CAREER DEV=
ELOPMENT
Standard A:
=
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bsp; =
; &n=
bsp; =
;
Students will=
acquire
the skills to investigate the world of work in relation to knowledge of self
and to make informed career decisions.
Students will:
|
K-3 |
4-6 |
7-8 |
9-12 |
|
Career Readiness Perform a variety o=
f assigned
classroom jobs and explain, orally or in writing, the connection to being=
a
responsible citizen. -Extended
response -Performa=
nce-based
(observation) Formative Display the skills =
needed
to interact and work cooperatively in teams with adult support. Explain the relatio=
nship
between school-related skills of problem-solving, cooperation and
communication to work readiness skills. -Performa=
nce-based
(observations, self and teacher assessments) Formative Career
Exploration Acquire knowledge of
personal abilities, skills and interests with adult support. Identify a variety =
of jobs
in the school community. -Construc=
ted
responses (webs) Performan=
ce-based
(checklists) Formative |
Career Readiness Perform a variety o=
f assigned
classroom jobs and explain, orally or in writing, the connection to being=
a
responsible citizen in and out of school. -Extended
response (DBQ with self reflection) -Performa=
nce-based
(observation) Formative Demonstrate the ski=
lls
needed to interact and work cooperatively in teams. Refine, apply and s=
elf
assess employability skills in and out of school. -Performa=
nce-based
(observations, self and teacher assessments, school-sponsored community
service) Formative Career Exploration Acquire knowledge of
personal abilities, skills and interests. Identify a variety =
of
careers in society. -Performa=
nce-based
(level of participation in extracurricular activities) Formative |
Career Readiness Participate in a va=
riety of
roles in the classroom, school and community in order to increase awarene=
ss
of the various skills needed in the workplace. Identify and employ
interpersonal skills in order to be a productive team member. Synthesize employab=
ility
and job readiness skills in and out of school. -<=
span
style=3D'font-size:9.0pt;color:red'>Constructed response(Bridges) -Performan=
ce-based
(observations, 4-year plan, Service Learning, unit tests, report cards and
attendance reports with student reflection, extracurricular participation=
) -Extended =
response-
(career projects/reports/ portfolio) Formative/Summative Identify the educat=
ion and
training necessary to achieve various career goals. -Construc=
ted
response(Bridges) -Performa=
nce- based(observations,
4-year plan, Service Learning opportunities, role-playing situations, unit
tests, report cards and attendance reports with student reflection, extra=
curricular
participation) -Extended
Response- (career projects/reports/ portfolio) Formative/Summative Career Exploration Identify personal i=
nterests
and abilities as they relate to possible career choices. Evaluate resources =
needed
to increase awareness of career opportunities. -Construc=
ted
response (Bridges inventories) -Extended=
response- (career p=
ortfolio) Formative |
Career Readiness Participate in a va=
riety of
roles in the classroom, school and community and transfer these skills to
current and future work experiences. -Construc=
ted response
(oral discussions) -Performa=
nce-based
(observation, simulation,
checklist (i.e. career connections with employer evaluation) -Extended=
response
(portfolio-Bridges software inventories) Formative/Summative Identify and employ
interpersonal skills to be a productive member of society. Synthesize employab=
ility
and job readiness skills in internship, mentoring, shadowing, and/or other
work experience. -Performa=
nce-based
(observations, checklist [ex. career connections with employer evaluation=
]) Summative Select and particip=
ate in
challenging coursework and activities that will maximize and expand post =
high
school opportunities, and enhance career decision-making. -Performa=
nce-based
graphic organizer (program
planning form) -Extended
Response – portfolio (Bridges) Formative/Summative Career Exploration Identify personal i= nterests and abilities and begin to formulate a plan for possible career choices.<= o:p> Research and select
specific career information from a variety of resources. -Performa=
nce-based
(self assessment (interest inventory) -Extended
response (career portfolio) Formative |
CAREER DEV=
ELOPMENT
Standard B: <= o:p>
Students will=
employ
strategies to achieve future career goals with success and satisfaction.
Students will:
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
|
K-3 |
4-6 |
7-8 |
9-12 |
|
Identify and de=
scribe
decision making and problem solving strategies. T=
BD (as
it relates to careers) <= o:p> Choose, with ad=
ult
intervention, opportunities=
for
learning about career skills and personal
strengths through age-appropriate extracurricular activities. -Perf=
ormance-based
(participation in extracurricular activities both in and out of
school, Reflections, Evening of Creative & Performing Arts) Formative |
Apply decision =
making
and problem solving skills to career exploration and academic planning. <= o:p> -Cons=
tructed
response (oral and written =
short
answers [interest and learning styles inventories]) Formative Choose opportun=
ities
for learning about career skills and personal strengths through
age-appropriate extracurricular activities. -Perf=
ormance-based
(participation in extracurricular activities both in and out of school,
Reflections, talent show, observation) Formative |
Apply decision =
making
and problem solving skills to career planning and course selection. Incorporating the understanding =
of how
individual strengths and weaknesses impact these choices. =
=
=
Choose opportun=
ities
for learning about career skills and personal strengths through
age-appropriate extracurricular activities and community based experience=
s. -Cons=
tructed
response (Bridges, written and oral short answers, interviews -Perf=
ormance-based
(4 year plan) -Exte=
nded response
(career portfolio) Formative/Summative |
Apply decision =
making
skills and problem solving skills to career planning, course selection, a=
nd
career transition. -Const=
ructed
response (journal, oral discussion) Perfor=
mance-based
(role play, simulations, rubric) Formative Maintain/modify
career plan based upon self reflection on experiences gained through acad=
emic
program, community experiences, and extracurricular activities. -Cons=
tructed
response oral discussion -Exte=
nded response
(portfolio, student writing=
) (TBD) Summative =
=
=
|
CAREER DEV=
ELOPMENT
Standard C:
Students will
understand the relationship between personal qualities, education, training=
and
the world of work.
Students will:
|
K-3 |
4-6 |
7-8 |
9-12 |
|
Motivation Describe the relati=
onship
between working hard and achieving success. -Construc=
ted
response (work behavior section of report card, think aloud) -Performa=
nce-based
(observation) Formative/Summative Self-awareness Identify academic s=
trengths
and needs along with personal preferences. -Construc=
ted
responses (webs) -Performa=
nce-based
(checklists) Formative |
Motivation Reflect and analyze=
their
level of effort and resulting achievement. -Performa=
nce-based
(rubric-self and teacher evaluation and observation) Formative Self-awareness Identify academic s=
trengths
and needs along with personal preferences and begin to relate them to car=
eer
choices. -Construc=
ted
response (oral and written =
short
answers [interest and learning styles inventories]) Formative
|
Motivation Analyze the connect=
ion
between work ethic and achieving success. Then begin to use this informati=
on to
modify behavior to improve achievement. -Construc=
ted response-verbal
reflections, Individua=
l Counseling,
Team meetings with student, parent(s) -Performa=
nce-based
(report card comments, self-assessment on improvement plan goals, attendance report) Formative Self-awareness Analyze strengths, =
personal
preferences and interests which influence career choice and success. -Construc=
ted response
(Bridges inventories) -Extended=
response-(career
portfolio) Formative Analyze the impact =
of job
performance/satisfaction on one’s lifestyle. -Construc=
ted response
(Bridges inventories) Formative Reflect on work bas=
ed
experiences to realign career goals when necessary. -Construc=
ted
response (transition planning through vocational assessment) -Performa=
nce-based
(Service Learning (=
assessment
TBD) Formative Research various ca=
reers in
the changing workplace in order to make informed career decisions. -Construc=
ted response
(Bridges inventories) Formative |
Motivation Demonstrate underst=
anding
of the connection between work ethic and achieving success. -Performa=
nce-based
(report c=
ards,
oral discussion re: attendance, 5 week reports, observation) Summative Self-awareness Synthesize knowledg=
e of
strengths, personal preferences and interests to make a career choice and
make academic decisions based upon career choice. Evaluate the impact of one's own decisions regarding sc=
hool
and work performance on future lifestyle. Reflect and adjust =
career
decisions based on school and work experience when necessary. Evaluate one’s
potential career decision in order to implement a post high school plan.<=
span
style=3D'mso-spacerun:yes'> -Construc=
ted
response (oral discussion, verbal reflection with counselor) -Performa=
nce-based
-Extended=
response portfolio (Bridges checklist) Summative |