Career Development and Occupational Studies
Standard 1
Alternate Level - Students will be knowledgeable about the world of
work, explore career options and relate personal skills, aptitudes and abilities to future
career decisions.
Key ideas -
1. Students will learn about the nature of the workplace, the value of
work ethic, and the connection of work to the achievement of personal goals.
Performance indicators -
Students:
- participate in the development of a career plan that would assist in the transition from
school to eventual entry into a career option by the completion of school.
- participate in activities that demonstrate an awareness of their interests, aptitudes
and abilities.
- demonstrate the value of work.
- utilize appropriate technology in a vocational setting and workplace.
- explore various careers.
- explore their preferences for working with people, information and/or things.
- demonstrate an understanding of decision making to resulting action.
Sample tasks -
This is evident, for example, when students:
- indicate how hobbies, favorite school subjects, interests and special talents relate to
working with people and specific occupations.
- are exposed to different occupations in their community, including those in public
service, and how these occupations benefit others (firefighter, police officer,
pharmacist, teacher).
- identify long-range personal and career goals.
- identify skills needed for success in the workplace.
- are exposed to different occupations within a school (maintenance and office workers,
teacher aides).
- participate in a voluntary work program.
- are provided examples of how the roles of men and women are changing in the home,
workplace, and community (women in law enforcement and men in nursing).
- evaluate long-range personal goals and match them to employment opportunities.
- demonstrate the importance of punctuality, dependability, integrity and getting along
with others and working cooperatively in group situations for success in a work
environment.
- participate in a job experience with a job coach.
- participate in projects such as a bake sale or craft fair to earn money for a trip.
- can make choices about saving and spending money that they have earned in the workplace.
Standard 2—Integrated Learning
Alternate Level - Students will demonstrate how academic knowledge
and skills are applied in the workplace and other settings.
Key ideas -
1. Integrated learning encourages students to use essential academic
concepts, facts, and procedures in applications related to life skills and the world of
work. This approach allows students to see the usefulness of what they are being taught
and to understand their potential application in the world of work.
Performance indicators -
Students:
- develop academic knowledge and skills that are required in specific occupations or
work-related situations.
- solve problems that call for applying academic knowledge and skills.
- demonstrate learned skills across environments (school, home, community and work).
Sample tasks -
This is evident, for example, when students:
- explore and/or describe jobs in the local community.
- tell a story or participate in a show and tell exercise about how a school cafeteria
employee, nurse, police officer or store owner uses mathematical and English language arts
skills on the job.
- listen to a person from the community explain their occupation and describe how math,
science, language arts, etc. are used in that job.
- integrate mathematical/science and communication skills in real-life situations (plan a
garden, shop for a party).
- apply mathematical skills to purchase items from a grocery store, compare prices, total
their purchases and count change.
- explain why being able to tell time is important in your job.
- select four samples of their work (completed hands-on projects depicting various
occupations) and describe the academic knowledge and technical skills needed for those
particular jobs.
- complete a multifaceted project such as conducting a bake sale, collecting toys for tots
or recycling.
- link with existing student leadership organizations (Future Homemakers of America,
Vocational Industrial Clubs of America, etc.) to conduct a special project that leads to
interdisciplinary applications.
- complete an internship which focuses on a particular career of interest (food services,
maintenance, lawn care, etc.) with the support of staff (job coach, travel training,
shadowing).
Standard 3a—Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and
competencies essential for success in the workplace.
Alternate Level - Basic Skills
Key ideas -
1. Basic skills include the ability to read, write, listen, clearly
communicate and perform arithmetical skills on a simple functional level.
Performance indicators -
Students:
- listen to the ideas of others, communicate and use basic mathematical concepts to solve
problems.
Sample tasks -
This is evident, for example, when students:
- follow simple one-step to two-step verbal or tactile directions.
- read functional words such as ladies room, stop, McDonald's, danger, poison, keep out,
etc.
- follow directions to operate simple machinery.
- follow directions to stock an inventory.
- use measuring guides, measure materials such as lengths of wire or paper tablecloths for
use on a job.
- recognize and identify vocabulary associated with various jobs.
Alternate Level - Thinking Skills
Key ideas -
2. Thinking skills lead to problem solving and allow the application of
knowledge to new and unfamiliar situations.
Performance indicators -
Students:
- recognize that there is a problem and make decisions to solve the problem to accomplish
a task.
Sample tasks -
This is evident, for example, when students:
- provide examples of ways to raise money for a school field trip.
- solve a riddle, puzzle or problem, following simple instructions.
- are able to generalize skills, such as using a toaster or a microwave, in different
settings (e.g., home or restaurant).
- while using a copying machine, demonstrate how to obtain and load paper when indicated
by machine.
Students will demonstrate mastery of the foundation skills and
competencies essential for success in the workplace.
Alternate Level - Personal Qualities
Key ideas -
3. Personal qualities include appropriate daily living skills, social
skills and positive behaviors for success in the workplace.
Performance indicators -
Students:
- demonstrate the personal qualities that lead to responsible behavior.
Sample tasks -
This is evident, for example, when students:
- arrive at school and work on time.
- complete tasks and assignments as directed.
- provide examples of people acting responsibly/irresponsibly in the community such as
littering vs. proper disposal of garbage.
- demonstrate appropriate hygiene/dressing for school and the workplace.
- cooperate with a peer to complete an assignment such as washing and drying dishes.
- demonstrate appropriate self control in school, community and the workplace such as no
hitting, bad language or inappropriate displays of affection.
- demonstrate positive behaviors through interactions in the classroom (sharing resources,
helping classmates).
Alternate Level - Interpersonal Qualities
Key ideas -
- Positive interpersonal qualities lead to teamwork and cooperation in large and small
groups in family, social and work situations.
Performance indicators -
Students:
- relate to people of different ages and from diverse backgrounds.
- demonstrate positive interpersonal qualities.
- display skills needed to resolve conflicts with other people.
Sample tasks -
This is evident, for example, when students:
- work cooperatively with peers to accomplish a task.
- respect the rights and space of others.
- walk away from a confrontation rather than engaging in it.
- work cooperatively with peers composed of individuals of different ages and diverse
backgrounds.
- respond positively to constructive criticism.
- work as a member of a team toward a common goal.
Students will demonstrate mastery of the foundation skills and
competencies essential for success in the workplace.
Alternate Level - Technology
Key ideas -
5. Technology is the process and product of human skill and ingenuity
in designing and creating things from available resources to satisfy personal and societal
needs and wants.
Performance indicators -
Students:
- use appropriate types of technology for job tasks.
Sample tasks -
This is evident, for example, when students:
- use a toaster to toast bread.
- use photocopying machines to copy a page from a book.
- use the correct tool such as a screwdriver or hammer to assemble an item.
- use a computer to enter items ordered from a menu.
Alternate Level - Managing Information
Key ideas -
6. Information management focuses on the ability to access and use
information obtained from other people, community resources and media.
Performance indicators -
Students:
- utilize information to make decisions.
Sample tasks -
This is evident, for example, when students:
- listen to the morning weather forecast to determine what clothes to wear that day.
- use bus schedules to determine when their bus will come.
- utilize a menu at a fast food restaurant to determine how much an item costs.
Students will demonstrate mastery of the foundation skills and
competencies essential for success in the workplace.
Alternate Level - Managing Resources
Key ideas -
7. Resources used for success in the workplace may include money,
personnel, time and/or materials to carry out a planned activity.
Performance indicators -
Students:
- demonstrate an awareness of the knowledge, skills, abilities and resources needed to
complete a task.
Sample tasks -
This is evident, for example, when students:
- identify the resources to make a bed or take a shower.
- utilize resources provided in school or on the job to complete a simple task such as
collating and stapling a 3-page flyer within a specified time frame.
- follow a personal schedule.
Alternate Level - Systems
Key ideas -
8. Systems are designed to achieve specific results and produce outputs
such as products, structures, services, energy or other systems.
Performance indicators -
Students:
- demonstrate understanding of how a system operates and identify where to obtain
information and resources within the system.
Sample tasks -
This is evident, for example, when students:
- explain the daily schedule in the classroom and how they will complete a science
experiment within the time constraints of the schedule.
- use the cafeteria system to order a meal.
- use the transportation system to get to school or a job.
- demonstrate that batteries, a light bulb and flashlight casing are needed to complete a
lighting system.