| This
information has been taken directly from the Accelerate
U - Standards and Resource Guides (with approval) from the K-12
Education, NEW YORK STATE EDUCATION DEPARTMENT site. No information
in this document has been changed.
LEARNING STANDARDS FOR:
CAREER DEVELOPMENT AND OCCUPATIONAL
STUDIES
AT THREE LEVELS
Standard 3a: Universal
Foundation Skills
Students will demonstrate mastery of
the foundation skills and competencies essential for success in
the workplace.
BASIC SKILLS
1. Basic skills include the ability to read,
write, listen, and speak as well as perform arithmetical and mathematical
functions.
Students:
- listen to and read the ideas of others and
express themselves both orally and in writing; they use basic
mathematical concepts and computations to solve problems.
This is evident, for example, when students:
- listen to and repeat simple directions
- read a variety of materials and prepare
a report
- follow directions to power up a computer
- compile an inventory of office equipment
- use probability to solve a problem or use
a single statistic to make a prediction
- measure an area for a swimming pool, basketball
court, or employee work station.
THINKING SKILLS
2. Thinking skills lead to problem solving,
experimenting, and focused observation and allow theapplication
of knowledge to new and unfamiliar situations.
Students:
- use ideas and information to make decisions
and solve problems related to accomplishing a task.
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, using
written or oral instructions
- set up a computer, a monitor, and a keyboard
according to written or oral instructions.
PERSONAL QUALITIES
3. Personal qualities generally include competence
in self-management and the ability to plan, organize, and take independent
action.
Students:
- demonstrate the personal qualities that
lead to responsible behavior.
This is evident, for example, when students:
- arrive at school and complete assignments
on time; explain why these behaviors would be important to an
employer
- provide examples of people acting responsibly/irresponsibly
in the community
- complete an inventory of personal strengths
and select areas in which they would like to improve
- demonstrate positive behaviors through interactions
in the classroom (e.g., sharing resources, helping classmates).
INTERPERSONAL SKILLS
4. Positive interpersonal qualities lead to
teamwork and cooperation in large and small groups in family, social,
and work situations.
Students:
- relate to people of different ages and from
diverse backgrounds.
This is evident, for example, when students:
- work cooperatively with peers to accomplish
a task
- describe, as models, successful people of
varied backgrounds
- display skills needed to resolve conflicts
with other people
- explain the importance of getting along
with people in a work environment who are different from oneself.
TECHNOLOGY
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.
Students:
- demonstrate an awareness of the different
types of technology available to them and of how technology affects
society.
This is evident, for example, when students:
- select the appropriate technology for designing
and creating a flyer for a school-sponsored event
- identify examples of technology found at
home, at school, and in a business environment
- choose a career area and research how technology
has changed that cluster of occupations.
MANAGING INFORMATION
6. Information management focuses on the ability
to access and use information obtained from other people, community
resources, and computer networks.
Students:
- describe the need for data and obtain data
to make decisions.
This is evident, for example, when students:
- explain the practical uses of weather forecasting
data as it relates to the farm industry
- plan a school store and determine what items
might sell best
- listen to a presentation about a career
area and write a report summarizing the information.
MANAGING RESOURCES
7. Using resources includes the application
of financial and human factors, and the elements of time and materials
to successfully carry out a planned activity.
Students:
- demonstrate an awareness of the knowledge,
skills, abilities, and resources needed to complete a task.
This is evident, for example, when students:
- describe the resources needed to inventory
the art supply cabinet in the classroom
- explain the resources needed to build a
simple item (e.g., footstool, sandbox).
SYSTEMS
8. Systems skills include the understanding
of and ability to work within natural and constructed systems.
Students:
- demonstrate understanding of how a system
operates and identify where to obtain information and resources
within the system.
This is evident, for example, when students:
- understand the process used to order supplies
for a school store or local business
explain the various components of the school
system.
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