CARLISLE AREA SCHOOL DISTRICT Carlisle, PA 17013 · Prepare a resume 9. Prepare a letter ofapplication 10. Complete employment applications 11. Demonstratejob interview techniques

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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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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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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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

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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

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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


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


Cenu.rfor Careers and Technology at Carlisle Hig.c-SchoolWorkforce Education Standards Grid


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


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


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


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


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


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


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


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


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


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


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


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.


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


AnnexA Page 8

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


AnnexA Page 9

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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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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