carlisle area school district carlisle, pa 17013 · prepare a resume 9. prepare a letter...
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CARLISLE AREA SCHOOL DISTRICTCarlisle, PA 17013
J ob-Seeking-Changing Skills/Diversified Occupations
Grades 11 and 12
PDE CIP: 32.0105Classification of Instructional Program
CARLISLE AREA SCHOOL DISTRICTPLANNED INSTRUCTION COVER PAGE
Title of Course: Job Seeking & Changing Skills Subject Area: Career & Technical Grade Level: 11-12
Course Length: (Semester/Year): Year Duration: 1-4 class periods Frequency: 5 days per week
Prerequisite: Career Objective Form Credit: 1-4 credits Level: 1
Course Description/Objectives: The curriculum for the Job Seeking and Changing Skills program includes such opportunities asCapstone Cooperative Education, Diversified Occupations and Career Exploratory. Capstone Cooperative Education is designed forstudents, who are completing a career and technical education program, to continue their learning outside of the school throughemployment in business and industry. Diversified Occupations is a work-based experience for students with an interest in a careerthat is not offered through the regular career and technical education programming. The Career Exploratory program is anindependent study offering which affords students the opportunity to examine different career fields. Students enrolled in all of theseprograms are supervised by a Cooperative Education Coordinator receive employability skills training in a Workforce Educationclass or through an independent study component. As a recognized Technical Preparation program by the Department ofEducation,students are awarded six credits in Career Development, Decision Making and College Success through an articulation agreementwith Harrisburg Area Community College. A Regional Employability Skills Certificate, sponsored by the West Shore, Carlisle andHarrisburg Chambers of Commerce, is available to all students. Students enrolled in Diversified Occupations are eligible to take theNOCTI -21st Century Skills-exam.
Major Text(s)/Resources:-"Succeeding in the World ofWork"-McGraw Hill, Glencoe 2008.-National Occupational Competency Testing Institute exam-Regional Employability Skills Certificate
Names of Subject Area Curriculum Writing Committee:-Ms. Ginny Gearhart with assistance from the Occupational Advisory Committee.
Career ObjectiveForm
Center for Careers and Technology at Carlisle High School
Pennsylvania State Board ofEducation, Chapter 4 Section 4.31 (e) states that a student's record shall includethe student's educational and occupational objectives. This document, completed on a yearly basis, will be kepton file by the CTE director.
Middle InitialFirst NameStudent's Name --------------------------------(Please print) Last Name
Grade:--- My occupational objective in WORK-BASED LEARNING is:
My long-range career/educational goal is:
__ Post-secondary (Related) SpecifyMilitary (Related)Other
Student's Signature Date Instructor's Signature Date
Counselor's Signature Date CTE Director's Signature Date
Counselor Conference Notes: -----------------------------
The Carlisle Area School District is an equal opportunity education institution and will not discriminate on the basis of race,color, national origin, age, sex, religion or handicap in its activities, programs or employment practices as required by Title IXand Section 504. For information regarding services, activities, and facilities that are accessible to and usable by handicappedpersons, contact Christina Spielbauer, Title IX Coordinator, Section 504 Coordinator.
\ ,
Scope and Sequence
Workforce Education - Two (2 Year Program) - 24 credits for GraduationCIP # 32.0105-Technical Preparation
3
4
5
6
7
CTETotalHours
ScienceGeoEnvironmental
Social StudiesU.S. History
Arts andHumanities Credit
CATS: 720Carlisle: 915
Science-Biology
,----Arts and HumanitiesCredit
305 hours 610 hours
• Fourth credit of Math or Science or Social Studies must be achieved to meetgraduation requirements.
6
Program of StudyTask List
Workforce Education Task List
A student will be able to:
Orientation
1. Identify program policies and procedures2. List program objectives3. Describe work ethics4. Complete forms5. List the benefits of career and tec1mical student organizations
Career Development and Planning
6. Construct a profile of personal interests, aptitudes, abilities and values7. Compare careers in relation to job tasks, work environment, job availability and educationalrequirements
Employment Acquisition
8. Prepare a resume9. Prepare a letter of application10. Complete employment applications11. Demonstrate job interview techniques12. Demonstrate job interview/application follow-up activity/ies13. List potential employers
Human Relations
14. Analyze human relations in terms of:a. Employer responsibilitiesb. Employee responsibilitiesc. Coworker responsibilities
15. Demonstrate positive decision making skills16. Identify methods to resolve conflicts17. Distinguish between positive/negative criticisms18. Compare the advantages and disadvantages of unions and other employee organizations.
Health and Safety
19. Describe the need for safety practice and procedures20. Identify ways to achieve personal safety21. Identify general occupational safety practices22. Demonstrate general first aid procedures23. Describe the role of government agencies in providing for a safe workplace
Employment Retention
24. Demonstrate the positive attributes of a "good employee"25. Evaluate job changes and promotions26. Diagram the organizational structure of a company27. Interpret a performance evaluation28. Identify sources of employee information regarding company policies and procedures29. Summarize proper procedures for job termination
Communications Development
30. Demonstrate listening skills31. Demonstrate speaking skills32. Demonstrate nonverbal skills33. Demonstrate writing skills34. Demonstrate telephone skills35. Demonstrate self-assertiveness
Legal Awareness
36. Describe how labor regulations (federal and state) affect employment certificates37. Describe how labor regulations affect where a student can work38. Describe how labor regulations affect the time a student can work39. Describe how labor regulations affect wages40. List the benefits provided by:
• Social Security• Workers' Compensation• Unemployment Compensation
41. Describe the purpose of Equal Opportunity Employment (EOE)42. Identify major laws that regulate management relations
Youth Organizations
43. List good citizenship activities44. Participate in a leadership activity45. Demonstrate leadership qualities46. Demonstrate parliamentary procedure skills47. Participate in a public relations activity
Consumer Skills
Banking48. Discuss financial institutions49. Demonstrate ability to use basic banking services
Credit50. Describe the function and purposes of credit51. Describe how to use credit wisely
Money Management52. List personal financial goals53. Prepare a budget
Taxes54. Describe the types and function oftaxes55. Prepare tax forms ofpayroll deductions
Insurance56. Describe types and purposes of insurance57. List factors in buying insurance
Consumer Protection58. Identify actions that can be taken for consumer protection
Wages59. Identify types of earnings60. Describe forms ofpayroll deductions
) Fringe Benefits61. Describe various fringe benefits
Economics
62. Describe types ofbusiness organizations63. Describe the opportunities of entrepreneurship64. Identify major differences in economic systems
Future Planning
65. Describe the impact oftechnological change in the workplace66. List the occupational opportunities at your present skill level67. List short- and long-term career goals68. Develop a plan for professional growth69. Discuss career changes
Technical Related Instruction
70. List specific safety rules and identify potential hazards at the job site71. Demonstrate safe work habits and attitudes on the job72. Define the specific occupational terms related to your job73. List your occupational skills
74. List the occupational requirements to maintain employment at your job site75. Describe the policies and procedures used by your cooperating employer76. Diagram your company's organizational structure77. Identify technical related resources that correlate with on the job experiences
Crosswalk to
Relevant Occupations
Workforce EducationLEARNING FOCUSED SCHOOLS PRIORITIZED CURRICULUM
Ginny Gearhart
Underline one: ESSENTIAL IMPORTANT COMPACT
Self-Assessmentl3.l.lIA, l3.l.l1B, l3.l.lIC, Skills
Define ajob, an occupation and a career. l3.l.lID, l3.2.lIA, l3.3.lIB, Transferable skillsl.l.lIA, l.l.l1D, l.l.IE, Job
Describe how skills, interests, and desired lifestyle may l.l.lIF, l.2.l1A, l.5.l1F, Occupationshape career plans. 1.6.IID, 1.6.IIE, 1.8.IIB, Career
l.8.llCl3.l.llA, l3.l.llB, 13.l.llC, Economy
Identify workplace trends such as the global economy, l3.l.lID, l3.2.l1A, l3.3.lIB, Global economychanging technology, diversity, and teamwork. 1.1.IIA, 1.1.IID, 1.1.IE, Job market
l.l.llF, l.2.llA, l.5.l1F, Outsourcingl.6.lID, l.6.lIE, l.8.lIB, Telecommutel.8.lIC Lifelong learningl3.l.llA, l3.l.l1B, 13.l.llC, Decision-making process
Name the seven steps in the decision-making process. l3.l.llD, l3.2.l1A, 13.3.lIB, Lifestyle goalsl.l.lIA, l.l.lID, l.l.IE,l.l.lIF, l.2.l1A, l.5.l1F,l.6.lID, l.6.IIE, l.8.IIB,l.8.lIC13.l.l1A, l3.l.l1B, l3.l.llC, Values
Explain the importance of a good self-concept in l3.l.l1D, 13.2.l1A, l3.3.l1B, Datachoosing a career. l.l.lIA, l.l.llD, l.l.IE, Aptitude
l.l.lIF, l.2.lIA, l.5.l1F, Abilityl.6.lID, l.6.lIE, l.8.lIB, Personalityl.8.llC Self-concept
Learning styles
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LEARNING FOCUSED SCHOOLS PRIORITIZED CURRICULUMWorkforce EducationUnderline one: ESSENTIAL IMPORTANT COMPACT
Ginny Gearhart
Exploring Careers13.1.l1A, 13.1.l1B, 13.1.l1C, Career clusters
Describe formal and informal methods of researching 13.1.l1D, 13.2.1lA, 13.3.1IB, Exploratory interviewcareers and identify the characteristics used to develop 1.1.11A, 1.1.11D, 1.1.1E, Temp worka career profile. 1.1.11F, 1.2.l1A, 1.5.l1F, Cooperative program
1.6.IID, 1.6.IIE, 1.8.IIB, Job shadowing1.8.l1C Internship
FlextimeService learningCareer pathwaysBenefits
13.4.IIB, 13.4.1IC, 13.3.IIB, EntrepreneurSummarize the advantages and disadvantages of 1.1.IIA, 1.1.IID, 1.1.IE,entrepreneurship. 1.1.11F, 1.2.l1A, 1.5.l1F,
1.6.l1D, 1.6.l1E, 1.8.l1B,1.8.l1C13.4.1IB, 13.4.1IC, 13.3.1IB, Start-up costs
Identify the four main ways to become a business 1.1.1lA, 1.1.11D, l.1.IE, Leaseowner and explain the advantages and disadvantages of 1.1.11F, 1.2.l1A, 1.5.l1F, Goodwilleach. 1.6.l1D, 1.6.l1E, 1.8.l1B, Market outlook
1.8.IIC FranchiseSole proprietorshipPartnershipCorporationIncome statement
13.1.1lA, 13.l.l1B, 13.l.l1C, ResourcesEvaluate different career possibilities. 13.1.l1D, 13.2.l1A, 13.3.l1B, EvaluationDevelop a career plan and set intermediate career goals. 1.1.11A, l.1.l1D, 1.1.1E, Personal career profile
1.1.11F, 1.2.11A, 1.5.11F, Individual career plan1.6.l1D, 1.6.l1E, 1.8.11B, On-the-job training1.8.l1C Apprentice
Vocational-technical center
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Workforce EducationLEARNING FOCUSED SCHOOLS PRIORITIZED CURRlCULUM
ITrade schoolContinuing education
GUlly Gearhart
Underline one: ESSENTIAL IMPORTANT COMPACT
Finding a Job13.1.lIA, 13.1.lIB, 13.1.lIC, Job lead
Develop a career network and contact list. 13.1.lID, 13.2.lIA, 13.3.11B, Networking1.1.11A, 1.1.lID, 1.1.1E, Contact list
Explain how to use the Internet and other resources to 1.1.11F, 1.2.lIA, 1.5.11F, Referralfind career opportunities. 1.6.11D, 1.6.1 IE, 1.8.11B, School-to-work programs
1.8.lIC Temp jobTemp-to-hire jobInternet
13.1.lIA, 13.1.11B, 13.1.lIC, Social Security numberExplain how to complete ajob application. 13.1.lID, 13.2.lIA, 13.3.11B, Work permit
1.l.11A, 1.1.1ID, 1.1.1E, Job applicationWrite an effective resume and cover letter. 1.l.11F, 1.2.1 lA, 1.5.1 IF, Personal fact sheet
1.6.11D, 1.6.lIE, 1.8.11B, References1.8.11C Resume
Cover letter13.l.lIA, 13.l.lIB, 13.l.lIC, Interview
List ways to prepare for ajob interview. 13.1.lID, 13.2.lIA, 13.3.11B, Body language1.1.11A, l.l.lID, l.l.lE,
Develop answers to typical and tough interview 1.1.11F, 1.2.lIA, 1.5.1IF,questions. 1.6.11D, 1.6.1 IE, 1.8.lIB,
1.8.11C
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LEARNING FOCUSED SCHOOLS PRIORITIZED CURRICULUMWorkforce EducationUnderline one: ESSENTIAL IMPORTANT COMPACT
Ginny Gearhart
Joining the Workforce13.2.1IB, 13.2.1IC, 13.2.IID, Company culture
Describe how to manage the anxieties and challenges of 13.3.1IB, 13.3.11C, 13.3.1ID, Orientationa first day of work. 1.1.11A, l.1.11D, 1.1.1E, Mentor
1.1.11F, 1.2.11A, 1.5.11F, WageExplain the purpose of orientation and distinguish 1.6.11D, 1.6.1IE, 1.8.11B, Overtimeamong the different types of orientation programs. 1.8.IIC Salary commission
Profit-sharing planExplain the role of employee performance reviews. Performance bonuses
Pension planPerformance reviewProbationLayoff
13.2.11B, 13.2.11C, 13.2.1ID, CooperativenessIdentify the skills and personal qualities employers look 13.3.11B, 13.3.11C, 13.3.11D, Initiativefor in employees. 1.1.11A, l.1.11D, 1.1.1E, Responsibility
1.1.11F, 1.2.11A, 1.5.11F, Self-managementExplain the importance of ethics in the workplace. 1.6.1ID, 1.6.11E, 1.8.11B, Ethics
1.8.IIC ConfidentialityDescribe strategies for handling unethical practices. Prejudice
13.2.1IB, 13.2.11C, 13.2.11D, AttitudeDevelop a positive attitude 13.3.11B, 13.3.11C, 13.3.11D, Self-esteem
1.1.11A, 1.1.11D, 1.1.1E, AssertiveDevelop effective strategies to handle criticism, 1.1.11F, 1.2.1lA, 1.5.11F, Arrogancepressure, and gossip in the workplace. 1.6.IID, 1.6.IIE, 1.8.IIB, Professionalism
1.8.llC Constructive criticismDefensive
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LEARNING FOCUSED SCHOOLS PRIORITIZED CURRICULUMWorkforce EducationUnderline one: ESSENTIAL IMPORTANT COMPACT
Ginny Gearhart
Workplace Health, Safety and Legal Matters13.2.1lA, 13.2.11B, 13.2.11C, Health and Success
Explain the relationship between good health and career 13.2.llD, 1.1.1lA, 1.1.11D, Nutrientssuccess. 1.1.1E, 1.1.11F, 1.2.11A, MyPyramid
1.5.l1F, 1.6.11D, 1.6.l1E, AddictionIdentify the causes of stress and ways to manage stress. 1.8.llB,1.8.llC Sedentary
Sleep hygieneDepression
13.2.l1A, 13.2.l1B, 13.2.l1C, Occupational Safety and Health AdministrationDescribe rules and procedures for maintaining a safe 13.3.11B, 13.3.11C, 13.3.llD, (OSHA)workplace. 1.1.11A, l.l.11D, 1.1.1E, Workers' Compensation
1.1.llF, 1.2.1lA, 1.5.llF, Ergonomics1.6.l1D, 1.6.l1E, 1.8.l1B, Musculoskeletal Disorders1.8.llC Environmental Protection Agency
Emergency Action Plan13.2.llA, 13.2.llB, 13.2.l1C, Minimum Wage
Explain how labor laws and labor unions affect the 13.3.llB, 13.3.llC, 13.3.llD, Compensatory Timeworkplace. 1.1.11A, 1.1.11D, 1.1.1E, Collective Bargaining
1.1.11F, 1.2.l1A, 1.5.11F, DiscriminationIdentify the main antidiscrimination laws and explain 1.6.11D, 1.6.11E, 1.8.l1B, Affirmative Actiontheir role in protecting workers. 1.8.l1C Sexual Harassment
13.2.1lA, 13.2.11B, 13.2.l1C, Civil LawDistinguish between civil law and criminal law. 13.3.llB, 13.3.llC, 13.3.llD, Summons
1.1.11A, 1.1.1lD, 1.1.1E, Criminal LawExplain how to find and evaluate legal services. 1.1.11F, 1.2.11A, 1.5.1IF, Felony
1.6.l1D, 1.6.1IE, 1.8.l1B, Misdemeanor1.8.11C Contingency fee
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LEARNING FOCUSED SCHOOLS PRIORITIZED CURRICULUMWorkforce EducationUnderline one: ESSENTIAL IMPORTANT COMPACT
Ginny Gearhart
Professional Development13.2.11B, 13.2.11C, 13.2.11D, Tact
Identify personal traits and interpersonal skills that will 13.3.11B, 13.3.11C, 13.3.11D, Empathizemake you an effective coworker. 1.1.11A, 1.1.11D, 1.1.1E, Etiquette
1.1.11F, 1.2.l1A, 1.5.l1F, Conflict resolutionDescribe steps to self-improvement. 1.6.l1D, 1.6.l1E, 1.8.l1B, Compromise
1.8.11C DiversityStereotype
13.2.11B, 13.2.11C, 13.2.11D, Functional teamIdentify the benefits of teamwork for team members 13.3.11B, 13.3.11C, 13.3.11D, Cross-functional teamand businesses. 1.1.11A, 1.1.11D, 1.1.1E, Self-directed
1.1.11F, 1.2.11A, 1.5.11F, Team planningExplain the characteristics of effective leaders and 1.6.l1D, 1.6.l1E, 1.8.l1B, Facilitatorname four leadership styles. 1.8.11C Total quality management
Leadership styleParliamentary Procedure
13.2.l1B, 13.2.11C, 13.2.l1D, CommunicationIdentify ways to improve your speaking skills. 13.3.11B, 13.3.11C, 13.3.11D, Customer relations
1.1.11A, 1.1.11D, 1.1.1E, AudienceExplain how active listening and note taking can help l.1.11F, 1.2.l1A, 1.5.11F, Pronunciationyou listen. 1.6.1ID, 1.6.11E, 1.8.11B, Enunciation
1.8.11C IntonationSummarize strategies for improving your writing skills. Active listening
PreviewingIdentify common forms of business writing and the Skimmingstyle appropriate to each.Apply the seven-step decision making process on the 13.2.l1B, 13.2.11C, 13.2.11D, Criteriajob. 13.3.11B, 13.3.11C, 13.3.11D, Consequence
1.1.11A, l.1.11D, 1.1.1E, ProcrastinatePrioritize your work. 1.1.11F, 1.2.11A, 1.5.l1F, Prioritize
1.6.11D, 1.6.11E, 1.8.11B, AnalogyIdentify the six basic steps of the problem-solving 1.8.l1C Assumptions
Page 6
Worlcforce EducationI process and evaluate solutions.
LEARNING FOCUSED SCHOOLS PRIORITIZED CURRICULUM
IBrainstorming------------
Ginny Gearhart
Page 7
LEARNING FOCUSED SCHOOLS PRlORlTIZED CURRICULUMWorkforce EducationUnderline one: ESSENTIAL IMPORTANT COMPACT
Ginny Gearhart
Technology with Time and Information Management13.2.1IB, 13.2.1IC, 13.4.1lA,
Explain how technology is transforming the workplace. 13.4.1IB, 1.1.IIA, 1.1.IID,1.1.1E, 1.1.1lF, 1.2.1lA,
Name computer programs commonly used in business 1.5.1IF, 1.6.1ID, 1.6.1IE,and explain their uses, 1.8.IIB,1.8.IIC
Describe copyright and other laws that affect how weuse technology.
Information technologyGlobalizationAssistive technologyWord processingDatabasePresentation softwareDesktop publishingSpreadsheetE-CommerceCopyright
Explain how to prioritize your work
Identify strategies for managing your time effectively
Describe how to develop and maintain a system fororganizing information.
13.2.llB, 13.2.llC, 13.4.llA,13.4.llB, 1.1.llA, 1.1.llD,1.1.IE, 1.1.llF, 1.2.11A,1.5.11F, 1.6.1ID, 1.6.llE,1.8.11B,1.8.llC
TimelineScheduleDowntimeAccessDirectorySubdirectories
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LEARNING FOCUSED SCHOOLS PRIORITIZED CURRlCULUMWorkforce EducationUnderline one: ESSENTIAL IMPORTANT COMPACT
Ginny Gearhart
Life Skills13.2.11B, 13.2.11C, 13.4.11A, Economics
Define a free-enterprise system and describe producers, 13.4.11B, 1.1.11A, 1.1.11D, Free enterpriseconsumers, and the marketplace. 1.1.1E, l.1.11F, 1.2.11A, Consumers
1.5.11F, 1.6.11D, 1.6.11E, ProducersList three factors used to measure the health of the 1.8.11B, 1.8.11C Marketplaceeconomy. Gross domestic product (GDP)
InflationIdentify common types of consumer fraud and ways to Warrantyprotect you as a consumer. Consumer fraud
Bait and switch13.2.11B, 13.2.11C, 13.4.lIA, Budget
Identify the steps to take to prepare a budget 13.4.lIB, 1.1.lIA, l.1.lID, Fixed expensesl.1.1E, 1.1.lIF, 1.2.lIA, Flexible expenses
Name personal changes that can affect your financial 1.5.11F, 1.6.11D, 1.6.11E, Record keepingsituation. 1.8.11B,1.8.lIC Financial responsibility
Financial planningList sources of help for financial problems.
13.2.lIB, 13.2.lIC, 13.4.lIA, DepositIdentify common ways to save money. 13.4.11B, 1.1.1IA, 1.1.11D, Withdrawal
1.1.1E, 1.1.11F, 1.2.11A, InterestIdentify different types of retirement plans 1.5.11F, 1.6.lID, 1.6.lIE, Dividend
1.8.11B,1.8.11C Certificate of depositState the advantages and disadvantages of using credit. 401 (k) plan
Individual retirement account (IRA)Keogh planCheck registerEndorseReconcile electronic bunds transfer (EFT)Online bankingFinance chargeAnnual percentage rate (APR)
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Workforce EducationLEARNING FOCUSED SCHOOLS PRIORITIZED CURRICULUM
ICredit bureauGinny Gearhart
Page 10
LEARNING FOCUSED SCHOOLS PRIORITIZED CURRICULUMWorkforce EducationUnderline one: ESSENTIAL IMPORTANT COMPACT
Ginny Gearhart
Understanding Insurance, Taxes and Social Security13.4.11C, 1.1.11 A, 1.1.11 D,
Explain the importance of owning home insurance. 1.1.11 E, 1.1.11 F, 1.2.11 A,1.5.11 F, 1.6.11 D, 1.6.11 E,
Describe the basic types of property, health, and life 1.8.11 B, 1.8.11 Cinsurance coverage.
Insurance policyPremiumDeductibleClaimLiability insuranceCollision insuranceComprehensive insuranceMajor medical coverageTerm life insuranceFace valueCash-value life insuranceWhole life insurance
Describe the U.S. tax system and the services itfinances.
Describe how the Social Security system works.
Identify Social Security benefits and state socialinsurance benefits.
13.4.11C).1.11 A, 1.1.11 D,1.1.11 E, 1.1.11 F, 1.2.11 A,1.5.11 F, 1.6.11 D, 1.6.11 E,1.8.11 B, 1.8.11 C
Form W-4Form W-2Internal Revenue Service (IRS)Income tax returnDeductionExemptionSocial securityWork creditsMedicare
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LEARNING FOCUSED SCHOOLS PRIORITIZED CURRlCULUMWorkforce EducationUnderline one: ESSENTIAL IMPORTANT COMPACT
Ginny Gearhart
Lifelong Learningl3.2.IIB, 13.2.IIC, 13.4.lIA, Downsizing
Identify qualities, skills, and behaviors that often lead to l3.4.1IB, 1.1.11A, 1.1.11D, Promotionpromotions. l3.1.11F, 13.1.11G, 1.1.IE, Seniority
1.1.11F, 1.2.l1A, 1.5.lIF, PerseveranceDescribe strategies for changing jobs. l.6.1ID, l.6.l1E, 1.8.1IB, Notice
1.8.11CExplain how to handle ajob loss.
l3.2.l1B, 13.2.l1C, l3.4.l1A, Life stageDescribe how to organize your living space and 13.4.11B, l.1.11A, l.l.l1D, Utilitiesestablish good housekeeping habits. l3.1.11F, l3.l.11G, 1.1.IE, Commute
l.l.l1F, 1.2.l1A, 1.5.11F, Security depositIdentify ways to balance your work and personal life. 1.6.11D, 1.6.11E, 1.8.11B, Role
1.8.l1C LeisureName some company policies that help employees Votebalance work and family life. Register
Explain your role as a citizen and identify ways toparticipate in the community.
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Academic StandardsCrosswalk
Cen.:»for Careers and Technology at Carlisle Hig....SchootWorkforce Education Standards Grid
Task
I INumber Task Name Math Science Language Arts Career
ORIENTATION1
l.Ul.A, l.Ul.D, l.Ul.E, i.i.n.r,Identify program policies and l.2.Il.A, l.2.Il.B, l.4.Il.B, l.4.Il.E, 13.2.Il.B,13.2.Il.C,
procedures l.5.Il.A, l.5.Il.F, l.6.Il.A, l.6.Il.B, 13.2.Il.D,13.3.Il.B,l.6.Il.C, l.6.Il.D, l.6.Il.E, l.6.Il.F, 13.3.Il.C, 13.3,1l.D,
1.01 l.8.Il.A, l.8.Il.B, l.8.11C
l.Ul.A, l.Ul.D, l.Ul.E, l.Ul.F,l.2.Il.A, l.2.11.B, l.4.Il.B, l.4.Il.E, 13.2.Il.B,13.2.Il.C,
List program objectives l.5.Il.A, l.5.Il.F, l.6.Il.A, l.6.Il.B, 13.2.Il.D,13.3.Il.B,l.6.Il.C, l.6.Il.D, l.6.Il.E, l.6.Il.F, 13.3.Il.C, 13.3.Il.D,
1.02 l.8.Il.A, l.8.Il.B, l.8.11C
l.Ul.A, l.Ul.D, l.Ul.E, l.Ul.F,l.2.Il.A, l.2.Il.B, l.4.Il.B, l.4.Il.E, 13.2.Il.B, 13.2.Il.C,
Describe work ethics l.5.Il.A, l.5.Il.F, l.6.Il.A, l.6.Il.B, 13.2.Il.D,13.3.Il.B,l.6.Il.C, l.6.Il.D, l.6.Il.E, l.6.Il.F, 13.3.1l.C, 13.3.Il.D,
1.03 l.8.Il.A, l.8.Il.B, l.8.IIC
l.Ul.A, l.Ul.D, l.Ul.E, l.Ul.F,l.2.Il.A, l.2.Il.B, l.4.Il.B, l.4.Il.E, 13.2.Il.B,13.2.Il.C,
Complete forms l.5.Il.A, l.5.Il.F, l.6.Il.A, l.6.Il.B, 13.2.Il.D, 13.3.Il.B,l.6.Il.C, l.6.Il.D, l.6.Il.E, l.6.Il.F, 13.3.Il.C,13.3;Il.D,
1.04 l.8.Il.A, l.8.Il.B, l.8.11C
l.Ul.A, l.Ul.D, l.Ul.E, l.Ul.F,
List the benefits of career and l.2.Il.A, l.2.Il.B, l.4.Il.B, l.4.Il.E, 13.2.Il.B,13.2.Il.C,
technical student organizations l.5.Il.A, l.5.Il.F, l.6.Il.A, l.6.Il.B, 13.2.Il.D,13.3.Il.B,l.6.Il.C, l.6.Il.D, l.6.Il.E, l.6.Il.F, I3.3.Il.C,13.3.Il.D,
1.05 l.8.Il.A, l.8.Il.B, l.8.11C
CAREER DEVELOPMENT AND2 PLANNING
512312011 CTE Program and ClP Code Standards Grid10116
Cens..r for Careers and Technology at Carlisle High-SchoolWorkforce Education Standards Grid
Task
\Number Task Name Math Science Language Arts Career
Construct a profile of personal1.U1.A, 1.U1.D, 1.U1.E, 1.1.l1.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.l1.C,
interests, aptitudes, abilities and 1.5.11.A, 1.5.l1.F, 1.6.11.A, 1.6.1I.B, 13.2.l1.D,13.3.1I.B,
values 1.6.11.C, 1.6.1I.D, 1.6.11.E, 1.6.1I.F, 13.3.1I.C, 13.3.11.D,
2.01 1.8.11.A, I.8.11.B, 1.8.11C
Compare careers in relation to job 1.1.11.A, 1.1.11.D, 1.1.11.E, 1.U1.F,
tasks, work environment, job 1.2.1LA, 1.2.11.B, 1.4.11.B, 1.4.1I.E, 13.2.1I.B,13.2.11.C,
availability and educational1.5.11.A, 1.5.1I.F, 1.6.1LA, 1.6.1I.B, 13.2.11.D, 13.3.1I.B,1.6.11.C, I.6.11.D, 1.6.1I.E, 1.6.11.F, 13.3.11.C, 13.3.1I.D,
2.02 requirements 1.8.1LA, 1.8.11.B, 1.8.11C
EMPLOYMENT ACQUISITION3
1.1.11.A, 1.1.1I.D, 1.1.11.E, 1.1.1I.F,1.2.11.A, 1.2.11.B, I.4.1I.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
Prepare a resume 1.5.1LA, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.l1.D, 13.3.11.B,1.6.11.C, 1.6.1I.D, 1.6.11.E, 1.6.1I.F, 13.3.11.C, 13.3.1I.D,
3.01 1.8.1LA, 1.8.1I.B, 1.8.11C
1.1.11.A, 1.1.1I.D, I.1.l1.E, 1.1.l1.F,1.2.1LA, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
Prepare a letter of application 1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
3.02 1.8.11.A, I.8.11.B, 1.8.11C
1.1.l1.A, 1.l.11.D, l.1.ll.E, 1.1.ll.F,1.2.11.A, 1.2.11.B, I.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
Complete employment applications 1.5.11.A, 1.5.1I.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.l1.C, I.6.11.D, 1.6.1I.E, 1.6.11.F, 13.3.11.C, 13.3.1I.D,
3.03 1.8.11.A, 1.8.11.B, 1.8.11C
20f16
5/23/2011 CTE Program and ClP Code Standards Grid
Cen.;» for Careers and Technology at Carlisle Hi15-.",iSchoolWorkforce Education Standards Grid
Task
INumber Task Name Math Science Language Arts Career
1.l.l1.A, 1.U1.D, 1.Ul.E, 1.U1.F,
Demonstrate job interview l.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
techniques1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.1l.C, 13.3.11.D,
3.04 1.8.11.A, 1.8.11.B, 1.8.11C
Demonstrate job1.l.l1.A, 1.l.11.D, 1.l.11.E, 1.l.1l.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
interview/application follow-up 1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,
activities 1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.l1.F, 13.3.11.C, 13.3:11.D,
3.05 1.8.11.A, 1.8.11.B, 1.8.11C
1.l.l1.A, 1.l.l1.D, 1.l.11.E, l.U1.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
List potential employers 1.5.11.A, 1.5.11.F, 1.6.l1.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.l1.C, 13.3.l1.D,
3.06 1.8.11.A, 1.8.11.B, 1.8.11C
HUMAN RELATIONS4
Analyze human relations in termsof:
4.01l.1.11.A, 1.l.11.D, 1.l.l1.E, 1.l.11.F,1.2.11.A, l.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
Employer responsibilities 1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
4.01a 1.8.11.A, 1.8.11.B, 1.8.llC
30f16
5/23/2011 CTE Program and ClP Code Standards Grid
Cenu.rfor Careers and Technology at Carlisle Hig.c-SchoolWorkforce Education Standards Grid
TaskNumber Task Name Math Science Language Arts Career
U.lLA, LULD, Ll.lLE, 1.ULF,L2.1LA, L2.11.B, L4.1LB, 1.4.1LE, 13.2.1i.s, 13.2.l1.C,
Employee responsibilities 1.5.1LA, 1.5.11.F, L6.1LA, 1.6.1r.s, 13.2.1LD, 13.3.11.B,L6.11.C, L6.11.D, L6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
4.01b L8.11.A, L8.11.B, 1.8.11C
i.i.i LA, LUl.D, 1.ULE, 1.ULF,L2.1LA, 1.2.1i.s, L4.11.B, 1.4.11.E, 13.2.11.B, 13.2.1LC,
Coworker responsibilities l.5.1LA, l.5.11.F, L6.11.A, L6.1LB, 13.2.1LD, 13.3.1LB,L6;lLC, L6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.1LD,
4.01c 1.8.11.A, L8.11.B, 1.8.11C
1.U1.A, U.11.D, 1.l.l1.E, 1.ULF,
Demonstrate positive decision L2.11.A, L2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.11.C,1.5.1LA, 1.5.11.F, 1.6.11.A, 1.6.1LB, 13.2.11.D, 13.3.11.B,making skills1.6.1LC, L6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
4.02 1.8.1LA, L8.11.B, 1.8.11C
1.U1.A, U.11.D, 1.U1.E, l.U1.F,
Identify methods to resolve 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, l3.2.11.C,1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,conflicts1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
4.03 L8.11.A, L8.11.B, 1.8.11C
l.l.l1.A, LU1.D, 1.l.l1.E, l.U1.F,
Distinguish between 1.2.11.A, l.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.11.C,1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B,· 13.2.11.D, 13.3.11.B,positive/negative criticismsL6.11.C, 1.6.11.D, 1.6.1LE, 1.6.1LF, 13.3.11.C, 13.3.11.D,
4.04 1.8.11.A, 1.8.11.B, 1.8.11C
1.ULA, LU1.D, 1.U1.E, 1.U1.F,Compare the advantages and 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.1LE, 13.2.11.B,13.2.11.C,disadvantages of unions and other 1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.1i.n, 13.2.11.D,13.3.11.B,employee organizations. 1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
4.05 1.8.11.A, 1.8.11.B, 1.8.11C
5/23/2011 CTE Program and ClP Code Standards Grid40f16
Cenu.r for Careers and Technology at Carlisle Hig.i-SchoolWorkforce Education Standards Grid
Task
INumber Task Name Math Science Language Arts Career
HEALTH AND SAFETY5
l.1.ll.A, l.1.ll.D, l.1.ll.E, l.1.ll.F,Describe the need for safety 3.7.10.D.,3.7.12.D., l.2.1l.A, l.2.1l.B, l.4.ll.B, l.4.1l.E, 13.2.1l.B,13.2.ll.C,
practice and procedures 3.8.l0.C.,3.8.12C 1.5.1l.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.1l.D,
5.01 1.8.ll.A, 1.8.11.B, 1.8.11C
l.Ul.A, 1.1.ll.D, l.1.ll.E, l.1.l1.F,
Identify ways to achieve personal 3.7.l0.D.,3.7.l2.D., 1.2.1LA, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.11.C,
safety 3.8.10.C.,3.8.12C 1.5.1LA, 1.5.11.F, 1.6.1l.A, 1.6.11.B, 13.2.11.D, 13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.1l.D,
5.02 1.8.11.A, 1.8.11.B, 1.8.11C
1.1.l1.A, 1.Ul.D, l.1.l1.E, 1.1.ll.F,
Identify general occupational safety 3.7.10.D.,3.7.12.D., 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.ll.C,
practices 3.8.10.C.,3.8.l2C 1.5.1LA, 1.5.11.F, 1.6.1LA, l.6.11.B, 13.2.11.D,13.3.1l.B,1.6.1l.C, 1.6.11.D, 1.6.11.E, l.6.11.F, 13.3.11.C, 13.3.1l.D,
5.03 l.8.11.A, 1.8.11.B, 1.8.11C
l.1.ll.A, l.1.l1.D, 1.1.l1.E, l.Ul.F,
Demonstrate general first aid 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
procedures l.5.11.A, 1.5.11.F, 1.6.1l.A, 1.6.11.B, 13.2.11.D, 13.3.11.B,l.6.11.C, 1.6.1l.D, 1.6.1l.E, 1.6.1l.F, 13.3.11.C, 13.3~ 11.D,
5.04 1.8.1LA, 1.8.11.B, 1.8.11C
Describe the role of government1.1.l1.A, 1.1.l1.D, 1.1.l1.E, 1.1.l1.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.ll.E, 13.2.ll.B,13.2.11.C,
agencies in providing for a safe 1.5.1LA, 1.5.11.F, 1.6.1LA, 1.6.11.B, 13.2.ll.D, 13.3.11.B,workplace 1.6.l1.C, 1.6.11.D, 1.6.ll.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
5.05 1.8.1LA, 1.8.11.B, 1.8.11C
EMPLOYMENT RETENTION6
5/23/2011 CTE Program and ClP Code Standards Grid50f16
Cenu.rfor Careers and Technology at Carlisle Hig.c-SchoolWorkforce Education Standards Grid
TaskNumber Task Name Math Science Language Arts Career
1.1.11.A, 1.U1.D, 1.U1.E, 1.Ul.F,
Demonstrate the positive attributes 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.11.C,
of a "good employee" 1.5.1LA, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D, 13.3.11.B,1.6.11.C, l.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.ll.D,
6.01 1.8.11.A, 1.8.11.B, 1.8.lIC
1.U1.A, l.U1.D, 1.U1.E, 1.U1.F,Evaluate job changes and 1.2.11.A, 1.2.11.B, l.4.11.B, l.4.1l.E, 13.2.1l.B,13.2.11.C,
promotions l.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.1l.B,1.6.11.C, 1.6.11.D, 1.6.l1.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
6.02 1.8.1LA, 1.8.11.B, 1.8.11C
l.U1.A, 1.U1.D, l.U1.E, l.Ul.F,
Diagram the organizational 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
structure of a company 1.5.1LA, 1.5.ll.F, l.6.1l.A, l.6.ll.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.ll.C, 13.3.11.D,
6.03 1.8.11.A, 1.8.11.B, 1.8.11C
1.U1.A, 1.1.11.D, 1.Ul.E, 1.U1.F,1.2.Il.A, 1.2.11.B, l.4.11.B, 1.4.11.E, 13.2.11.B,13.2.1l.C,
Interpret a performance evaluation 1.5.11.A, 1.5.ll.F, 1.6.1l.A, 1.6.ll.B, 13.2.ll.D, 13.3.11.B,l.6.11.C, l.6.1l.D, l.6.ll.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
6.04 1.8.11.A, 1.8.11.B, l.8.11C
Identify sources of employee1.U1.A, 1.U1.D, 1.1.11.E, 1.1.11.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
information regarding company 1.5.11.A, 1.5.11.F, 1.6.1LA, 1.6.11.B, 13.2.11.D, 13.3.1l.B,policies and procedures 1.6;l1.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
6.05 l.8.1l.A, l.8.Il.B, l.8.1IC
1.1.11.A, l.l.ll.D, 1.Ul.E, l.l.ll.F,
Summarize proper procedures for 1.2.1LA, 1.2.11.B, 1.4.11.B, 1.4.Il.E, 13.2.ll.B,13.2.11.C,
job termination 1.5.l1.A, 1.5.1l.F, 1.6.1LA, 1.6.11.B, 13.2.11.D, 13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.1l.C, 13.3.1l.D,
6.06 1.8.11.A, 1.8.11.B, 1.8.11C
5/23/2011 CTE Program and CIP Code Standards Grid60/16
Cenic.-for Careers and Technology at Carlisle Hig..c.SchoolWorkforce Education Standards Grid
Task
INumber Task Name Math Science Language Arts Career
COMMUNICATIONS7 DEVELOPMENT
1.l.11.A, 1.l.1l.D, 1.l.11.E, 1.l.11.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,Demonstrate listening skills 1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,l.6.11.C, l.6.11.D, 1.6.1l.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
7.01 1.8.11.A, 1.8.11.B, 1.8.11C
l.l.1l.A, 1.l.1l.D, l.l.1l.E, l.l.1l.F,l.2.Il.A, l.2.Il.B, l.4.Il.B, l.4.1l.E, 13.2.Il.B,13.2.Il.C,
Demonstrate speaking skills l.5.Il.A, 1.5.ll.F, l.6.Il.A, l.6.Il.B, 13.2.Il.D,13.3.Il.B,1.6.Il.C, l.6.Il.D, l.6.Il.E, l.6.Il.F, 13.3.Il.C, 13.3.ll.D,
7.02 1.8.1l.A, 1.8.11.B, l.8.11C
l.l.1l.A, l.l.1l.D, 1.l.11.E, l.l.1l.F,l.2.1l.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.1l.C,
Demonstrate nonverbal skills 1.5.Il.A, 1.5.1l.F, l.6.Il.A, l.6.Il.B, 13.2.Il.D,13.3.Il.B,l.6.1l.C, 1.6.1l.D, l.6.Il.E, 1.6.Il.F, 13.3.Il.C, I3.3.Il.D,
7.03 l.8.Il.A, l.8.ll.B, l.8.11C
l.l.1l.A, l.l.1l.D, l.l.11.E, 1.l.1l.F,1.2.I1.A, l.2.Il.B, l.4.11.B, 1.4.Il.E, 13.2.11.B,13.2.11.C,
Demonstrate writing skills l.5.1l.A, 1.5.1l.F, l.6.Il.A, l.6.Il.B, 13.2.Il.D,13.3.Il.B,1.6.Il.C, l.6.1l.D, l.6.Il.E, 1.6.Il.F, 13.3.1l.C,13.3.1l.D,
7.04 l.8.11.A, l.8.11.B, 1.8.11C
l.l.11.A, 1.l.11.D, 1.l.11.E, 1.l.11.F,l.2.Il.A, l.2.Il.B, l.4.Il.B, 1.4.11.E, 13.2.1l.B,13.2.I1.C,
Demonstrate telephone skills l.5.1l.A, 1.5.1l.F, 1.6.Il.A, l.6.Il.B, 13.z.u.o, 13.3.1l.B,1.6.11.C, l.6.11.D, l.6.I1.E, l.6.Il.F, 13.3.I1.C, 13.3.11.D,
7.05 l.8.Il.A, l.8.Il.B, l.8.11C
5/23/2011 CTE Program and ClP Code Standards Grid70/16
Cens..r for Careers and Technology at Carlisle Hig..-_-SchoolWorkforce Education Standards Grid
Task
CareerNumber Task Name Math Science Language Arts
1.l.11.A, 1.l.11.D, 1.l.11.E, 1.l.11.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,Demonstrate self-assertiveness 1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.l.11.D, 13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
7.06 1.8.11.A, 1.8.11.B, 1.8.11C
LEGAL AWARENESS8
1.l.11.A, 1.l.11.D, 1.l.11.E, 1.l.11.F,Describe how laborregulations1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
(federal and state) affect 1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,employment certificates 1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
8.01 1.8;11.A, 1.8.11.B, 1.8.11C
1.l.11.A, 1.l.11.D, 1.l.11.E, 1.l.11.F,
Describe how labor regulations 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,affect where a student can work1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
8.02 1.8.11.A, 1.8.11.B, 1.8.11C
1.l.11.A, 1.l.11.D, 1.l.11.E, 1.l.11.F,
Describe how labor regulations 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,affectthe time a student can work1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
8.03 1.8.11.A, 1.8.11.B, 1.8.11C
1.1.11.A, 1.l.1l.D, 1.l.11.E, 1.1.11.F,
Describe how labor regulations 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.11.C,2.2.11.A,2.2.11.B,1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D, 13.3.11.B,affectwages 2.2.11.D, 2.2.11.F1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
8.04 1.8.11.A, 1.8.11.B, 1.8.11C
List the benefits provided by:8.05
5/23/2011 CTE Program and C1P Code Standards Grid80/16
Cenc.rfor Careers and Technology at Carlisle Hig.~-School
Workforce Education Standards Grid
TaskNumber Task Name Math Science Language Arts Career
1.l.l1.A, 1.l.l1.D, 1.l.l1.E, l.l.l1.F,
2.2.ll.A, 2.2.ll.B,1.2.ll.A, 1.2.ll.B, 1.4.l1.B, 1.4.l1.E, 13.2.l1.B,13.2.ll.C,
Social Security 1.5.11.A, 1.5.l1.F, 1.6.ll.A, 1.6.ll.B, l3.2.l1.D,13.3.ll.B,2.2.ll.D, 2.2.ll.F
1.6.l1.C, 1.6.l1.D, 1.6.l1.E, 1.6.l1.F, 13.3.l1.C, 13.3.l1.D,
8.05a 1.8.ll.A, 1.8.ll.B, 1.8.11C
1.l.l1.A, 1.l.ll.D, 1.l.ll.E, l.l.ll.F,
2.2.ll.A, 2.2.ll.B,1.2.ll.A, 1.2.ll.B, 1.4.l1.B, 1.4.l1.E, 13.2.l1.B,13.2.l1.C,
Workers' Compensation 1.5.l1.A, 1.5.ll.F, 1.6.l1.A, 1.6.ll.B, 13.2.l1.D,13.3.ll.B,2.2.ll.D,2.2.ll.F
1.6.l1.C, 1.6.l1.D, 1.6.l1.E, 1.6.l1.F, 13.3.l1.C, 13.3.l1.D,
8.05b 1.8.ll.A, 1.8.l1.B, 1.8.11C
1.l.l1.A, 1.1.11.D, 1.l.1l.E, 1.l.11.F,
2.2.ll.A, 2.2.l1.B,1.2.l1.A, 1.2.l1.B, 1.4.ll.B, 1.4.ll.E, 13.2.l1.B,13.2.l1.C,
Unemployment Compensation 1.5.ll.A, 1.5.ll.F, 1.6.ll.A, 1.6.l1.B, 13.2.l1.D,13.3.ll.B,2.2.l1.D, 2.2.ll.F
1.6.l1.C, 1.6.ll.D, 1.6.ll.E, 1.6.l1.F, 13.3.l1.C, 13.3.l1.D,
8.05e 1.8.l1.A, 1.8.ll.B, 1.8.11C
1.1.11.A, 1.l.1l.D, 1.l.1l.E, 1.l.11.F,
Describe the purpose of Equal 3.7.l0.D.,3.7.l2.D.,1.2.ll.A, 1.2.ll.B, 1.4.ll.B, 1.4.ll.E, 13.2.ll.B,13.2.ll.C,1.5.l1.A, 1.5.l1.F, 1.6.ll.A, 1.6.l1.B, 13.2.ll.D,13.3.l1.B,
Opportunity Employment (EOE) 3.8.l0.C.,3.8.l2C1.6.ll.C, 1.6.ll.D, 1.6.ll.E, 1.6.l1.F, 13.3.l1.C, 13.3.ll.D,
8.06 1.8.ll.A, 1.8.l1.B, 1.8.11C
l.l.l1.A, 1.l.1l.D, 1.l.ll.E, 1.1.ll.F,
Identify major laws that regulate1.2.l1.A, 1.2.l1.B, 1.4.ll.B, 1.4.l1.E, 13.2.ll.B,13.2.l1.C,1.5.l1.A, 1.5.l1.F, 1.6.ll.A, 1.6.l1.B, 13.2.ll.D, 13.3.11.B,
management relations 1.6.ll.C, 1.6.l1.D, 1.6.l1.E, 1.6.l1.F, 13.3.l1.C, 13.3.ll.D,
8.07 1.8.l1.A, 1.8.l1.B, 1.8.11C
YOUTH ORGANIZATIONS9
90f16
5123/2011 CTEProgram and CIP CodeStandards Grid
Cenc.r for Careers and Technology at Carlisle Hig .. »SchoolWorkforce Education Standards Grid
Task
INumber Task Name Math Science Language Arts Career
1.U1.A, 1.U1.D, 1.U1.E, 1.U1.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,List good citizenship activities 1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C,13.3.l1.D,
9.01 1.8.11.A, 1.8.11.B, 1.8.11C
1.U1.A, 1.U1.D, 1.U1.E, 1.U1.F,
3.7.1O.D.,3.7.12.D., 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,Participate in a leadership activity 1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D, 13.3.11.B,3.8.1O.C.,3.8.12C
1.6.11.C, 1.6.l1.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,9.02 1.8.11.A, 1.8.11.B, 1.8.11C
1.U1.A, 1.U1.D, 1.U1.E, 1.U1.F,
3.7.10.D.,3.7.12.D., 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,Demonstrate leadership qualities 1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,3.8.10.C.,3.8.12C
1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,9.03 1.8.11.A, 1.8.11.B, 1.8.11C
1.U1.A, 1.U1.D, 1.U1.E, 1.U1.F,
Demonstrate parliamentary 3.7.1O.D.,3.7.12.D., 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.l1.C,1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,procedure skills 3.8.10.C.,3.8.12C1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
9.04 1.8.11.A, 1.8.11.B, 1.8.11C
1.U1.A, 1.U1.D, 1.U1.E, 1.U1.F,
Participate in a public relations 3.7.1O.D.,3.7.12.D., 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.1IB,13.2.11C,1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11O,13.3.11B,activity 3.8.10.C.,3.8.12C1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11C, 13.3.110,
9.05 1.8.11.A, 1.8.11.B, 1.8.11C
CONSUMER SKILLS10
Banking10.01
5/23/2011 CTE Program and CIP Code Standards Grid10 of16
Cen.:» for Careers and Technology at Carlisle Hig.sSchoolWorkforce Education Standards Grid
Task
INumber Task Name Math Science Language Arts Career
1.1.11.A, 1.1.11.D, 1.1.11.E, 1.1.11.F,
Discuss financial institutions 3.7.10.D.,3.7.12.D.,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
3.8.lO.C.,3.8.12C1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D, 13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
10.01a 1.8.11.A, 1.8.11.B, 1.8.11C
1.1.11.A, 1.1.11.D, 1.1.11.E, 1.1.11.F,
Demonstrate ability to use basic 2.2.11.A, 2.2.11.B, 3.7.lO.D.,3.7.l2.D.,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.11.C,
banking services 2.2.11.D,2.2.11.F 3.8.l0.C.,3.8.12C1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
10.01b 1.8.11.A, 1.8.11.B, 1.8.11C
Credit10.02
1.1.11.A, 1.1.11.D, 1.1.11.E, 1.1.11.F,
Describe the function and purposes 2.2.11.A,2.2.11.B,1.2.11.A, 1.2.l1.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.11.C,
of credit 2.2.11.D, 2.2.11.F1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
10.02a 1.8.11.A, 1.8.11.B, 1.8.11C
1.1.11.A, 1.1.11.D, 1.1.11.E, 1.1.11.F,
2.2.11.A,2.2.11.B,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.11.C,
Describe how to use credit wisely 2.2.11.D, 2.2.11.F1.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C,13.3.11.D,
10.02b 1.8.11.A, 1.8.11.B, 1.8.11C
Money Management10.03
1.1.11.A, 1.1.11.D, 1.1.11.E, 1.1.1l.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
List personal financial goals 1.5.l1.A, 1.5.l1.F, 1.6.1LA, 1.6.11.B, 13.2.l1.D, 13.3.l1.B,
1.6.11.C, 1.6.l1.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.l1.D,
10.03a 1.8.11.A, 1.8.11.B, 1.8.11C
5/23/2011 CTE Program and CIP Code Standards Grid11 0116
Cen: r for Careers and Technology at Carlisle Hik--., SchoolWorkforce Education Standards Grid
Task
INumber Task Name Math Science Language Arts Career
l.Ul.A, l.Ul.D, l.Ul.E, l.Ul.F,
Prepare a budget 2.2.11.A,2.2.11.B, 3.7.10.D.,3.7.12.D., l.2.1l.A, l.2.1l.B, l.4.1l.B, l.4.1l.E, 13.2.1l.B,13.2.1l.C,
2.2.11.D,2.2.11.F 3.8.10.C.,3.8.12C l.5.11.A, 1.5.11.F, 1.6.1l.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.E, l.6.1l.F, 13.3.1l.C, 13.3.11.D,
10.03b 1.8.11.A, 1.8.11.B, 1.8.11C
Taxes10.04
1.U1.A, 1.U1.D, 1.Ul.E, 1.U1.F,
Describe the types and function of 1.2.1LA, l.2.11.B, 1.4.1l.B, l.4.1l.E, 13.2.1l.B,13.2.11.C,
taxes 1.5.1LA, 1.5.11.F, 1.6.1l.A, 1.6.11.B, 13.2.11.D,13.3.1l.B,1.6.11.C, 1.6.1l.D, 1.6.11.E, l.6.11.F, 13.3.11.C, 13.3.11.D,
10.04a 1.8.1LA, 1.8.11.B, l.8.11C
1.U1.A, 1.U1.D, 1.U1.E, 1.U1.F,
Prepare tax forms of payroll 2.2.11.A, 2.2.11.B, 1.2.1LA, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
deductions 2.2.1l.D, 2.2.11.F 1.5.11.A, 1.5.11.F, l.6.11.A, 1.6.1l.B, 13.2.11.D,13.3.11.B,1.6.11.C, 1.6.1l.D, 1.6.1l.E, 1.6.1l.F, 13.3.11.C, 13.3.1l.D,
10.04b 1.8.11.A, l.8.11.B, l.8.11C
Insurance10.05
1.Ul.A, 1.U1.D, 1.U1.E, l.U1.F,
Describe types and purposes of 2.2.11.A,2.2.11.B, l.2.1l.A, l.2.1l.B, l.4.11.B, l.4.1l.E, 13.2.1l.B, 13.2.11.C,
insurance 2.2.11.D,2.2.11.F 1.5.1l.A, 1.5.1l.F, 1.6.1l.A, 1.6.11.B, 13.2.11.D,13.3.11.B,1.6.1l.C, 1.6.1l.D, 1.6.11.E, 1.6.11.F, 13.3.1l.C, 13.3.11.D,
10.05a 1.8.11.A, l.8.11.B, l.8.11C
1.U1.A, 1.U1.D, 1.Ul.E, l.U1.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.1l.E, 13.2.11.B,13.2.11.C,
List factors in buying insurance 1.5.11.A, 1.5.11.F, 1.6.11.A, l.6.11.B, 13.2.11.D,13.3.11.B,l.6.11.C, l.6.11.D, 1.6.11.E, l.6.11.F, 13.3.11.C, 13.3.11.D,
10.05b 1.8.11.A, 1.8.11.B, 1.8.11C
5/23/2011 CTE Program and CIP Code Standards Grid120/16
Cen.er for Careers and Technology at Carlisle Hig.eSchoolWorkforce Education Standards Grid
Task
INumberTask Name Math Science Language Arts Career
Consumer Protection10.06
1.U1.A, 1.U1.D, 1.U1.E, 1.U1.F,
Identify actions that can be taken 1.2.1LA, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,
for consumer protection1.5.I LA, 1.5.1l.F, 1.6.1LA, 1.6.11.B, 13.z.n.o, 13.3.I1.B,1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.l1.F, 13.3.11.C, 13.3.11.D,
10.06a 1.8.1l.A, 1.8.1l.B, l.8.11C
Wages10.07
1.Ul.A, i.i.n.o, l.U1.E, l.U1.F,
3.7.10.D.,3.7.12.D.,1.2.1l.A, l.2.11.B, IA.Il.B, 1.4.11.E, 13.2.Il.B,13.2.11.C,
Identify types of earnings 1.5.I1.A, 1.5.Il.F, l.6.1l.A, l.6.ll.B, 13.2.Il.D,13.3.11.B,3.8.10.C.,3.8.12C
1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.1l.C, 13.3.11.D,
10.07a 1.8.1l.A, 1.8.Il.B, 1.8.11C
l.Ul.A, 1.Ul.D, 1.U1.E, l.U1.F,
Describe forms of payroll 2.2.ll.A,2.2.Il.B,l.2.11.A, 1.2.1l.B, 1.4.11.B, l.4.1l.E, 13.2.1l.B, 13.2.1l.C,
deductions 2.2.11.D,2.2.II.F1.5.1l.A, 1.5.11.F, l.6.11.A, l.6.1l.B, 13.z.n.n, 13.3.1l.B,l.6.Il.C, l.6.Il.D, l.6.1l.E, l.6.1l.F, 13.3.11.C, 13.3.11.D,
10.07a l.8.11.A, 1.8.1l.B, 1.8.11C
Fringe Benefits10.08
l.Ul.A, i.i.n.n, l.Ul.E, l.Ul.F,
2.2.11.A, 2.2.11.B,1.2.ll.A, 1.2.Il.B, 1.4.Il.B, l.4.Il.E, 13.l.ll.B,13.2.Il.C,
Describe various fringe benefits l.5.11.A, 1.5.11.F, 1.6.1l.A, 1.6.ll.B, 13.2.1l.D,13.3.1l.B,2.2.Il.D, 2.2.Il.F 1.6.I1.C, 1.6.11.D, l.6.Il.E, l.6.1l.F, 13.3.11.C, 13.3.Il.D,
10.08a 1.8.1l.A, 1.8.1l.B, 1.8.11C
ECONOMICS11
13 of16
5/23/2011 CTE Program and CIP Code Standards Grid
Cei..:» for Careers and Technology at Carlisle Hiktt SchoolWorkforce Education Standards Grid
TaskTask Name Math Science Language Arts CareerNumber
1.l.11.A, 1.l.11.D, 1.l.11.E, 1.l.11.F,Describe types of business 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.11.C,
l.5.11.A, l.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,organizations1.6.11.C, 1.6.11.D, 1.6.l1.E, 1.6.11.F, 13.3.l1.C, 13.3.l1.D,
11.01 1.8.l1.A, 1.8.l1.B, 1.8.11C
1.l.11.A, 1.l.11.D, 1.l.11.E, 1.1.11.F,
Describe the opportunities of 1.2.l1.A, 1.2.l1.B, 1.4.l1.B, 1.4.l1.E, 13.2.l1.B,13.2.l1.C,l.5.l1.A, l.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.l1.D,13.3.l1.B,entrepreneurship1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
11.02 1.8;11.A, 1.8.l1.B, 1.8.11C
1.1.l1.A, 1.1.11.D, 1.l.11.E, 1.l.11.F,
Identify major differences in 1.2.l1.A, 1.2.l1.B, 1.4.l1.B, 1.4.l1.E, 13.2.l1.B, 13.2.11.C,l.5.l1.A, l.5.l1.F, 1.6.l1.A, 1.6.l1.B, 13.2.l1.D,13.3.l1.B,economic systems1.6.11.C, 1.6.l1.D, 1.6.l1.E, 1.6.l1.F, 13.3.l1.C, 13.3.l1.D,
11.03 1.8.l1.A, 1.8.l1.B, 1.8.11C
FUTURE PLANNING12
1.l.11.A, 1.l.11.D, 1.l.11.E, 1.l.11.F,Describe the impact of 1.2.l1.A, 1.2.l1.B, 1.4.l1.B, 1.4.l1.E, 13.2.l1.B,13.2.l1.C,technological change in the 1.5.11.A, l.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D, 13.3.11.B,workplace 1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C,13.3.11.D,
12.01 1.8.11.A, 1.8.l1.B, 1.8.11C
1.l.11.A, 1.l.11.D, 1.1.11.E, 1.l.1l.F,1.2.11.A, 1.2.l1.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.11.C,List the occupational opportunitiesl.5.l1.A, l.5.l1.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,at your present skill level1.6.l1.C, 1.6.l1.D, 1.6.11.E, 1.6.11.F, l3.3.11.C, 13.3.11.D,
12.02 1.8.11.A, 1.8.l1.B, 1.8.11C
5/23/2011 CTE Program and CIP Code Standards Grid14 of16
Censer for Careers and Technology at Carlisle Hig., SchoolWorkforce Education Standards Grid
Task
INumber Task Name Math Science Language Arts Career
1.1.11.A, 1.1.11.D, 1.1.11.£, 1.1.11.F,List short- and long-term career 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.£, 13.2.11.B,13.2.11.C,goals l.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D, 13.3.11.B,
1.6.11.C, 1.6.11.D, 1.6.11.£, 1.6.11.F, 13.3.11.C, 13.3.11.D,12.03 1.8.11.A, 1.8.11.B, 1.8.l1C
1.1.11.A, 1.1.11.D, 1.1.11.£, 1.1.11.F,Develop a plan for professional 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.£, 13.2.11.B,13.2.11.C,growth l.5.11.A, l.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,
1.6.11.C, 1.6.11.D, 1.6.11.£, 1.6.11.F, 13.3.11.C, 13.3.11.D,12.04 1.8.11.A, 1.8.11.B, 1.8.l1C
1.1.11.A, 1.1.11.D, 1.1.11.£, 1.1.11.F,1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.£, 13.2.11.B,13.2.11.C,
Discuss career changes l.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.l.11.D, 13.3.11.B,1.6.11.C, 1.6.11.D, 1.6.11.£, 1.6.11.F, 13.3.11.C, 13.3.11.D,
12.05 1.8.11.A, 1.8.11.B, 1.8.l1C
TECHNICAL RELATED13 INSTRUCTION
1.1.11.A, 1.1.11.D, 1.1.11.£, 1.1.11.F,List specific safety rules and
3.7.10.D.,3.7.12.D., 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B,13.2.l1.C,identify potential hazards at the job l.5.11.A, 1.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D, 13.3.11.B,site 3.8.lO.C.,3.8.12C
1.6.11.C, 1.6.11.D, 1.6.11.£, 1.6.11.F, 13.3.11.C, 13.3.11.D,13.01 1.8.11.A, 1.8.11.B, 1.8.l1C
1.1.11.A, 1.1.11.D, 1.1.11.£, 1.1.11.F,
Demonstrate safe work habits and 3.7.10.D.,3.7.12.D., 1.2.11.A, 1.2.11.B, 1.4.11.B, 1.4.11.E, 13.2.11.B, 13.2.11.C,l.5.11.A, l.5.11.F, 1.6.11.A, 1.6.11.B, 13.2.11.D,13.3.11.B,attitudes on the job 3.8.10.C.,3.8.12C1.6.11.C, 1.6.11.D, 1.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
13.02 1.8.11.A, 1.8.11.B, 1.8.l1C
5/23/2011 CTEProgram and CIP CodeStandards Grid150f16
Cen:...rfor Careers and Technology at Carlisle His-if I, SchoolWorkforce Education Standards Grid
Task
INumber Task Name Math Science Language Arts Career
l.Ul.A, l.Ul.D, l.Ul.E, 1.U1.F,Define the specific occupational 3.7.l0.D.,3.7.l2.D., 1.2.ll.A, 1.2.l1.B, 1.4.ll.B, l.4.l1.E, 13.2.l1.B, 13.2.ll.C,
terms related to your job 3.8.l0.C.,3.8.l2C l.5.l1.A, l.5.ll.F, 1.6.ll.A, 1.6.ll.B, 13.2.l1.D, 13.3.ll.B,l.6.ll.C, l.6.ll.D, l.6.ll.E, l.6.ll.F, 13.3.l1.C,13.3.ll.D,
13.03 1.8.l1.A, 1.8.ll.B, 1.8.11C
l.Ul.A, l.Ul.D, l.Ul.E, U.ll.F,l.2.11.A, l.2.11.B, l.4.l1.B, 1.4.11.E, 13.2.1l.B,13.2.l1.C,
List your occupational skills l.5.ll.A, l.5.11.F, l.6.11.A, 1.6.11.B, 13.2.ll.D,13.3.11.B,1.6.11.C, 1.6.11.D, l.6.11.E, 1.6.11.F, 13.3.11.C, 13.3.11.D,
13.04 l.8.ll.A, 1.8.ll.B, l.8.11C
List the occupational requirements1.U1.A, l.Ul.D, l.U1.E, 1.U1.F,l.2.ll.A, 1.2.ll.B, 1.4.ll.B, 1.4.l1.E, 13.2.l1.B, 13.2.ll.C,
to maintain employment at your job l.5.ll.A, l.5.ll.F, l.6.ll.A, l.6.l1.B, 13.2.ll.D,13.3.ll.B,site l.6.ll.C, l.6.l1.D, l.6.1l.E, l.6.ll.F, 13.3.1l.C, 13.3.1l.D,
13.05 1.8.1LA, 1.8.11.B, 1.8.11C
1.U1.A, 1.U1.D, 1.U1.E, 1.U1.F,Describe the policies and 1.2.l1.A, 1.2.l1.B, 1.4.1l.B, l.4.1l.E, 13.2.l1.B, 13.2.ll.C,procedures used by your l.5.l1.A, 1.5.11.F, 1.6.1LA, 1.6.11.B, 13.2.11.D, 13.3.11.B,cooperating employer 1.6.ll.C, 1.6.ll.D, l.6.ll.E, 1.6.l1.F, l3.3.l1.C, 13.3.ll.D,
13.06 1.8.ll.A, 1.8.l1.B, l.8.11C
1.Ul.A, 1.U1.D, l.Ul.E, l.Ul.F,
Diagram your company's l.2.l1.A, l.2.1l.B, 1.4.1l.B, l.4.1l.E, 13.2.1l.B,13.2.1l.C,l.5.11.A, l.5.11.F, 1.6.1LA, 1.6.l1.B, 13.2.11.D,13.3.l1.B,organizational structure1.6.11.C, l.6.l1.D, 1.6.11.E, 1.6.11.F, 13.3.ll.C, 13.3.1l.D,
13.07 l.8.11.A, 1.8.l1.B, 1.8.11C
1.Ul.A, l.Ul.D, l.U1.E, l.Ul.F,Identify technical related resources l.2.1l.A, l.2.ll.B, l.4.l1.B, 1.4.ll.E, 13.2.ll.B,13.2.11.C,that correlate with on the job l.5.ll.A, l.5.ll.F, l.6.ll.A, l.6.ll.B, 13.2.ll.D, 13.3.1l.B,experiences l.6.ll.C, 1.6.ll.D, 1.6.ll.E, 1.6.ll.F, l3.3.ll.C, l3.3.ll.D,
13.08 1.8.1LA, l.8.11.B, 1.8.l1C
5/23/2011 CTE Program and ClP Code Standards Grid160f16
NationalOccupational
Competency Testing.Institute ~
Assessment SpecificCompetencies and
Skills
National Occupational Competency Testing InstituteAssessed Specific Competencies and Skills
21st Century Skills for Workplace Success: Test Code 1037
Communication: Communicate in multiple modes to address needs within the careertechnical field
Apply strategies to enhance effectiveness of all types of communications in theworkplaceApply reading strategies as needed for a variety of purposesEvaluate information contained in documentsApply basic communication skills when writingWrite technical materialsDevelop presentations using appropriate technologies (e.g., tables, charts, and visualgraphics)Apply oral communication skillsDeliver presentationsApply active listening skillsApply nonverbal communication skills ,Communicate with others in a workforce of diversity (e.g., age, ethnicity, religion,gender)Share information using a range of appropriate communications technologies
Problem Solving and Critical Thinking: Solve problems using critical thinking
Define the problemAnalyze the problemResearch reliable information relevant to the problemInvestigate alternatives based on reasoned criteriaIdentify appropriate solutionsMake recommendationsImplement solutionsEvaluate solutions
Information Technology Applications: Apply information technology resources in theworkplace
Identify efficient, effective, and ethical uses of technology in the workplaceUse information technology tools to access, manage, integrate, and-create newinformationUse writing/publishing/presentation applications
Systems: Work within organizational culture and technological systems
Demonstrate an understanding of how business and industry systems function within theeconomyDemonstrate an understanding of the functions of systems in an organization (e.g.,management, human resources, production and services)Demonstrate principles of intemal/extemal customer serviceApply industry quality standards and practices
Safety, Health and Environment: Ensure safe and healthful working conditions
Ensure safe working conditionsDemonstrate safe use of tools and equipmentEnsure healthful working conditionsPractice environmental conservation and safety
Leadership and Teamwork: Enhance work outcomes through leadership, management,and teamwork
Demonstrate leadership skillsOrganize workApply management techniquesDemonstrate group process techniquesPerform work tasks in a team
Ethics and/or Legal Responsibilities: Practice professional, ethical, and legal behaviorconsistent with workplace standards
Apply professional and ethical standards to workplace conductAdhere to established laws, policies, and procedures
Employability and/or Career Development: Progress on a purposeful career path throughapplication of employability skills
Develop a career planSeek employmentApply for employmentEvaluate job offersDemonstrate employability skills needed to keep ajobDemonstrate personal qualities appropriate to the work enviromnentAssess alternative occupational opportunities (e.g., working conditions, benefits, andopportunities for change)
ProfessionalDevelopment
.. Program
;
Carlisle Area School DistrictCenter for Careers Technology .Professional Development Program
Task Number Task Name
PROFESSIONAL DEVELOPMENT PROGRAM
LEVEL 1
Complete a self-assessment and identify1.1 individual Iearning styles
1.2Discover self-motivation and establish shortterm goals
1.3 Determine individual time-management skills
1.4 Defme future occupations
1.5a Develop awareness of cultural diversity
1.5b Develop awareness of equity issues
1.8Demonstrate effective communication withothers
1.10 Identify components of an employment portfolio
2.16 Recognize safety issues
3.2 Develop personal financial skills
1.11 List proficiency in program competencies
1.9 Investigate a career in your program
LEVEL 2
2.1 Measure/modify short-term goals
2.2 Identify stress sources
2.4Demonstrate awareness of government,professional organizations and trade unions
2.5 Apply teamwork to a group project
2~6/2.7Observe and critique a meeting and demonstratebusiness meeting skills
2.8 Demonstrate social etiquette
2.11 Identify customer expectations
2.14 Assemble your employment portfolio
2.17Evaluate your proficiency in programcompetencies
2.18 Develop work ethics skills
Needs Practice Met Standard
1012
Carlisle Area School DistrictCenter for Careers TechnologyProfessional Development Program
Task Number Task Name
LEVEL 3
3.1 Update your career goals
3.3 Explore activities for advanced training
3.4 Market your instructional program
3.5 Serve as a volunteer in the community
3.6 Plan and develop a business
2.15Explore supervisory and management roles in anorganization
3~IO Understand customer service in the workplace
3.11Identify and apply conflict resolution and problem-solving skills in the workplace
3.12 Demonstrate evaluation skills
3.13 Perform a skill demonstration
3.15 Update program competencies
Recognize pre-employment screenings and3.16 assessments and drug and alcohol abuse in the
workplace
Needs Practice Met Standard
2012
~.
)
~
IIIeducational excellence through leodership, partnership, and innovation
CAPlTAL REGION
RNERS IPFOR CAREER DEVELOPMENT
EDUCATION- BUSINESS • COMMUNITY
REGIONAL EMPLOYABILITYCERTIFICATE
Endorsed by
HAHRTSIlURG REGIONAL
CHMylBER 8: CREDC..
West ShoreChamber of Commerce
Inspiring Business
Table of Contents
Letter to Students 3
Introduction 4
What Is An Employability Certificate? 4
Who Is Eligible? 4
Requirements for Earning a Certificate 5
.;; . "", ... j, ..
How Do I Apply? 5
A Student Asks, "How Will It Benefit Me?" 6
What Does The Certificate Mean to Businesses? 6
Application and Documentation
Educator Evaluation Form
Addendum
Employability Certificate
2
Dear High School Student,
As a high school student, you are no doubt concerned about
the job market that awaits you upon your graduation. What skills are
employers looking for in a job candidate? How should you present
yourself on your resume and in your interview? How can your high
school employment experiences help you with your career search?
A positive job experience during high school can prove to be
valuable in your search for employment in your future. An excellent
recommendation from a previous 'employer can be your advantage
over the competition in getting hired. A recommendation proclaims
that you are responsible, dependable and trustworthy... traits that
every employer expects from those he/she hires. The Employability
Certificate shows that you have met specific school and workplace
standards and will be a responsible, productive employee. By
working hard in school and proving your dependability, the
advantage can be yours.
3
Requirements for Earning a Certificate
The requirements for earning an Employability Certificate are very specific.
All criteria must be met in order to qualify for the Certificate. The period of
evaluation will be one year prior to the date of application.
•:. Character: The student must have no history of repeated disciplineproblems and must exhibit the ability to work well with others.
•:. Attendance: The student must demonstrate responsibleattendance...a maximum of 10 days absent that are not consecutiveduring the school year. Extended absences will be excused by adoctor's note .
•:. Academic Achievement: The student must achieve an establishedstandard of academic performance .
•:. Educator Evaluation Forms: The student must obtain twofavorable' evaluation forms completed by educators.
How Do I Apply?
.:. Read and understand the Employability Certificate Requirements and
commit yourself to the effort it will take to achieve them.
•:. Complete your application information form and return promptly to the
Counseling Office or other department determined by your district.
.:. Obtain two completed educator evaluation forms and submit with your
application.
•:. Earned certificates may be awarded during the process to obtain a work
permit. Certificates are valid for the school year in which they are issued
or renewed .
•:. Take your Employability Certificate with you on your job search. Present
your Certificate with pride every time you apply for a job.
5
Check-off for Academic, Attendance and Character
The requirements for earning an Employability Certificate have been satisfied as
indicated by the initials of the appropriate school district personnel. The period
of evaluation will be one year prior to the date of application.
__ 1. Character*: The student has no history of repeated disciplineproblems and has the ability to work well with others.
__ 2. Attendance*: The student must demonstrate responsibleattendance ...a maximum of 10 days absent that are not consecutiveduring the school year. Extended absenceswill be excused by adoctor's note.
3. Academic Performance*: The student has achieved an established--standard of academic performance.
__ 4. Educator Evaluation Forms: The student has submitted twofavorable evaluation forms completed by educators.
Effective Date: _
*Educators can provide additional information based upon district policies andindividual student circumstances on addendum.
:- :
Educator Signature _
Employability Certificate Addendum
Student Name _ Date _
School District _
Additional information regarding student qualifications, specific to SchoolDistrict guidelines if needed to further describe student's performance:
School District Attendance Policy _
School District Academic Policy _
Other comments pertinent to student character and leadership qualities and experiences
CAPITAL REGION
PARTNERSHIPFOR CAREER DEVELOPMENT
EDUCATION" BUSINESS" COMMUNITY
Employability Certificate
(Name of Student)
has successfully met the criteria for character, attendance and academics as required by theparticipating school districts and the Greater Carlisle, Harrisburg Regional and West Shore
Chambers of Commerce and is highly recommended as a candidate for employment.
Criteria established by a committee of educators and business people in Cumberland, Dauphinand Perry Counties.
Character ------ Student has demonstrated acceptable attitude, respect andresponsibility
Attendance ------ Student has demonstrated responsible attendanceAcademics ------- Student has demonstrated an established standard of academic
performanceBasic Workplace Skills ----- Student has demonstrated acceptable basic work and
thinking skills
School Official _
Title _for one year)
School District
Date (Valid
.HARRISBURG REGIONAL
CHAMBER & CREDC.
We~(hamberof
fnspin
Pennsylvania. ' Academic Standards
. . -'
for Career Educationand Work
Academic Standardsfor
Career Education and Work
Pennsylvania Department ofEducation
22 Pa. Code Chapter 4 - Appendix ECareer Education and Work Academic Standards(#006-296)
Annex A Page 1
Academic Standards for Career Education and Work
XXXVII. TABLE OF CONTENTS
Introduction XXXVIII.
THE ACADEMIC STANDARDS
Career Awareness and Preparation 13.1.
A. Abilities and AptitudesB. Personal InterestsC. Non-Traditional Workplace RolesD. Local Career Preparation OpportunitiesE. Career Selection InfluencesF. Preparationjor CareersG. Career Plan ComponentsH Relationship between Education and Career
Career Acquisition (Getting a Job) 13.2.
A. Interviewing SkillsB. ResourcesC. Career Acquisition DocumentsD. Career Planning PortfoliosE. Career Acquisition Process
22 Pa. Code Chapter 4 - Appendix ECareer Education and Work Academic Standards(#006-296)
Career Retention and Advancement 13.3
A. Work HabitsB. Cooperation and TeamworkC. Group InteractionD. BudgetingE. Time ManagementF. Workplace ChangesG. Lifelong Learning
Entrepreneurship 13.4.
A. Risks and RewardsB. Character TraitsC. Business Plan
Glossary
AnnexA Page 2
Academic Standards for Career Education and Work
XXXVIII. INTRODUCTION
The Academic Standards for Career Education and Work reflect the increasing complexity and sophistication that students experienceas they progress through school. Career Education and Work Standards describe what students should know and be able to do at fourgrade levels (3, 5, 8 and 11) in four areas:
+ 13.1 Career Awareness and Preparation• 13.2 Career Acquisition (Getting a Job)+ 13.3 Career Retention and Advancement+ 13.4 Entrepreneurship
Pennsylvania's economic future depends on having a well-educated and skilled workforce. No student should leave secondaryeducation without a solid foundation in Career Education and Work. It is the rapidly changing workplace and the demand forcontinuous learning and innovation on the part of the workers that drive the need to establish academic standards in Career Educationand Work.
Through a comprehensive approach, Career Education and Work Standards complement all disciplines and other academic standards.If Pennsylvania's students are to succeed in the workplace, there are certain skills that they need to obtain prior to graduation fromhigh school. These skills have been identified in the Career Education and Work Standards, but it is up to individual school districtsto decide how they are to be taught. Districts can implement integration strategies within existing disciplines or can implement standalonecourses to specifically address these standards.
A glossary is included to assist the reader in understanding terminology contained in the standards.
22 Pa. Code Chapter 4 - Career Education and Work Academic Standards(#006-296)
AnnexA Page 3
1.1. Career Awareness and Preparation
13.1.3. GRADE 3 r - 13.1.5. GRADE 5 \- -13.1~.GRADE8 I 13.1.11. GRADE 11Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:
A. Recognize that individualshave unique interests.
B. Identify current personalinterests.
C. Recognize that the roles ofindividuals at home, in theworkplace and in thecommunity are constantlychanging.
D. Identify the range ofjobsavailable in the community.
A. Describe the impact of individualinterests and abilities on careerchoices.
B. Describe the impact of personalinterest and abilities on career choices.
C. Relate the impact of change to bothtraditional and nontraditional careers.
D. Describe the range of career trainingprograms in the community such as,but not limited to:• Two-and-four year colleges• Career and technical education
programs at centers (formerlyAVTSs) and high schools
• CareerLinks• Community/recreation centers• Faith-based organizations• Local industry training centers
• Military• Registered apprenticeship• Vocational rehabilitation centers• Web-based training
A. Relate careers to individualinterests, abilities, and aptitudes.
B. Relate careers to personalinterests, abilities, and aptitudes.
C. Explain how both traditional andnontraditional careers offer orhinder career opportunities.
D. Explain the relationship of careertraining programs to employmentopportunities.
A. Relate careers to individualinterests, abilities, and aptitudes.
B. Analyze career options based onpersonal interests, abilities,aptitudes, achievements and goals.
C. Analyze how the changing rolesof individuals in the workplacerelate to new opportunities withincareer choices.
D. Evaluate school-basedopportunities for careerawareness/preparation, such as,but not limited to:• Career days• Career portfolio• Community service• Cooperative education• Graduation/senior project• Internship• Job shadowing• Part-time employment• Registered apprenticeship• School-based enterprise
22 Pa. Code Chapter 4 - Career Education and Work Academic Standards(#006-296)
Annex A Page 4
E. Describe the work done by E. Describe the factors that influence E. Analyze the economic factors that E. Justify the selection of a career.school personnel and other career choices, such as, but not limited impact employment opportunities,individuals in the community. to: such as, but not limited to:
• Geographic location • Competition• Job description • Geographic location• Salaries/benefits • Global influences• Work schedule • Job growth• Working conditions • Job openings
• Labor supply• Potential advancement• Potential earnings• Salaries/benefits• Unemployment
F. Explore how people prepareF. Investigate people's rationale for
F. Analyze the relationship of schoolfor careers.F. Analyze the relationship betweenmaking career choices.
subjects, extracurricular activities,career choices and career
and community experiences topreparation opportunities, such as,career preparation.but not limited to:• Associate degree• Baccalaureate degree
• Certificate/licensure
• Entrepreneurship
• Immediate part/full timeemployment
• Industry training• Military training
• Professional degree• Registered apprenticeship• Tech Prep
• Vocational RehabilitationCenters
G. Explain why education and G. Identify the components of a career G. Create an individualized career G. Assess the implementation of thetraining plans are important to plan, such as, but not limited to: plan including, such as, but not individualized career plan throughcareers. • Beginnings of career portfolio limited to: the ongoing development of the• Career goals • Assessment and continued career portfolio.• Individual interests and abilities development of career• Training/education requirements portfolio
22 Pa. Code Chapter 4 - Career Education and Work Academic Standards(#006-296)
AnnexA Page 5
and costs • Career goals
• Cluster/pathwayopportunities
• Individual interests andabilities
• Training/educationrequirements and financing
H. Explain how workers in their H. Connect personal interests and H. Choose personal electives and H. Review personal high school plancareers use what is learned in the abilities and academic strengths to extra curricular activities based upon against current personal career goalsclassroom. personal career options. personal career interests, abilities and and select postsecondary
academic strengths. opportunities based upon personalcareer interests.
22 Pa. Code Chapter 4 - Career Education and Work Academic Standards(#006-296)
AnnexA Page 6
13.2. Career Acquisition (Getting a Job)
13.2.3. GRADE 3 I 13.2.5. GRADE 5 1 13.2.8. GRADE 8 I 13.2.11. GRADE 11Pennsylvania's public schools shall teach, challenge and support evelY student to realize his 01' her maximum potential and to acquire theknowledge and skills needed to:
A. Identify appropriate speakingand listening techniques used inconversation.
B. Discuss resources available inresearching job opportunities,such as, but not limited to:
• Internet• Magazines• Newspapers
C. Compose a personal letter.
A. Apply appropriate speaking andlistening techniques used inconversation.
B. Identify and review resourcesavailable in researching jobopportunities, such as, but not limitedto:
• Internet• Magazines• Newspapers
C. Compose and compare a business anda personal letter.
A. Identify effective speaking andlistening skills used in a jobinterview.
B. Evaluate resources available inresearching job opportunities, suchas, but not limited to:• CareerLinks• Internet (i.e. O-NET)• Networking.' Newspapers• Professional associations• Resource books (that is
Occupational OutlookHandbook, PA CareerGuide)
C. Prepare a draft of careeracquisition documents, such as,but not limited to:• Job application• Letter of appreciation
following an interview• Letter of introduction• Request for letter of
recommendation
• Resume
A. Apply effective speaking andlistening skills used in ajobinterview.
B. Apply research skills insearching for ajob.• CareerLinks• Internet (i.e. O-NET)• Networking• Newspapers• Professional associations• Resource books (that is
Occupational OutlookHandbook, PA CareerGuide)
C. Develop and assemble, for careerportfolio placement, careeracquisition documents, such as,but not limited to:• Job application• Letter of appreciation
following an interview• Letter of introduction• Postsecondary
educationJtrainingapplications
• Request for letter ofrecommendation
• Resume
22 Pa. Code Chapter4 - CareerEducation and WorkAcademic Standards(#006-296)
AnnexA Page 7
D. Identify the importance of D. Identify individualized careerdeveloping a plan for the future. portfolio components, such as but not
D. Develop an individualized career D. Analyze, revise, and apply an
limited to: ' portfolio including individualized career portfolio to
• Achievements components, such as, but not chosen career path.
• Awards/recognitions limited to:• Career exploration results • Achievements
• Career plans • Awards/recognitions
• Community service • Career exploration resultsinvolvement/projects • Career plans
• Interests/hobbies • Community service
• Personal career goals invoIvement/proj ects
• Selected school work • Interests/hobbies
• Self inventories • Personal career goals• Selected school work
E. Discuss the importance of the • Self inventories
essential workplace skills, such E. Apply to daily activities, the essential
as, but not limited to: workplace skills, such as, but not E. Explain, in the career acquisition E. Demonstrate, in the career
• Dependability limited to: process, the importance of the acquisition process, the
• Health/safety • Commitment essential workplace application of essential
• Team building • Communication skills/knowledge, such as, but not workplace skills/knowledge,
• Technology • Dependability limited to: such as, but not limited to:
• Health/safety • Commitment • Commitment
• Personal initiative • Communication • Communication
• Scheduling/time management • Dependability • Dependability
• Team building • Health/safety • Health/safety
• Technical literacy • Laws and regulations (that is • Laws and regulations (that
• Technology Americans with Disabilities is Americans with
Act, Child Labor Law, Fair Disabilities Act, Child
Labor Standards Act OSHA Labor Law, Fair Labor
Material Safety Dat; Sheets)' Standards Act, OSHA,
• Personal initiative Material Safety Data
• Self-advocacy Sheets)
• Scheduling/time • Personal initiative
management • Self-advocacy
• Team building • Scheduling/time
• Technical literacy management
• Technology • Team building
• Technical literacy
• Technolozv
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13.3. Career Retention and Advancement
13.3.3. GRADE 3 I 13.3.5. GRADE 5 I 13.3.8. GRADE 8 I 13.3.11. GRADE 11Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:
A. Identify attitudes and workhabits that contribute to successat home and school.
B. Identify how to cooperate atboth home and school.
A. Explain how student attitudes andwork habits transfer from the homeand school to the workplace.
B. Explain the importance ofworkingcooperatively with others at bothhome and school to complete a task.
A. Determine attitudes and workhabits that support career retentionand advancement.
B. Analyze the role of eachparticipant's contribution in a teamsetting.
A. Evaluate personal attitudes andwork habits that support careerretention and advancement.
B. Evaluate team member roles todescribe and illustrate activelistening techniques:• Clarifying• Encouraging• Reflecting• Restating• Summarizing
C. Explain effective group C. Identify effective group interaction C. Explain and demonstrate conflict I C.interaction terms, such as, but strategies, such as, but not limited to: resolution skills:not limited to: • Building consensus • .. Constructive criticism
• Compliment • Communicating effectively • Group dynamics
• Cooperate • Establishing ground rules • Managing/leadership
• Encourage • Listening to others • Mediation
• Participate • Negotiation
• Problem solving
Evaluate conflict resolution skillsas they relate to the workplace:• Constructive criticism• Group dynamics• Managing/leadership• Mediation• Negotiation• Problem solving
D. Explain how money is used. D. Explain budgeting. D. Analyze budgets and pay I D.statements, such as, but not limitedto:
• Charitable contributions
• Expenses
• Gross pay
• Net pay
• Other income
• Savings
• Taxes
Develop a personal budget basedon career choice, such as, but notlimited to:
• Charitable contributions• Fixed/variable expenses
• Gross pay• Net pay• Other income• Savings• Taxes
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E. Discuss how time is used at E. Develop a personal schedule based E. Identify and apply time E. Evaluate time managementboth home and school. on activities and responsibilities at management strategies as they strategies and their application to
both home and school. relate to both personal and work both personal and work situations.situations.
F. Identify the changes in family F. Describe the impact of role changes F. Identify characteristics of the F. Evaluate strategies for careerand friend's roles at -home, at at home, school, and at work, and changing workplace including retention and advancement inschool and in the community .. how the role changes impact career Americans with Disabilities Act response to the changing global
advancement and retention accommodations, and explain their workplace.impact onjobs and employment.
G. Define and describe the G. Describe how personal interests and G. Identify formal and informal G. Evaluate the impact of lifelong
importance of lifelong learning. abilities impact lifelong learning. lifelong learning opportunities that learning on career retention andsupport career retention and advancement.advancement.
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13.4. Entrepreneurship
13.4.3. GRADE 3 l 13.4.5. GRADE 5 r- - 13.4.8. GRADE 8 I 13.4.11. GRADE 11Pennsylvania's public schools shall teach, challenge and support evelY student to realize his or her maximum potential and to acquire theknowledge and skills needed to:
A. Define entrepreneurship,
B. Describe the character traits ofsuccessful entrepreneurs, suchas, but not limited to:• Adaptability• Creative thinking• Ethical behavior• Leadership• Positive attitude• Risk-taking
C. Describe age-appropriateentrepreneurial opportunities,such as, but not limited to:• Bake sale• Crafts• Lemonade stand• Pet care
A. Identify the risks and rewards ofentrepreneurship.
B. Discuss the entrepreneurial charactertraits ofhistorical or contemporaryentrepreneurs.
C. Discuss the steps entrepreneurs taketo bring their goods or services tomarket, such as, but not limited to:• Marketing• Production• Research and development• Selection of goods and services
A. Compare and contrastentrepreneurship to traditionalemployment, such as, but notlimited to:• Benefits• Job security• Operating costs• Wages
B. Evaluate how entrepreneurialcharacter traits influence careeropportunities.
C. Identify and describe the basiccomponents of a business plan,such as, but not limited to:• Business idea• Competitive analysis• Daily operations• Finances/budget• Marketing• Productive resources
(human, capital, natural)• Sales forecasting
A. Analyze entrepreneurship as itrelates to personal career goalsand corporate opportunities.
B. Analyze entrepreneurship as itrelates to personal charactertraits.
C. Develop a business plan for anentrepreneurial concept ofpersonal interest and identifyavailable resources, such as, butnot limited to:• Community Based
Organizations (that ischambers of commerce,trade/technicalassociations, IndustrialResource Centers)
• Financial institutions• School-based career centers
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• Small BusinessAdministration services(that is SCORE, SmallBusiness DevelopmentCenters, EntrepreneurialDevelopment Centers)
• Venture capital
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Academic Standards for Career Education and Work
XXXIX. GLOSSARY
Americans withDisabilities Act(public Law 101-336):
Aptitudes:
Associate degree:
Baccalaureate degree:
Benefits:
Budget:
Business plan:
Career and technical centers:
Career cluster:
The Americans with Disabilities Act is a federal civil rights lawthat prohibits discrimination and for ensuring equalopportunity for persons with disabilities in employment, stateand local government services, public accommodations, commercial facilities, transportation,and requiring the establishment oftdd/telephone relay services.
Capacity to learn and understand.
A postsecondary degree typically earned within a two-year timeframe.
A postsecondary degree, also known as a bachelor's degree, typically earned within a 4-yeartimeframe from a college or university.
Something of value that an employee receives in addition to a wage or salary. Examples includehealth and life insurance, vacation leave, retirement plans, and the like.
A financial plan that summarizes anticipated income and expenditures over a period of time.
A prepared document detailing the past, present, and future of an organization.
Schools that educate secondary students and adults through academic instruction, job preparationand acquisition of occupational skills leading to credentials or employment, or both, in specificindustries. The centers also provide opportunities for transition to postsecondary education andcontinuing education.
A grouping of related occupations, which share similar skill sets.
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Career days:
Career plan:
Career portfolio:
Career retention andadvancement:
CareerLinks:
Certificate/licensure:
Child Labor Laws:
Competitive analysis:
Cooperative education:
Special events that allow students to meet with employers, career development specialists,community-based organization representatives, and postsecondary educators. Events aredesigned to encourage students to gain information about careers and job opportunities.
A document developed by the student that identifies a series of educational studies andexperiences to prepare them for postsecondary education or work, or both, in a selected careercluster or area.
An ongoing, individualized collection of materials (electronic or hard copy) that documents astudent's educational performance, career exploration and employment experiences over time.While there is no standard format that a career portfolio must take, it typically includes a rangeof work, containing assignments by the teacher/counselor and selections by the student. It servesas a guide for the student to transition to postsecondary education or the workplace, or both.
.Career retention is the process of keeping a job. Career advancement is the process ofperforming the necessary requirements to progress in a career.
A cooperative system that provides one-stop delivery of career services to job seekers, employersand other interested individuals.
A document, issued by associations, employers, educational institutions, government, and thelike, confirming that one has fulfilled the requirements and is able to perform to a specified levelof proficiency within a career field.
Legislation governing the employment of children under the age of 18.
A tool that allows a business to identify its competitors and evaluate their respective strengthsand weaknesses.
A structured method of instruction whereby students alternate or coordinate their high schoolstudies with a job in a field related to their academic or career objectives.
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Entrepreneurs:
Entrepreneurship:
Fair Labor Standards Act:
Fixed/variable expenses:
Global influences:
Gross pay:
Industrial Resource Centers:
Internship:
Job shadowing:
Labor supply:
Marketing:
Individuals who engage in the process of organizing, managing, and assuming the risk of abusiness or enterprise.
The process of organizing, managing, and assuming the risks of a business or enterprise.
A federal law that defines overtime and wage requirements (26 U.S.CA. §§ 201-219).
Fixed expenses are regular in their timing and amount, and include such things as rent, mortgage,car payment, and insurance. Variable expenses are irregular in their timing and amount, andinclude such things as food, clothing, home and car maintenance, entertainment, and gifts.
Political and cultural changes, which impact the world and its economy.
The amount earned before deductions, such as taxes, insurance, and retirement/pension plan.
Non-profit corporations, which provide assistance to improve the competitive position of smallto-medium sized manufacturers.
A work experience with an employer for a specified period of time to learn about a particularindustry or occupation, which mayor may not include financial compensation. The workplaceactivities may include special projects, a sample of tasks from different jobs, or tasks from asingle occupation.
Typically as part of career exploration activities in late middle and early high school, a studentfollows an employee for one or more days to learn about a particular occupation or industry. Jobshadowing is intended to help students explore a range of career objectives and to possibly selecta career pathway.
The number of persons either working or unemployed and actively seeking work.
The process or technique of promoting, selling, and distributing a product or service.
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Material Safety Data Sheets:
Mediation:
Net pay:
Networking:
Non-traditional careers:
O*NET:
Operating costs:
OSHA:
Professional associations:
Professional degree:
Registered apprenticeship:
Federally mandated listings of all hazardous materials that will impact the health and safety ofthe workers and that are required to be posted in the workplace.
Third-party intervention between conflicting parties to promote reconciliation, settlement, orcompromise.
The amount remaining after deductions, such as taxes, insurance, and retirement/pension plan.
The act of exchanging information, contacts, and services.
Fields of work for which individuals from one gender comprise less than 25% of the individualsemployed in each such occupation or field of work.
Occupational Information Network-- is a free public access online web-based system providedby the US Department of Labor, which includes comprehensive up-to-date occupationalinformation including skills, knowledge, abilities and tasks for more than 950 occupations.
The funds necessary to operate a business, not including the cost of goods sold. This is alsoreferred to as overhead.
The Occupational Safety and Health Administration-A national agency with representatives ineach state who monitor health and safety issues in the workplace.
Organizations of people having common interests.
A title conferred on students by a college, university or professional school upon completion of aprogram of study.
A formal program registered with the United States Department of Labor's Bureau ofApprenticeship and Training and with the Pennsylvania Apprenticeship Council. This programmust follow strict guidelines as to the types of training and amount of training time an apprenticereceives and leads directly into occupations requiring such training for entry.
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Resume:
Salaries/benefits:
Sales forecasting:
School-based career centers:
School-based enterprise:
SCORE:
Self inventories:
Tech Prep:
Technical literacy:
Time management strategies:
Traditional careers:
A summary of one's personal qualifications, education/training and employment experience.
Financial compensation paid regularly for services (See "benefits" for defmition).
Predicting the number of services or units likely to be sold over a specified period oftime.
Specialized areas in schools equipped with resources and materials used to researchpostsecondary and occupational opportunities.
The production of goods or services as part of a school program.
Service Corps of Retired Executives-A Small Business Administration Federally-sponsoredprogram to assist small-to-medium sized companies.
Evaluations of an individual's strengths, weaknesses, and interests, as it relates to careerplanning.
The name given to programs that offer at least 4 years of sequential course work at the secondaryand postsecondary levels to prepare students for technical careers. The curricula are designed tobuild student competency in academic subjects, as well as to provide broad technical preparation111 a career area.
The ability of individuals to use existing and emerging technologies, equipment, language,materials, and manuals to participate intelligently in performing tasks related to everyday life,school or job.
Scheduling teclmiques used to effectively and efficiently direct or control activities.
Fields of work for which individuals from one gender comprise more than 25% of theindividuals employed in each such occupation or field of work.
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Unemployment:
Venture capital:
Vocational rehabilitation centers:
Wages:
Web-based training:
Work habits:
Working conditions:
Measurement of the number ofpeople who are not working and who are actively seeking work.
Public or private funds invested in a potentially profitable business enterprise despite risk of loss.
Educational facilities that provide life skills and occupational training services for individualswith special needs.
Payments of money for labor or services according to contract and on an hourly, daily, orpiecework basis.
Instruction that is available online.
Acquired behaviors that individuals regularly perform in completing tasks related to chores,school or job.
The environment in which an individual is employed.
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