| 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
analyze what they hear and read; acquire and use information from
a variety of sources; and apply a combination of mathematical
operations to solve problems in oral or written form.
This is evident, for example, when students:
- follow directions that involve a series
of actions
- locate and use information on a wide range
of topics from many different sources
- present an oral report to the class after
investigating several career clusters
- record data and prepare a graph on the movement
of the stock market or a particular stock
- explore ways in which geometry is used in
everyday life
- solve basic problems involving integers,
fractions, and decimals.
THINKING SKILLS
2. Thinking skills lead to problem solving,
experimenting, and focused observation and allow theapplication
of knowledge to new and unfamiliar situations.
Students:
- evaluate facts, solve advanced problems,
and make decisions by applying logic and reasoning skills.
This is evident, for example, when students:
- describe the best method to evaluate customer
interest in the establishment of a new product line for a business
- describe the best method to evaluate student
interest in the establishment of a new school sport or club
- create a work schedule to ensure equity
in employee hours and days worked
- sequence facts in a logical order to solve
a problem.
PERSONAL QUALITIES
3. Personal qualities generally include competence
in self-management and the ability to plan, organize, and take independent
action.
Students:
- demonstrate an understanding of the relationship
between individuals and society and interact with others in a
positive manner.
This is evident, for example, when students:
- participate in a fund-raising activity in
or out of school such as car wash, flower sale, etc. (refer to
Regents Rule 19.6 governing student fund-raising)
- volunteer to participate in a local charitable
organization's activities
- work with other students on a group project
to improve one aspect of the school's operation.
INTERPERSONAL SKILLS
4. Positive interpersonal qualities lead to
teamwork and cooperation in large and small groups in family, social,
and work situations.
Students:
- demonstrate the ability to work with others,
present facts that support arguments, listen to dissenting points
of view, and reach a shared decision.
This is evident, for example, when students:
- react positively to constructive criticism
- work as a member of a team toward a common
goal.
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:
- select and use appropriate technology to
complete a task.
This is evident, for example, when students:
- use a telecommunications service to check
current airline schedules and price information for a trip to
another state or country
- use appropriate technology to present information
in table/chart form
- use word processing software to make an
inquiry to a business
- make a presentation explaining how technology
has changed the work site.
MANAGING INFORMATION
6. Information management focuses on the ability
to access and use information obtained from other people, community
resources, and computer networks.
Students:
- select and communicate information in an
appropriate format (e.g., oral, written, graphic, pictorial, multimedia).
This is evident, for example, when students:
- prepare a financial report showing the annual
revenue and expenses of a business or club for three years and
presenting that information to a group
- design a chart or graph to evaluate personal
progress toward a goal or objective
- collect the necessary data from local employers
to develop a speakers' bureau for their school
- given directions, correctly complete a job
application.
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:
- understand the material, human, and financial
resources needed to accomplish tasks and activities.
This is evident, for example, when students:
- develop a plan for a work experience (e.g.,
lawn mowing, snow removal, paper route) by formulating a budget,
allocating equipment, and recording expenses and income
- create and follow a personal schedule to
maximize the use of time.
SYSTEMS
8. Systems skills include the understanding
of and ability to work within natural and constructed systems.
Students:
- understand the process of evaluating and
modifying systems within an organization.
This is evident, for example, when students:
- survey teachers to develop modifications
in the school's discipline policy
- observe how customer returns have been handled
in a store over a period of time and develop strategies to improve
the system
describe the functioning of a simple ecosystem.
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