.ca.gov.

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Local Partnership Agreement Templates - California Health and Human Services

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Competitive Integrated Employment (CIE) Department of Rehabilitation logo California Department of Education logo Department of Developmental Services logo ​Local Partnership Agreements The following are examples of Local Partnership Agreements. These agreements were created at the local level to identify the ways in which, local educational agencies (LEAs), Department of Rehabilitation (DOR) Districts, and regional centers ...

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Career Exploration Made Fun!

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Career Exploration Made Fun!

Teen Career Path provides individuals a video game experience to discover a preferred career choice through virtual learning environments - forever making the old pencil and paper career assessments a thing of the past. Can be used at School and Home!
Teen Career Path was supported by a National Science Foundation Phase I & II grant.

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Teen Career Path Program - Social Express

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Teen Career Path provides individuals a video game experience to discover a preferred career choice through virtual learning environments - forever making the old pencil and paper career assessments a thing of the past. Can be used at School and Home! Teen Career Path was supported by a National Science Foundation Phase I & II grant.

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Pacer's National Parent Center on Transition & Employment

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Pacer's National Parent Center on Transition & Employment

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Connecting Youth to Careers

This video follows Jessica from 9th grade through her senior year as she explores her strengths and interests, gains work experience and finds her career pathway. It covers self-awareness, career research and career planning activities. It also answers questions about what parents can do to help launch their teen on a successful career path.

To successfully transition to adulthood, all youth should be exposed to a range of work-based exploration experiences such as site visits, community service, job shadowing, and paid and unpaid internships. Unfortunately, it is estimated that only one-third of young people with disabilities who need job training receive it.

To adequately prepare youth for real-world employment, career and technical education should be based on state or industry standards, and youth should be taught using varied learning strategies that are appropriate to each individual.

In order to help youth make informed choices, youth should undergo a career assessment that includes, but is not limited to, interest inventories, and formal and informal vocational assessments. They should also be exposed to job training and career opportunities that provide a living wage.

Parents also play an important role in providing invaluable career guidance and support to young adults with and without disabilities. Parents help teenagers prepare for adult work by providing positive adult models to follow; exposure to careers and occupations; clear expectations -- neither too high nor too low; contacts and networks in the community; and values and attitudes such as discipline, concentration, and a willingness to take on challenges.

Finding a job may seem like a daunting task for someone with a disability. People with disabilities are often uncertain as to what kinds of jobs are available to them and whether they are qualified to do those jobs. In fact, it is common for persons with disabilities to underestimate their own skills and abilities when looking for a job. While it is natural to have fears about entering the workforce, remember this: no matter what your disability, there is a job out there for you. It may take more time and effort to find that job, but it can be done!

Did you find this helpful?

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Preparing for Employment - National Parent Center on Transition and Employment

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To successfully transition to adulthood, all youth should be exposed to a range of work-based exploration experiences such as site visits, community service, job shadowing, and paid and unpaid internships. Unfortunately, it is estimated that only one-third of young people with disabilities who need job training receive it.

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Bank of America Money Resources for All

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Many billers are happy to change the date payment is due, so long as you're still paying each month.

Many billers are happy to change the date payment is due, so long as you're still paying each month.

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Tips for Saving Money & Budgeting Finances

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Many billers are happy to change the date payment is due, so long as you're still paying each month. Many billers are happy to change the date payment is due, so long as you're still paying each month.

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Home page for Gavilan College, in Gilroy, California, with remote sites in Morgan Hill and Hollister. This page contains links for classes, catalog, and general college information.

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Click here

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Click here for Job Openings in Hollister

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The EDD offers support with Unemployment, Disability Insurance, Paid Family Leave, Jobs & Training, Payroll Taxes & More

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Our Business is Your Success.SM

The Employment Development Department (EDD) is one of the largest state departments with employees at hundreds of service locations throughout the state. For more than 70 years, we have connected millions of job seekers and employers in an effort to build the economy of the Golden State.

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Our Business is Your Success.SM The Employment Development Department (EDD) is one of the largest state departments with employees at hundreds of service locations throughout the state. For more than 70 years, we have connected millions of job seekers and employers in an effort to build the economy of the Golden State.

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Welcome SBHS Parents and Guardians

We have provided links to key handouts and other resources on this page. Please contact us if you'd like to see additional information posted here.

Bienvenidos Padres y Tutores de SBHS

En esta página, hemos proporcionado enlaces a folletos importantes y otros recursos. Comuníquese con nosotros si desea ver información adicional publicada aquí.

STUDENT WORK PERMITS:
WORK PERMITS: PROCEDURES AND POLICIES
San Benito High School will issue California Work Permits as describes by the California Department of Education (CDE) and at the discretion and approval of the Superintendents Designated Administrator(s). Student work permits are required by all businesses employing minors between the ages of 13-17 years. It is solely within the discretion of the school district to determine whether a minor, who is still subject to the state's compulsory education laws, may obtain a work permit and, therefore, be employed to work. Please visit the CDE website for frequently asked questions and multilingual documents. https://www.cde.ca.gov/ci/ct/we/workpermitsforstudents.asp Minors employed in the state of California must have a Permit to Employ and Work (commonly referred to as a "work permit"). Work permits are typically issued by the school where the student is enrolled. Work permits indicate the duties and location where the work will be done as well as the number of hours a minor may work. In most cases it is a two-step process, the minor along with the parent/guardian and employer fill out the B1-1 form (Ca. Intent to Employ a Minor Form) and submit to the school local to the minor's address. The school district reviews the B1-1 form and issues the B1-4 (CA Work Permit).

Process to obtain a WORK PERMIT:

The minor/student, after obtaining a promise of employment, shall obtain the "Statement of Intent to Employ a Minor and Request for a Work Permit - Certificate of Age" (CDE Form B1-1) from the school or the employer.

The minor must complete the "minor" section, request that the employer and parent complete their sections (making certain to obtain all three required signatures), and then return the completed form to the appropriate school authority, Student Services Admin.

The school's authorized work permit issuer shall verify all information on the work permit to be issued. If all requirements are met, the authorized work permit issuer may issue the work permit (CDE Form B1-4).
The local school district or school has discretion to impose additional requirements for the issuance of a work permit. For instance, the school district may have a policy requiring the minor to maintain a 2.0 grade point average (GPA). In such a case, the work permit issuer would need to verify the student's GPA.

*** Work permits are issued 1 semester at a time, and will expire 2-3 weeks into the following semester.

You must reapply for a work permit every semester by filling out the Ca Intent to Employ Form (Above)

Permits will NOT be re-issued if attendance is not up to date. Even during the COVID 19 Distance Learning time, your attendance and participation is the priority.

NEW DOCUSIGN Option to the "Ca Intent to Employ Form"

Must use the student school email address, and must have the parent and employer email addresses to complete this form in docusign.

Thank you all for trying new things as we learn new ways to navigate during our COVID 19 Closure.

Please fill this form out and get the three required signatures, Minor, Parent and Employer.

Scan or email a picture of the completed form to the Principal's Secretary, Kaycee Day for processing. [email protected] OR

*** Try the NEW DOCUSIGN OPTION, Must have the employers name and email address to complete this option above

Work permits are subject to review of every students current and past Attendance, Grades, Discipline Records, and Book Fines.

The Admin Review Team will review these items and then issue the work permit via Docusign to the students email address.

Questions or assistance, please call Kaycee Day at ext 172 during school hours

SCHOOL SITE COUNCIL 2020-21
SELF-NOMINATION LINK

❖ The primary task of the School Site Council is to:

* Update the Single School Plan for Student Achievement (SPSA)

* Make effective decisions on the use of supplemental resources

* Ensure that students have access to and success in the core program

❖ Composition of a School Site Council

The principal plus representatives from the following groups:

* Parents and/or community members

* Classroom teachers

* Students

* One other school representative (usually a classified staff member)

* The number of parents/community members and students must be equal to the

number of school personnel.

* Each category in the above composition of the Council must select its own members.

SBHS is seeking interested people from the parent/community member category to SELF-NOMINATE for a position on the 2020-21 School Site Council. The ballot will be distributed for public availability and a Parent email linking them to a Google Ballot Form. Parents and community members will be asked to vote electronically for their School Site Council representatives.

❖ If you are a parent or community member interested in serving on the School Site Council, please go to our website under the 'Parents" tab, and choose School Site Council Self-Nomination Form from the left-hand side bar. You may also contact the principal's secretary, at 637-5831, ext. 172, e-mail address: by Friday, August 21, 2020.

Thank you for your interest in San Benito High School Site Council!

8th Grade Parent Night Packets

In response to the county health department's recommendation, San Benito High School canceled its two 8th Grade Parent Nights scheduled for March 11 and 12. Click here to access the slideshow presentation that would have been presented at the event. Counselors' contact information is on the final slide.

Welcome Back Packet

Below are links to the documents sent to parents and students in the summer or that are handed out on the first day of school. Click on each title to access the document:
A continuación hay enlaces a los documentos que enviamos a padres y estudiantes durante el verano o que se entregan el primer día de clases. Haga clic en cada título para acceder al documento:
Parent Handbook / Manual Estudiantil
Electronic Devices Policy / Aviso de Queja Uniforme
Student Services & Counseling / Servicios Estuiantil - Consejeria y Academicos

Picture Day Order Form / Formulario de Pedido
School Site Council Self-Nomination Form / Consejo de Sitio Escolar de la Preparatoria San Benito School Bus Pass Application / Aplicación de Autobuses
Dress Code Policy / Código de Vestamenta del Estudiante
Online Prepayment of Student Meals / Instrucciones Detalladas Referent al Pagado de Comidas En Linea
Title IX Notice / Aviso Título IX de No Discriminación
Uniform Complaint Procedures / Aviso de Queja Uniforme
Volunteer Interest Form / Encuesta de Voluntarios

2019-20 Student Activities Calendar / Calendario de Estudiantes 2019-20 en español

Migrant Ed Identification & Recruitment / Programa de Educación Migrante Identificación y Reclutamiento

Healthy Kids Survey Notification / Notificación de Consentimiento para la encuesta de California Healthy Kids Survey

Technology Use Agreement Acuerdo de Uso de la Tecnología

Aeries.net Parent Login Instructions...Coming soon

Click here for a .pdf explaining how to use the Aeries.net parent portal to view your students grades, attendance, and more.

Instrucciones de inicio de sesión para el Portal de Padres de Aeries.net

la versión en español se publicará lo antes posible

Haga clic aquí para obtener un archivo .pdf que explica cómo usar el portal para padres Aeries.net para ver las calificaciones, asistencia y más de su estudiante.

2019-20 ASB and Sports Brochures

Associated Student Body and sports information, including about yearbooks, ASB Cards, Band and Choir, physical education clothing, P.E. lockers and online school meal pre-payment.

2019-20 ASB y Folleto de Deportes

de información del cuerpo estudiantil asociado e información deportiva, que incluye anuarios, tarjetas ASB, banda y coro, ropa de educación física, educación física, casilleros y prepago de comidas escolares en línea.

Attendance

Please call 831-637-0138 to report an absence. Leave a message containing the student's ID number, name, and date of absence.

Por favor llame al 831-637-0138 para reportar una ausencia. Deje un mensaje que contenga el número de identificación del alumno, el nombre y la fecha de ausencia.

Checkout Process

San Benito High School staff encourages and values learning time; thus, checkouts shall be limited to dental or doctor appointments or family emergencies. Please see the Checkout Process handout for more details.

Mid-Summer Mailer With Back to School Information

National School Lunch Program

Please click here to fill out the online form for the National School Lunch Program.

Non-Discrimination Statement

San Benito High School District does not discriminate on the basis of age, sex, sexual orientation, gender, gender identity, gender expression, ethnic group identification, race, ancestry, national origin, religion, marital, parental or pregnancy status, color, mental or physical disability, or on the basis of a person's association with a person or group with one or more of these actual or perceived characteristics in its educational programs and activities or employment practices as required by Americans with Disabilities Act (ADA), Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, Section 504 or the Rehabilitation Act of 1973, and the Vocational Education Act of 1976. The lack of English language skills will not be a barrier to admission and participation in the District's programs. Students, parents, employees, or others who wish further information about these regulations, or who wish to file a complaint, should contact the following persons: Title IX Coordinator, Director of Human Resources Shawn Tennenbaum at 831-637-5831 x 142; 504 Coordinator, Principal Adrian Ramirez at 831-637-5831 x 129. Both the School Site and District Offices are located at 1220 Monterey Street, Hollister, CA 95023.

Declaración Contra la Discriminación

El Distrito Escolar de la Preparatoria San Benito no discrimina por motivos de edad, sexo, orientación sexual, género, identidad de género, expresión de género, identificación de grupo étnico, raza, ascendencia, origen nacional, religión, estado civil, estado de paternidad o embarazo, color de piel o discapacidad física o mental, o basándose a la asociación de una persona con una persona o grupo con una o más de estas características reales o percibidas en sus programas y actividades educativos y prácticas de empleo como lo requiere la Ley de Estadounidenses con Discapacidades (ADA), el Título VI de la Ley de Derechos Civiles de 1964, el Título IX de las Enmiendas a la Educación de 1972, la Ley de Discriminación por Edad de 1975, Artículo 504 o la Ley de Rehabilitación de 1973 y la Ley de Educación Vocacional de 1976. La falta de destrezas en el idioma inglés no será una barrera para ser admitido y participar en los programas del Distrito. Los estudiantes, padres de familia, empleados u otras personas que deseen más información acerca de estos reglamentos o que deseen presentar una queja, deben ponerse en contacto con las siguientes personas: Coordinador del Título IX, Director de Recursos Humanos, Shawn Tennenbaum al 831-637-5831 x 142; 504 Coordinador, Director Adrian Ramirez al 831-637-5831 x 129. Tanto el sitio y las oficinas del distrito escolar están ubicadas en el 1220 Monterey Street, Hollister, CA 95023.

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We have provided links to key handouts and other resources on this page. Please contact us if you'd like to see additional information posted here. Bienvenidos Padres y Tutores de SBHS En esta página, hemos proporcionado enlaces a folletos importantes y otros recursos. Comuníquese con nosotros si desea ver información adicional publicada aquí.

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Learn, Explore & Discover

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The California Academy of Sciences is a science museum—and scientific and educational institution—located in San Francisco’s Golden Gate Park.

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K-12 Student, Parent & Teacher Resources

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Self-Assessments: Interest & Skills Assessment and Work Values Assessment

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From Colorado Department of Education

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In order to improve outcomes for youth with disabilities, transition services requirements were included in the Individuals with Disabilities Education Act (IDEA P.L. 101-476). The basic purpose of including transition components in the legislation is to better prepare students with disabilities to gain access to the supports and services necessary to reach their desired outcomes and become as independent as possible. The transition planning process should promote successful movement from school to post-secondary education and training, employment, independent living, and community participation based on students' preferences, interests, abilities and needs.

The transition services requirements of IDEA provide opportunities to:

Help students and families think about the future and consider what they want to do after high school;

Plan how to make the high school experience most relevant to the student's desired outcomes; and

Help students and families make connections to supports and services they may need after high school.

The process of planning and providing transition services based on individual student needs may be challenging in our complicated systems of education with limited resources.

Tab 1: Introduction

Tab 2: Discovering the Road to Transition

Transition Planning (PDF)

Which Students Need Transition Planning and When?

Transition Planning Begins

How Do We Organize for Transition Planning?

The Essential Elements for Effective Transition

Roles and Responsibilities

Age Appropriate Transition Activities

Transition Checklist

Transition Terminology (PDF)

Glossary of Terms

Acronyms

Tab 3: Identifying the Destination - Building a Body of Evidence

Methods of Gathering Information (PDF)

Formal Assessment

Informal Assessment

Interest Inventories

Situational Assessment

Environmental Assessment

Job Vocational Program Tryouts

Commercial Art Tryouts

Summarizing, Reporting and Documenting the Data

Examples Using Formal/Informal Assessments for Transition Planning

Family/ Parent Involvement in Assessment Process

Assessment/ Transition Meeting Tips for Parents

Career/ Vocational Formal Transition Assessment List

Career Interest Software Programs

Assessment Documentation Summary Sheet

Tab 4: Designing the Map - IEP Development

Tab 5: Transition to Careers

Tab 6: Community Agencies

Tab 7: Tools, Templates, and Worksheets

Students (PDF)

Students, Spanish (PDF)

Credit Audit Worksheet

Student Activities/Honors/Awards

Student Transition Interview Form

Pocket Resume

Know Your Rights Pocket Guide

Learning Styles Inventory

Teachers/Transition Team (PDF)

Domain-Skill / Knowledge Inventory

Vocational Program Observation Form

Planning for Education After High School

Planning for Employment

Planning for Living Independently

Job / Student Match

Assessment Documentation Summary Sheet

Transition Portfolio

Personal Information Sheet

Transition IEP Checklist

Transition Planning Worksheet

Transition Goals Worksheet

Checklist for Unpaid Work Experiences

Community Based Vocational Training Contract

Parents (PDF)

Career Academic Planning Guide: Preparing Today for Tomorrow (PDF)

The following is a list of the items in the PARENT SECTION of the TOOLKIT:

Introduction

Questions That Should Be Answered Before Graduation

Before: Parent/Family Transition Assessment form

Parent Interview - Portfolio Inventory Form

Tips for Parents... helping your children plan their careers

Preparing your son or daughter for adulthood

Transition Checklist

Technical Assistance Documents

Adult and Community Agencies

Important Ages and Milestones

Dual Enrollment

Grading and Transcripts

Graduation and Diplomas

ICAP and the IEP

October Count

SWAP

Transition Requirements

Unpaid Work Experience

Voting Rights

Tab 8: Charting a Course for the Future

See the Acknowledgements (PDF)

Questions?

Contact Gail Lott (Lott_G@cde.state.co.us)

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Charting a Course for the Future - A Transition Toolkit

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In order to improve outcomes for youth with disabilities, transition services requirements were included in the Individuals with Disabilities Education Act (IDEA P.L. 101-476). The basic purpose of including transition components in the legislation is to better prepare students with disabilities to gain access to the supports and services necessary to reach their desired outcomes and become as independent as possible.

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Want to become a firefighter, EMT or need resources on how to get a job?

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Firefighter's ABC's A Premier Diversity

Recruitment Organization

You'll find the resources and information you need to become a great candidate for the fire service, or improve the diversity of your agency.

Are you considering a job in the fire service?

Join the National Recruit Database - it's free, and membership provides valuable tools and information on .

Do you represent a fire organization?

Join the Firefighter Diversity Recruitment Council, you get access to monthly recommendations to improve your organization's diversity.

Click to support diversity in the fire service.

Russell G. Hayden Founder
Firefighter's ABC's

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Firefighter's ABC's A Premier Diversity Recruitment Organization You'll find the resources and information you need to become a great candidate for the fire service, or improve the diversity of your agency. Are you considering a job in the fire service? Join the National Recruit Database - it's free, and membership provides valuable tools and information on .

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Career Job Training Coordinator
ynunez@sbhsd.k12.ca.us
831-637-5831 x740

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WorkAbility 1 Job Developer
kwilkinson@sbhsd.k12.ca.us
831-637-5831 x743

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Vocational Technician
psexton@sbhsd.k12.ca.us
831-6375831 x744

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TPP Job Developer
nsands@sbhsd.k12.ca.us
831-637-5831 x742

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TPP Employment Specialist
lbecerra@sbhsd.k12.ca.us
831-637-5831 x 741

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Advanced Foundations for Success (AFS) Class
msullivan-haertel@sbhsd.k12.ca.us
831-637-5831 x231

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Department of Rehabilitation (DOR) and Transition Partnership Program (TPP) Counselor and Liaison
Rosa.Rodriguez@dor.ca.gov
408-848-9524

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IEP Basics

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Secondary Transition Planning, Successful Outcomes and Mandates

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A postsecondary Education & Employment Guide for Students and Youth

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The National Student Clearinghouse is the nation's trusted source for degree verification and enrollment verification and student educational outcomes research.

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Understand Who You Are.

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Free Personality Tests and Career Assessments - Truity

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Take free, scientifically validated personality tests based on Myers and Briggs' 16 types, Enneagram, DISC, Holland Code and more to instantly find your strengths.

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A collection of lessons, resources, links, and documents for providing transition training and services at the middle and high school levels.

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San Andreas Regional Center

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San Andreas Regional Center is committed to supporting our community during this crisis. We encourage individuals served, families, and service providers to check back here regularly as we continue to update this page with new guidance and pertinent information.

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Services Intake Early Start - Birth to 3 Years Service Coordinators Consumer Services Fair Hearing Health Services Autism & Insurance Information Community Services FG & SC Programs Employment Services Purchase [...]

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Tips for Landing a Job

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Find Jobs Find Shifts Tips for landing a job Coronavirus Response

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Connections California: Transition to Adulthood can make it a little easier! You'll find important information in Connections California #cca. We want to help YOU create the smoothest transition to adulthood possible alongside your loved one!

Connections California: Transition to Adulthood is a FREE and COMPREHENSIVE program from Parents Helping Parents - San Jose. Get 24/7 access to relevant info about the transition to adulthood for you and your loved one with a disability. #cca includes LIVE webinars, 100+ e-learning videos, and more!

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Get information, find resources, and build parent support for children and adults with disabilities in San Jose & Silicon Valley.

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SBHSD ALL Pathways flyer - June 2018 pdf

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Understand who you truly are!

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Free Personality Tests and Career Assessments - Truity

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Take free, scientifically validated personality tests based on Myers and Briggs' 16 types, Enneagram, DISC, Holland Code and more to instantly find your strengths.

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Self-Assessments

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Find out more about yourself.

Use these interactive self-assessments to discover what you're good at and where you may have room for improvement. Identify the things that interest you and get some ideas about careers to explore.

Based on what you learn about yourself, you can pursue educational and career goals that bring long-term satisfaction.

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Find out more about yourself. Use these interactive self-assessments to discover what you're good at and where you may have room for improvement. Identify the things that interest you and get some ideas about careers to explore. Based on what you learn about yourself, you can pursue educational and career goals that bring long-term satisfaction.

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The coronavirus pandemic has caused millions of Americans to lose their jobs. Many others are seeing their hours or pay cut. At the same time, new hiring has slowed temporarily in most industries.

But tens of thousands of employers are still hiring despite the pandemic. And thousands more are expanding hiring precisely the crisis has caused demand for their goods and services to surge.

For example, soaring sales and rapid user growth are creating new employment opportunities in the following kinds of companies:

E-commerce companies

Remote work software companies

Video game companies

Grocery stores

Pharmacies

Pharmaceutical companies

Warehousing services

Delivery driver services

Home exercise equipment producers

At-home beauty product producers

Meal kit delivery services

Online entertainment companies

To help you find those opportunities, ZipRecruiter has placed an "Actively Hiring During COVID-19" banner on job postings where employers have verified that they are currently extending offers and an "Urgent" banner on job postings where requested by employers. ZipRecruiter also highlights jobs that are new.

So that you get through the downturn and your job search successfully, healthily, and happily, we have collected some tips and resources to help.

Applying for Unemployment Insurance

Finding a Job

Developing Your Skills and Experience

Supplementing Your Income

Improving your Wellbeing

Working from Home

Applying for Jobs

Finding Support for Your Small Businesses

Ensuring Workplace Health and Safety

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COVID-19 Resources for Job Seekers - ZipRecruiter

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The coronavirus pandemic has caused millions of Americans to lose their jobs. Many others are seeing their hours or pay cut. At the same time, new hiring has slowed temporarily in most industries. But tens of thousands of employers are still hiring despite the pandemic.

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A new ZipRecruiter survey reveals the vast breadth of COVID-19's impact on job seekers but also that many are highly motivated to pursue new employment opportunities
In most U.S. states, unemployment benefits will exceed average annual incomes thanks to additional $600 weekly payments set aside in the and to be paid through the end of July. Some observers have worried that the generosity of the payments could discourage unemployed Americans from looking for work.

But a new ZipRecruiter survey of 2,532 U.S. job seekers finds that 87% say they are likely or very likely to apply for work now; 62% describe their need for a new job as urgent or extremely urgent; and 54% say the need for income is their top motivating factor. Backlogs of unemployment insurance claims and technical glitches delaying the disbursement of benefits may be a contributing factor. The sheer scale of the economic shock many households are experiencing may be another.
Job seekers are highly motivated
Majorities of job seekers said they are actively looking at job sites multiple times per week and plan to apply for new jobs. The men and women in the sample were equally motivated, but there were some gender differences in job search attitudes. The women surveyed were significantly more likely than the men to be searching for part-time rather than full-time jobs, and the men were significantly more likely to rank salaried pay as their top motivation for seeking a job now.

Among the small minority of job seekers (5%) who said they are unlikely to look for a job in the current economic and public health climate, the main reason cited for their reluctance was uncertainty about whether employers are actually hiring. To help job seekers identify serious opportunities and become confident actors in the marketplace, ZipRecruiter has added an "Actively Hiring During COVID-19" banner to jobs where employers have verified that they extending offers during the coronavirus.
Layoffs, hour cuts, and pay cuts
Of the 1,779 survey respondents who were employed in February prior to the COVID-19 outbreak, only 27% still had the same working hours and wages in mid-April. 50% had been laid off or furloughed, and the remaining 23% had either seen their working hours fall or their wages fall, or both. In most cases, the reductions in working hours and wages reported were substantial. The average hour cut reported was 54% and the average pay cut reported was 57%.

In the space of just three weeks, the percentage of survey respondents reporting having been laid off has risen by more than ten percentage points, with increased layoffs affecting workers across education levels.

31% of respondents who said they were laid off due to COVID-19 said they expect to be recalled to their jobs. 90% of them said they are actively looking at job sites multiple times per week and 85% said they were likely or very likely to apply for new jobs nonetheless.
Methodology: Findings are based on a survey of 2,532 U.S. job seekers who logged into ZipRecruiter job seeker accounts between April 15 and April 20, 2020. March findings are based on a survey of 4,484 U.S. job seekers who logged into ZipRecruiter job seeker accounts between March 25 and March 31, 2020.

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The State of the U.S. Job Seeker: April COVID-19 Edition - ZipRecruiter

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A new ZipRecruiter survey reveals the vast breadth of COVID-19's impact on job seekers but also that many are highly motivated to pursue new employment opportunities In most U.S. states, unemployment benefits will exceed average annual incomes thanks to additional $600 weekly payments set aside in the and to be paid through the end of July.

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US Department of Homeland Security Fairfax, VA

... 18, U.S.C., Section 922(g)(9)]. A "misdemeanor crime of domestic violence" is generally defined under the statute as any offense involving the use or attempted use of physical force, or the ...

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235 Under 18 Jobs Near Me (NOW HIRING) | ZipRecruiter

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US Department of Homeland Security Fairfax, VA ... 18, U.S.C., Section 922(g)(9)]. A "misdemeanor crime of domestic violence" is generally defined under the statute as any offense involving the use or attempted use of physical force, or the ...

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Accessible Education Center (AEC)

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If you need to schedule an appointment with a counselor, complete the AEC/VRC Appointment Request Form or contact Rosalinda Barbosa at 408-840-3071 or Lucy Fuentes at 408-713-0889.For other questions, please email us at aec@gavilan.edu.

Our AEC counselors and staff are working remotely this semester, and they can be reached via e-mail. You can find our AEC faculty and staff emails on our AEC Staff Directory or you can contact our faculty and staff through Cranium Cafe by going to the Online Student Support Services website and clicking on the Accessible Education Center section.

Ability Reimagined

The Accessible Education Center (AEC) at Gavilan College provides programs, services and support to help students with disabilities succeed in school. We strive to equalize student educational opportunities and improve access so that every student can participate fully in all aspects of college programs and activities.

If you have a verified disability and need academic modifications or services, we are here to help you move toward your goals. Please contact us to see what we can do for you!

The AEC Mission:
Gavilan College Accessible Education Center (AEC) provides students with disabilities quality and excellence in programs, services and support which enhance the quality of community life, and the development of individual potential for a global environment.
How to Get Started with Accommodations

The AEC Offers Many Services for Students such as:

Assistive Computer Technology & Training

Adaptive Equipment Loans

Adaptive Furniture Requests

Alternate Media Production

AEC Counseling Services

Assistive Technology Software Loans

Media Captioning

Note-Taking Support Options

On-Campus Transportation

Registration Assistance/Priority

Sign Language Interpreting or Real-Time Captioning

Test Proctoring Accommodations - The Test Proctoring Center has moved online!

Announcements

Other Student Support Programs and Services

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If you need to schedule an appointment with a counselor, complete the AEC/VRC Appointment Request Form or contact Rosalinda Barbosa at 408-840-3071 or Lucy Fuentes at 408-713-0889.For other questions, please email us at aec@gavilan.edu. Our AEC counselors and staff are working remotely this semester, and they can be reached via e-mail.

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Accessible Education Center (AEC) Programs

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Gavilan College provides a variety of programs through the Accessible Education Center (AEC) in an effort to equalize educational opportunities for students with verified disabilities as they move toward their educational or vocational goals. The six program areas include:

Adapted Physical Education is specifically designed for students with physical and psychological disabilities in order to improve flexibility, increase range of motion, improve circulation and improve physical fitness. Classes include a number of water and gym activities.

This program is offered on campus for the high school special education class graduate or equivalent who may require additional specialized instruction or training for appropriate entry-level employment. Practical job preparation and independent living skills are emphasized in a series of classes designed for individualized progress.

The Gavilan College High Tech Center was established in 1997 to provide students with verified disabilities access to computers and computer training through state-of-the-art assistive computer technology. With the latest in technological equipment and software, any student, who has a desire and is willing to spend some time, can learn something new or fine tune what they already know.

Specialized instruction is available to any student needing special help. Specialized instruction is handled on a one-to-one basis or with small group instruction in the Learning Center located in the Library building.

The Gavilan College Learning Skills Program has appointments available in the Learning Skills Evaluation course. If you know of any students who might have a learning disability, please refer them to one of our LD specialists in the AEC. The evaluation will give the student information on his or her individual cognitive / perceptual and academic strengths and weaknesses, as well as determining whether or not the student is eligible to receive services from our program.

This program is designed to provide training in social development and vocational skills through various activities. Students progress through classes at their individual rates of achievement. In addition to vocational goals, the program seeks to promote in each student self-reliance in the activities of daily living so that he or she may assume a more independent role in or out of the parental home. Classes are offered at the HOPE Services facility in Gilroy and Hollister in conjunction with a work activity program.

This program provides job readiness and job placement for students eligible for the Department of Rehabilitation Services. The program responds to the needs of local employers by matching interests, skills and abilities to specific jobs.

EDUCATIONAL ASSISTANCE CLASSES ARE OFFERED WITHIN THE SIX PROGRAM AREAS.

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Gavilan College provides a variety of programs through the Accessible Education Center (AEC) in an effort to equalize educational opportunities for students with verified disabilities as they move toward their educational or vocational goals.

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Accessible Education Center Accomodations Booklet

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AEC Classes

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Transition to College (English)

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Espanol- Transición a la Universidad

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Competitive Integrated Employment (CIE) document 

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Competitive Integrated Employment (CIE) document 

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A road map for parents and students

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Competative Integrated Employment Road Map 2021

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Which career pathway would you be good in?

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What is this site about?

This site includes Information on California high school and community college courses, career options, and financial assistance. It will help you make decisions about the right courses to take in high school and community college so that you have the opportunity to turn that passion of yours into a great job and a great future.

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WHO DO U WANT 2B? - The 15 Career Pathways

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This site includes Information on California high school and community college courses, career options, and financial assistance. It will help you make decisions about the right courses to take in high school and community college so that you have the opportunity to turn that passion of yours into a great job and a great future.

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Resource Guide

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San Benito County Resource Guide (2021)- FINAL (2)

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Pocket Guide

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It's never too early to start exploring the many options available for transition to adulthood.

Today, a majority of people with disabilities have difficulty finding inclusive employment, accessible housing, and meaningful social and personal opportunities. This can place the primary responsibility for these life goals on parents and other unpaid family members. These families need encouragement and support to plan for what will happen as people with disabilities-and their caregivers-age.

To support families, PHP has launched a new program: Connections California!
Please note: Connections California is a project of Parents Helping Parents intended to build a FREE statewide resource for families. It will be built out over the next few years so check back regularly for updates.
Connections California hub launches in January 2022!

It's never too early to start exploring the many options available for transition to adulthood that officially begins at age 18. We understand how overwhelming and complex the transition can be for individuals with any disability and their families/allies. If your child is as young as 14, you'll still find important information in Connections California. We want to help YOU create the smoothest transition to adulthood possible alongside your loved one!

You'll find a wealth of information in the Connections California hub. It will include important resources and information for planning for adulthood for individuals with disabilities. The hub will also contain information to help you make informed decisions. Think events, videos, checklists, and more!

Topics in the Connections California hub will include:

Continuing Education
Employment
Financial, Legal & Public Benefits
Health & Safety
Living Options
Self Advocacy

Our goal is to help you find the information you need easily!

Who can use Connections California? Anyone!

It doesn't matter when you start connecting to information and options for adult transition, but the sooner the better for most families. The hub will include a timeline of what to do when, based on an individual's age and needs. So if your child is 14, Connections California will help you understand steps to take then, at age 15, 16, 17, and so on.

The goal is for Connections California content to be organized and presented based on the needs of the individual who is transitioning to adulthood. These needs include:

Content applicable to any adult with any disability.

Content for individuals with I/DD who have long-term support needs.

Content for individuals on college/career pathways.

We are very excited to create this FREE centralized hub of resources and information on planning for adulthood for individuals with disabilities. Connections California events for 2022 are concentrated in the months of January to April. Check the website event calendar often to find out what is coming up so that you don't miss out!

Many topics have been addressed in the existing PHP content about adult services. You'll find a large catalog of informative videos on adult topics and transition to adulthood in the PHP E-Learning Library.

If you are a provider of disability services of any kind, including legal, therapeutic, housing, public benefits, and more, you may be the perfect partner with Connections California! Email Mark Fishler for information on how to become a sponsor today!

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Planning for Adulthood for Individuals with Disabilities: Introducing Connections California!

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Today, a majority of people with disabilities have difficulty finding inclusive employment, accessible housing, and meaningful social and personal opportunities. This can place the primary responsibility for these life goals on parents and other unpaid family members. These families need encouragement and support to plan for what will happen as people with disabilities-and their caregivers-age.

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What career best fits your personality? This free career aptitude test can give you insight into your job personality. Based on a characterization of your personality in terms of Holland Code personality types, you will learn what kind of work environments, occupations and skills suit you best. The results of this career assessment test provide you with a list of professions and occupations that fit your career personality and will guide you on your career path.

Choose a career that matches your skills and preferences. You will increase your chances of being successful! Take this career quiz and get your results right now!
(We also offer practice aptitude tests for assessment training if that's what you are looking for.)
Career test instructions

It takes five to ten minutes to complete this free career test. You will see fifteen sets of four pictures that show specific work activities. You must choose only one work activity that appeals to you the most and one that appeals to you the least.

Do not choose a work activity based on the status or money associated with it. Do not make your choice based on gender or race. Just imagine yourself performing the task shown and decide if you would like to do it or not.

If you like doing the activity, click the on the picture. If you do not like doing the activity, click the on the picture. You must choose a like and dislike for each set.

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Career test (2023) - Free online aptitude test - 123test.com

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This career test will help you find out what professions fit your personality. Take this free online test right now at 123test.com and work on your career!

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When you are not sure of what type of job you want or what you want to do next with your career, a career aptitude test can help you narrow down your job choices and choose a career path that is compatible with your interests, skills, values, and personality.

Taking a career test is a little like playing " What do you want to be when you grow up?" with a twist. The twist is that career tests can give you concrete ideas about what you may be designed to do rather than just an opportunity to simply ponder what you want to do. It can help you understand the type and environment of work that will help you thrive as a person.

How a Career Test Can Help

There are a variety of free career tests and quizzes available addressing one or more of these factors, but it is not essential to find a test that captures all of the elements.

However, they are quick and easy to take and provide insight into what types of jobs you might want to research.

Spend some time taking a few tests and quizzes and see what results you get. Afterwards, compare the job options you're given to decide if any of them are worth exploring further through reading, informational interviews, job shadowing, and internships.

Free Career Aptitude Tests

The following tests are available for free online and can be a good start to identifying your next career.

123 Career Test: This popular aptitude test can help you gain insight into the careers that best fit your personality. It will help you learn what kind of work environments and occupations suit you best.

CareerOneStop Interest Assessment: Answer 30 quick questions online to get a list of careers that might be a good fit for your interests.

CareerOneStop Work Values Matcher: Answer questions about different aspects of a job or workplace to help you find your ideal work environment.

Color Career Quiz: Did you know color can be an indicator of what jobs are right for you? Color Career Quiz is a two-part quick and easy five-minute test that analyzes your personality based on the colors you select.

Test Color: Similar to Color Career Quiz above, a team of psychologists and human resources experts lead you through a two-part color selection process to determine your personality and aptitude. While the initial results are free, you can pay extra for a more in-depth analysis.

Keirsey Temperament Sorter: This test helps you to understand your personality type and discover what type of temperament you have. Test results suggest a predominant personality type, including Artisan, Guardian, Rational, or Idealist. Your temperament influences career satisfaction, job search strategies, and job performance. A free description of your profile will be provided with an option to purchase the full report.

Human Metrics: Using both Jung's Typology and Myers-Briggs insights (see below), Human Metrics takes you through 64 questions to rate you on both scales. The results explain to you how each piece relates to your personality type.

O*NET Interests Profiler: My Next Move's O*NET Interest Profiler is administered by the United States Department of Labor. Users take a 60-question interest inventory that yields a profile of interest tendencies, including six areas: Realistic, Investigative, Social, Enterprising, Conventional, and Artistic.

You will see a list of careers related to each cluster, and can then sort those careers into five job zones representing different levels of preparation ranging from little job preparation to extensive preparation. The site also has extensive career information related to a variety of careers.

PathSource: This free career exploration solution helps students and job seekers make better career choices with its free mobile app. Users can produce lists of careers based on personality characteristics and an interest profile. Lifestyle issues and income expectations are factored into the analysis. An extensive collection of 2,600 informational interviews on video provides an insider's view from workers in a broad range of professions.

A database of careers related to various academic majors helps students to explore the implications of their academic choices. Users also can search for colleges based on academic offerings, financial aid, average test scores, and other admissions data.

16 Personalities: Using the Myers-Briggs Model (hence the name), 16 Personalities is a site designed to help you understand yourself, contribute valuable data to researchers, and take tangible steps in your personal and professional relationships. While the test is completely free, most of the tools require that you join for a fee.

Red Bull Wingfinder: Take a free 35-minute online personality assessment to identify and leverage your strengths in four different areas of your personality, including connections, creativity, thinking, and drive. Wingfinder test takers immediately receive a free 19-page feedback report containing an analysis of their strengths, along with advice, and coaching from Red Bull athletes who have the same strengths.

Skills Matcher: The Department of Labor has developed this resource to enable users to assess the skills they want to incorporate into their careers. You will rate basic skills like reading, writing, speaking, scientific reasoning, and critical thinking, as well as more specialized social, technical, analytical, computer, problem-solving, and resource management skills.

Truity: Truity offers a variety of tests you can use to explore your personality career interests. There's a free short report on the results, and there's a fee to unlock the full report if you want more information.

CareerExplorer: CareerExplorer is a free platform for users to assess their interests, personality types, abilities, career values, and preferred work and social environments in order to find matches that will lead to satisfying careers. The assessment suggests careers after users respond to a series of questions. There's detailed information available on each of the suggested career options. In addition, users can browse occupations by clusters like health and nutrition, law, arts and entertainment, animals, food and drink, politics and law, sports, travel, music, engineering, and science.

More Career Assessments and Personality Tests

While some career aptitude tests are free, others charge for results.

Self-Directed Search (SDS): The Self-Directed Search (SDS) is a standard testing option that revolves around categorizing careers into six areas: realistic, investigative, artistic, social, enterprising, and conventional. Answer questions about your goals, dreams, activities, and interests, and you'll get a list of the three types of careers that are best matched to you, plus careers that are suited to people with a mix of those characteristics. Keep in mind that you are required to pay a fee for this test.

Career Key: Another career aptitude test that costs a fee is Career Key. This online career assessment tool determines how similar you are to six different personality types. The results are linked to occupational choices.

Crystal Personality Test: Crystal provides free personality tests like Enneagram, Myers-Briggs, DISC, Core Value, and Job Fit, so you create a full personality profile to understand how to use your strengths, manage your blind spots, choose your ideal career. You can also view the personality profiles of your friends, colleagues, and customers.

JobQuiz: JobQuiz is a career aptitude test that you can do quickly (it only takes about 12 minutes). It gives you the opportunity to evaluate hundreds of career options to get ideas about what your perfect career would be. The site allows you to take all the tests but will not allow you to access your results until you've paid a fee. To get the results, the fee is $9.99 or $6.99 for students.

Personality Tests

Online personality tests measure your intelligence or aptitude, inventory your skills, and assess your ability to succeed in a career. Some are as simple as selecting colors you like and don't like. With others, you'll need to answer a number of specific questions.

Once you know your skills, you can highlight them on your resume and cover letters.

Some tests are free, while others cost money. Be sure to research the cost of a test before doing it. Some can be done online, while others require a career counselor to interpret them.

For example, the Typology Central Jung Personality Test is a free personality test that combines two systems for evaluating personality type-Jungian Cognitive Functions and Personality Dichotomies. After you take the test, you'll get a report that outlines your temperament.

Myers-Briggs Personality Type Indicator

The Myers-Briggs Type Indicator is the most well-known, authoritative personality test available in the psychology and human resources community. It assesses your personality type and explores career options. If you're a college student or graduate, check to see if your career office offers no-cost testing. Otherwise, review these options for taking the assessment either online or in-person.

This test categorizes people into one of 16 different personality types. With a series of questions, the test determines whether you gravitate toward extroversion or introversion, sense or intuition, thinking or feeling, and judging or perceiving.

Here's a quick guide to understanding the four categories within the Myers-Briggs test:

Extroversion (E) or Introversion (I): This is about how you get your energy. Do you turn inward or outward for sources of energy?

Sense (S) or Intuition (N): Which one you gravitate toward reveals how you perceive and absorb information. People who get an S result are more likely to use past experience and common sense to evaluate situations, while the intuition-focused readily see the big picture and patterns.

Thinking (T) or Feeling (F): With this personality trait, your decision-making style is revealed. Thinkers are guided by logic and common sense, while feelers may rely on values feelings. For feeling types, the decision-making process may be guided by how a decision would affect others.

Judging (J) or Perceiving (P): This last piece of the personality type reveals lifestyle preferences, or how you like to live your life. Judging types are organized and comfortable working within rules and framework. You can count on someone of this type having a five-year plan. Perceiving types are more likely to prefer a flexible environment, adapting plans as needed.

Test questions reveal whether you are an ISTP (Introversion, Sense, Thinking, Perceiving) an ENFJ (Extroversion, Intuition, Feeling, Judging), or one of the 14 other possibilities.

Talent Assessment Tests

Talent assessments are used to help an employer identify candidates who will be a good fit for jobs.

These tests assess your personality, work style, knowledge, and/or skills. These assessments often are given to job candidates either online or in the company store or office.

Pre-Employment Tests

Talent assessments are only one of many different kinds of pre-employment tests that employers might give job candidates. Employers often use tests as part of a larger selection procedure to screen applicants for hire. Other types of tests employers might give candidates include personality tests, cognitive tests, emotional intelligence tests, physical exams, drug tests, credit checks, and background checks.

There also are tests for specific industries. For example, restaurants often test job candidates to see what they know about the industry. The Myers-Briggs Type Indicator is the most common personality test given by employers to job candidates.

Pre-employment tests are legal as long as employers do not use the test results to discriminate on the basis of race, color, sex, national origin, religion, disability, or age. One exception is a lie detector test, which is unreliable and illegal in most employment situations.

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Free Career Aptitude and Career Assessment Tests

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When you are not sure of what type of job you want or what you want to do next with your career, a career aptitude test can help you narrow down your job choices and choose a career path that is compatible with your interests, skills, values, and personality.

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WorkAbility/TPP Parent Handbook