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Workplace Readiness Skills http://dave:8080/++skin++retail/verso/generic/workplace_readiness_skill...

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Cluster, pathway, and occupation information, as updated in the APG and CPG, will appearhere.

Template material omitted: A general description of the elements of a course framework and linksto generally applicable Web resources appear here.


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Suggested Grade Level: 6 or 7 or 8 or 9 or 10 or 11 or 12Prerequisites:

This framework for Workplace Readiness Skills for the Commonwealth will be infused with all existing CTEframeworks.


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No certifications have been identified.


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For the indicated course(s):

TaskNumber

WRS Tasks/Competencies

Demonstrating Personal Qualities and Abilities

001 Demonstrate creativity and innovation.

002 Demonstrate critical thinking and problem solving.

003 Demonstrate initiative and self-direction.

004 Demonstrate integrity.

005 Demonstrate work ethic.

Demonstrating Interpersonal Skills

006 Demonstrate conflict-resolution skills.

007 Demonstrate listening and speaking skills.

008 Demonstrate respect for diversity.

009 Demonstrate customer service skills.

010 Collaborate with team members.

Demonstrating Professional Competencies

011 Demonstrate big-picture thinking.

012 Demonstrate career- and life-management skills.

013 Demonstrate continuous learning and adaptability.

014 Manage time and resources.

015 Demonstrate information-literacy skills.

016 Demonstrate an understanding of information security.

017 Maintain working knowledge of current information-technology (IT) systems.

018Demonstrate proficiency with technologies, tools, and machines common to aspecific occupation.

019 Apply mathematical skills to job-specific tasks.

020 Demonstrate professionalism.

021 Demonstrate reading and writing skills.

022 Demonstrate workplace safety.

Template material omitted: General material used to introduce the task list has been omitted.

Tasks/competencies designated by plus icons ( ) in the left-hand column(s) are essential

Tasks/competencies designated by empty-circle icons ( ) are optional

Tasks/competencies designated by minus icons ( ) are omitted

Tasks marked with an asterisk (*) are sensitive.


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Legend: Essential Non-essential Omitted


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Definition

Demonstration includes

discussing the importance of creativity and innovation in the workplacebrainstorming and contributing ideas, strategies, and solutionsdeveloping and/or improving products, services, or processesidentifying and allocating available resources.

Process/Skill Questions

What are creativity and innovation? Why are they important in the workplace?Why is it important to brainstorm and contribute ideas within a team?How might one improve a product, service, or process in a career pathway?What resources are needed to solve a problem? How should these resources be allocated?

Related Standards of Learning

History and Social Science

CE.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decisionmaking, and responsible citizenship by

a. analyzing and interpreting evidence from primary and secondary sources, including charts,graphs, and political cartoons;

b. analyzing how political and economic trends influence public policy, using demographicinformation and other data sources;

c. analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;d. determining the accuracy and validity of information by separating fact and opinion and

recognizing bias;e. constructing informed, evidence-based arguments from multiple sources;f. determining multiple cause-and-effect relationships that impact political and economic

events;g. taking informed action to address school, community, local, state, national, and global issues;h. using a decision-making model to analyze and explain the costs and benefits of a specific

choice;i. applying civic virtue and democratic principles to make collaborative decisions; andj. defending conclusions orally and in writing to a wide range of audiences, using evidence

from sources.


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CE.4

The student will demonstrate personal character traits that facilitate thoughtful and effectiveparticipation in civic life by

a. practicing trustworthiness and honesty;b. practicing courtesy and respect for the rights of others;c. practicing responsibility, accountability, and self-reliance;d. practicing respect for the law;e. practicing patriotism;f. practicing thoughtful decision making; andg. practicing service to the school and/or local community.

GOVT.1


a. planning inquiries by synthesizing information from diverse primary and secondary sources;b. analyzing how political and economic trends influence public policy, using demographic

information and other data sources;c. comparing and contrasting historical, cultural, economic, and political perspectives;d. evaluating critically the quality, accuracy, and validity of information to determine

misconceptions, fact and opinion, and bias;e. constructing informed, analytic arguments using evidence from multiple sources to introduce

and support substantive and significant claims;f. explaining how cause-and-effect relationships impact political and economic events;g. taking knowledgeable, constructive action, individually and collaboratively, to address

school, community, local, state, national, and global issues;h. using a decision-making model to analyze the costs and benefits of a specific choice,

considering incentives and possible consequences;i. applying civic virtues and democratic principles to make collaborative decisions; andj. communicating conclusions orally and in writing to a wide range of audiences, using

evidence from multiple sources and citing specific sources.

USI.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decisionmaking, and responsible citizenship, by

a. analyzing and interpreting artifacts and primary and secondary sources to understand eventsin United States history;

b. analyzing and interpreting geographic information to determine patterns and trends in UnitedStates history;

c. interpreting charts, graphs, and pictures to determine characteristics of people, places, orevents in United States history;

d. using evidence to draw conclusions and make generalizations;e. comparing and contrasting historical, cultural, and political perspectives in United States

history;f. determining relationships with multiple causes or effects in United States history;g. explaining connections across time and place;h. using a decision-making model to identify the costs and benefits of a specific choice made;


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i. identifying the rights and responsibilities of citizenship and the ethical use of material orintellectual property; and

j. investigating and researching to develop products orally and in writing.

USII.1






history;f. determining relationships with multiple causes or effects in United States history;g. explaining connections across time and place;h. using a decision-making model to identify costs and benefits of a specific choice made;i. identifying the rights and responsibilities of citizenship and the ethical use of material or

intellectual property; andj. investigating and researching to develop products orally and in writing.

VUS.1


a. synthesizing evidence from artifacts and primary and secondary sources to obtain informationabout events in Virginia and United States history;

b. using geographic information to determine patterns and trends in Virginia and United Stateshistory;

c. interpreting charts, graphs, and pictures to determine characteristics of people, places, orevents in Virginia and United States history;

d. constructing arguments, using evidence from multiple sources;e. comparing and contrasting historical, cultural, economic, and political perspectives in

Virginia and United States history;f. explaining how indirect cause-and-effect relationships impact people, places, and events in

Virginia and United States history;g. analyzing multiple connections across time and place;h. using a decision-making model to analyze and explain the incentives for and consequences of

a specific choice made;i. identifying the rights and responsibilities of citizenship and ethical use of material and


WG.1



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a. synthesizing evidence from artifacts and primary and secondary sources to obtain informationabout the world’s countries, cities, and environments;

b. using geographic information to determine patterns and trends to understand world regions;c. creating, comparing, and interpreting maps, charts, graphs, and pictures to determine

characteristics of world regions;d. evaluating sources for accuracy, credibility, bias, and propaganda;e. using maps and other visual images to compare and contrast historical, cultural, economic,

and political perspectives;f. explaining indirect cause-and-effect relationships to understand geospatial connections;g. analyzing multiple connections across time and place;h. using a decision-making model to analyze and explain the incentives for and consequences of

a specific choice made;i. identifying the rights and responsibilities of citizenship and the ethical use of material or


WG.4

The student will apply social science skills to evaluate the significance of natural, human, andcapital resources by

a. comparing the distribution of major natural resources throughout world regions;b. showing the influence of resources on patterns of economic activity and land use; andc. evaluating perspectives regarding the use of resources.

WHI.1


a. synthesizing evidence from artifacts and primary and secondary sources to obtain informationabout events in world history;

b. using geographic information to determine patterns and trends to understand world history;c. interpreting charts, graphs, and pictures to determine characteristics of people, places, or

events in world history;d. evaluating sources for accuracy, credibility, bias, and propaganda;e. comparing and contrasting historical, cultural, economic, and political perspectives in world

history;f. explaining how indirect cause-and-effect relationships impacted people, places, and events in

world history;g. analyzing multiple connections across time and place;h. using a decision-making model to analyze and explain the incentives for and consequences of

a specific choice made;i. identifying the rights and responsibilities of citizens and ethical use of materials and


WHII.1



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a. synthesizing evidence from artifacts and primary and secondary sources to obtain informationabout events and life in world history;

b. using geographic information to determine patterns and trends in world history;c. interpreting charts, graphs, and pictures to determine characteristics of people, places, or






English

6.1The student will use effective oral communication skills in a variety of settings.

a. Listen actively and speak using appropriate discussion rules with awareness of verbal andnonverbal cues.

b. Participate as a facilitator and a contributor in a group.c. Participate in collaborative discussions with partners building on others’ ideas.d. Ask questions to clarify the speaker’s purpose and perspective.e. Summarize the main points a speaker makes.f. Summarize and evaluate group activities.g. Analyze the effectiveness of participant interactions.h. Evaluate own contributions to discussions.i. Demonstrate the ability to collaborate with diverse teams.j. Work respectfully with others and show value for individual contributions.

6.3The student will determine the purpose of media messages and examine how they are constructed.

a. Compare and contrast techniques used in a variety of media messages.b. Identify the characteristics and effectiveness of a variety of media messages.c. Interpret information presented in diverse media formats and explain how it contributes to the

topic.d. Craft and publish audience-specific media messages.

6.4The student will read and determine the meanings of unfamiliar words and phrases within authentictexts.

a. Identify word origins and derivations.b. Use roots, affixes, synonyms, and antonyms to expand vocabulary.c. Use context and sentence structure to determine meanings and differentiate among multiple

meanings of words.d. Identify and analyze the construction and impact of figurative language.


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e. Use word-reference materials.f. Extend general and cross-curricular vocabulary through speaking, listening, reading, and

writing.

6.6The student will read and demonstrate comprehension of a variety of nonfiction texts.

a. Skim materials using text features such as type, headings, and graphics to predict andcategorize information.

b. Identify main idea.c. Summarize supporting details.d. Create an objective summary including main idea and supporting details.e. Draw conclusions and make inferences based on explicit and implied information.f. Identify the author’s organizational pattern(s).g. Identify transitional words and phrases that signal an author’s organizational pattern.h. Differentiate between fact and opinion.i. Identify cause and effect relationships.j. Analyze ideas within and between selections providing textual evidence.k. Use reading strategies to monitor comprehension throughout the reading process.

6.7The student will write in a variety of forms to include narrative, expository, persuasive, andreflective with an emphasis on narrative and reflective writing.

a. Engage in writing as a recursive process.b. Choose audience and purpose.c. Use a variety of prewriting strategies to generate and organize ideas.d. Organize writing to fit mode or topic.e. Write narratives to include characters, plot, setting, and point of view.f. Establish a central idea incorporating evidence and maintaining an organized structure.g. Compose a thesis statement for expository and persuasive writing.h. Write multiparagraph compositions with elaboration and unity.i. Use transition words and phrases.j. Select vocabulary and information to enhance the central idea, tone, and voice.k. Expand and embed ideas by using modifiers, standard coordination, and subordination in

complete sentences.l. Revise writing for clarity of content including specific vocabulary and information.

6.9The student will find, evaluate, and select appropriate resources to create a research product.

a. Formulate and revise questions about a research topic.b. Collect and organize information from multiple sources.c. Evaluate and analyze the validity and credibility of sources.d. Cite primary and secondary sources.e. Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering

and using information.f. Demonstrate ethical use of the Internet.

7.1The student will participate in and contribute to conversations, group discussions, and oralpresentations.


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a. Use a variety of strategies to listen actively and speak using agreed upon discussion rules withawareness of verbal and nonverbal cues.

b. Clearly communicate ideas and information orally in an organized and succinct manner.c. Ask probing questions to seek elaboration and clarification of ideas.d. Participate in collaborative discussions with partners building on others’ ideas.e. Make statements to communicate agreement or tactful disagreement with others’ ideas.f. Use language and style appropriate to audience, topic, and purpose.g. Give formal and informal presentations in a group or individually, providing evidence to

support a main idea.h. Work effectively and respectfully within diverse groups.i. Exhibit willingness to make necessary compromises to accomplish a goal.j. Share responsibility for collaborative work.

7.3The student will examine the elements of media literacy.

a. Identify persuasive/informative techniques used in media.b. Distinguish between fact and opinion, and between evidence and inference.c. Describe how word choice, visual images, and sound convey a viewpoint.d. Compare and contrast the effectiveness of techniques in auditory, visual, and written media

messages.e. Craft and publish audience-specific media messages.


a. Identify word origins and derivations.b. Use roots, affixes, synonyms, and antonyms to expand vocabulary.c. Identify and analyze the construction and impact of figurative language.d. Identify connotations.e. Use context and sentence structure to determine meanings and differentiate among multiple

meanings of words.f. Use word-reference materials to determine meanings and etymology.g. Extend general and cross-curricular vocabulary through speaking, listening, reading, and

writing.


a. Skim materials using text features including type, headings, and graphics to predict andcategorize information.

b. Identify an author’s organizational pattern using textual clues, such as transitional words andphrases.

c. Make inferences and draw logical conclusions using explicit and implied textual evidence.d. Differentiate between fact and opinion.e. Identify the source, viewpoint, and purpose of texts.f. Describe how word choice and language structure convey an author’s viewpoint.g. Identify the main idea.h. Summarize text identifying supporting details.i. Create an objective summary including main idea and supporting details.j. Identify cause and effect relationships.


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k. Organize and synthesize information for use in written and other formats.l. Analyze ideas within and between selections providing textual evidence.

m. Use reading strategies to monitor comprehension throughout the reading process.

7.7The student will write in a variety of forms to include narrative, expository, persuasive, andreflective with an emphasis on expository and persuasive writing.

1. Engage in writing as a recursive process.2. Choose intended audience and purpose.3. Use a variety of prewriting strategies to generate and organize ideas.4. Organize writing structure to fit form or topic.5. Establish a central idea incorporating evidence, while maintaining an organized structure and

a formal style.6. Compose a thesis statement for persuasive writing that includes a position.7. Clearly state a position and organize reasons and evidence, using credible sources.8. Distinguish between fact and opinion to support a position.9. Write multiparagraph compositions with elaboration and unity.

10. Use transition words and phrases within and between paragraphs.11. Develop and modify the central idea, tone, and voice to fit the audience and purpose.12. Expand and embed ideas by using modifiers, standard coordination, and subordination in

complete sentences.13. Use clauses and phrases for sentence variety.14. Revise writing for clarity of content including specific vocabulary and information.


a. Formulate and revise questions about a research topic.b. Collect, organize, and synthesize information from multiple sources.c. Analyze and evaluate the validity and credibility of resources.d. Quote, summarize, and paraphrase information from primary and secondary sources using

proper citations.e. Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering


8.1The student will participate in, collaborate in, and report on small-group learning activities.

a. Assume responsibility for specific group tasks and share responsibility for collaborative workwithin diverse teams.

b. Exhibit willingness to make necessary compromises to accomplish a goal.c. Collaborate with others to exchange ideas, develop new understandings, make decisions, and

solve problems.d. Include all group members, and value individual contributions made by each group member.e. Make statements to communicate agreement or tactful disagreement with others’ ideas.f. Use a variety of strategies to listen actively and speak using appropriate discussion rules with

awareness of verbal and nonverbal cues.g. Use self-reflection to evaluate one’s own role in preparation and participation in small-group

activities.


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8.3The student will analyze, develop, and produce creative or informational media messages.

a. Analyze the purpose of information and persuasive techniques used in diverse media formats.b. Examine how values and viewpoints are included or excluded and how the media can

influence beliefs, behaviors, and interpretations.c. Use media and visual literacy skills to create products to express new understandings.d. Evaluate sources for relationships between intent and factual content.e. Utilize multimedia to clarify information and emphasize differing points of view.f. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).g. Demonstrate the ethical use of the Internet when evaluating or producing creative or

informational media messages.

8.4The student will apply knowledge of word origins, and figurative language to extend vocabularydevelopment within authentic texts.

a. Identify and analyze the construction and impact of an author’s use of figurative language.b. Use context, structure, and connotations to determine meaning and differentiate among

multiple meanings of words and phrases.c. Use roots, affixes, synonyms, and antonyms to determine the meaning(s) of unfamiliar words

and technical vocabulary.d. Identify the meaning of common idioms.e. Use word-reference materials to determine meanings and etymology.f. Discriminate between connotative and denotative meanings and interpret the connotation.g. Extend general and cross-curricular vocabulary through speaking, listening, reading, and

writing.

8.6The student will read, comprehend, and analyze a variety of nonfiction texts.

a. Identify an author’s organizational pattern using textual clues, such as transitional words andphrases.

b. Apply knowledge of text features and organizational patterns to analyze selections.c. Skim materials to develop an overview or locate information.d. Make inferences and draw conclusions based on explicit and implied information using

evidence from text as support.e. Analyze the author’s qualifications, viewpoint, word choice, and impact.f. Analyze details for relevance and accuracy.g. Differentiate between fact and opinion.h. Identify the main idea.i. Summarize the text identifying supporting details.j. Identify cause and effect relationships.k. Evaluate, organize, and synthesize information for use in written and other formats.l. Analyze ideas within and between selections providing textual evidence.



a. Engage in writing as a recursive process.


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b. Choose intended audience and purpose.c. Use prewriting strategies to generate and organize ideas.d. Organize writing structure to fit form or topic.e. Establish a central idea incorporating evidence, maintaining an organized structure and formal

style.f. Compose a thesis statement for persuasive writing that advocates a position.g. Clearly state and defend a position with reasons and evidence, from credible sources.h. Identify a counterclaim and provide a counter - argument.i. Distinguish between fact and opinion to support a position.j. Organize information to provide elaboration and unity.k. Develop and modify the central idea, tone, and voice to fit the audience and purpose.l. Revise writing for clarity of content, word choice, sentence variety, and transitions among

paragraphs.

8.9The student will find, evaluate, select, and synthesize appropriate resources to produce a researchproduct.

a. Formulate and revise questions about a research topic.b. Collect and synthesize information from multiple sources.c. Evaluate and analyze the validity and credibility of resources.d. Analyze information gathered from diverse sources by identifying misconceptions, main and

supporting ideas, conflicting information, point of view, or bias.e. Cite primary and secondary sources using Modern Language Association (MLA) or

American Psychological Association (APA) style.f. Quote, summarize and paraphrase research findings.g. Publish findings and respond to feedback.h. Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering

and using information.i. Demonstrate ethical use of the Internet.

9.1The student will participate in, collaborate in, and make multimodal presentations bothindependently and in small groups.

a. Make strategic use of multimodal tools.b. Credit information sources.c. Use vocabulary appropriate to the topic, audience, and purpose.d. Assist with setting rules for group work including informal consensus, taking votes on key

issues, presentation of alternate views and goal setting.e. Assume responsibility for specific group tasks.f. Share responsibility for collaborative work.g. Use a variety of strategies to listen actively and speak using appropriate discussion rules with

awareness of verbal and nonverbal cues.h. Include all group members, acknowledge new information expressed by others, and value

individual contributions made by each group member.i. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement

and disagreement.j. Evaluate impact, purpose, point of view, reasoning, and use of evidence and rhetoric of

presentation(s).k. Use self-reflection to evaluate one’s own role in preparation and participation in small-group

activities.


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9.5The student will read and analyze a variety of nonfiction texts.

a. Apply knowledge of text features and organizational patterns to understand, analyze, and gainmeaning from texts.

b. Make inferences and draw conclusions based on explicit and implied information usingevidence from text as support.

c. Analyze the author’s qualifications, viewpoint, and impact.d. Recognize an author’s intended purpose for writing and identify the main idea.e. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical

sequence of events, within and between texts.f. Identify characteristics of expository, technical, and persuasive texts.g. Identify a position/argument to be confirmed, disproved, or modified.h. Evaluate clarity and accuracy of information.i. Analyze, organize, and synthesize information in order to solve problems, answer questions,

complete a task, or create a product.j. Differentiate between fact and opinion and evaluate their impact.k. Analyze ideas within and between selections providing textual evidence.l. Use the reading strategies to monitor comprehension throughout the reading process.

9.6The student will write in a variety of forms to include expository, persuasive, reflective, and analyticwith an emphasis on persuasion and analysis.

a. Engage in writing as a recursive process.b. Plan, organize, and write for a variety of audiences and purposes.c. Objectively introduce and develop topics, incorporating evidence and maintaining an

organized structure and a formal style.d. Blend multiple forms of writing including embedding a narrative to produce effective essays.e. Communicate clearly the purpose of the writing using a thesis statement.f. Compose a thesis for persuasive writing that advocates a position.g. Clearly state and defend a position using reasons and evidence from credible sources as

support.h. Identify counterclaims and provide counter - arguments.i. Determine the best kind of evidence to use for a claim, and effectively use fact and opinion to

support a position.j. Use textual evidence to compare and contrast multiple texts.k. Arrange paragraphs in a logical progression, using transitions between paragraphs and ideas.l. Revise writing for clarity of content, accuracy, and depth of information.

9.8The student will find, evaluate, and select credible resources to create a research product.

a. Verify the validity and accuracy of all information.b. Analyze information gathered from diverse sources by identifying misconceptions, main and

supporting ideas, conflicting information, point of view, or bias.c. Evaluate and select evidence from a variety of sources to support claims and introduce

counterclaims.d. Cite sources for both quoted and paraphrased information using a standard method of

documentation such as that of the Modern Language Association (MLA) or the AmericanPsychological Association (APA).

e. Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering


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10.1The student will make planned multimodal, interactive presentations collaboratively andindividually.

a. Make strategic use of multimodal tools.b. Credit information sources.c. Demonstrate the ability to work effectively with diverse teams including setting rules and

goals for group work such as coming to informal consensus, taking votes on key issues, andpresenting alternate views.

d. Assume responsibility for specific group tasks.e. Include all group members and value individual contributions made by each group member.f. Use a variety of strategies to listen actively and speak using appropriate discussion rules with

awareness of verbal and nonverbal cues.g. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement

and disagreement.h. Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.i. Access, critically evaluate, and use information accurately to solve problems.j. Use reflection to evaluate one’s own role and the group process in small-group activities.k. Evaluate a speaker’s point of view, reasoning, use of evidence, rhetoric, and identify any

faulty reasoning.

10.5The student will read, interpret, analyze, and evaluate nonfiction texts.

a. Analyze text features and organizational patterns to evaluate the meaning of texts.b. Recognize an author’s intended audience and purpose for writing.c. Skim materials to develop an overview and locate information.d. Compare and contrast informational texts for intent and content.e. Interpret and use data and information in maps, charts, graphs, timelines, tables, and

diagrams.f. Draw conclusions and make inferences on explicit and implied information using textual

support as evidence.g. Analyze and synthesize information in order to solve problems, answer questions, and

generate new knowledge.h. Analyze ideas within and between selections providing textual evidence.i. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical

sequence of events, within and between texts.j. Use reading strategies throughout the reading process to monitor comprehension.

10.6The student will write in a variety of forms to include persuasive, reflective, interpretive, andanalytic with an emphasis on persuasion and analysis.

a. Engage in writing as a recursive process.b. Plan and organize writing to address a specific audience and purpose.c. Adjust writing content, technique, and voice for a variety of audiences and purposes.d. Communicate clearly the purpose of the writing using a thesis statement.e. Objectively introduce and develop topics, incorporating evidence and maintaining an

organized structure and a formal style.


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f. Compose a thesis statement for persuasive writing that advocates a position.g. Clearly state and defend a position using reasons and sufficient evidence from credible

sources as support.h. Identify counterclaims and provide counter - arguments.i. Show relationships among claims, reasons, and evidence and include a conclusion that

follows logically from the information presented.j. Blend multiple forms of writing including embedding a narrative to produce effective essays.k. Elaborate ideas clearly through word choice.l. Use textual evidence to compare and contrast multiple texts.

m. Revise writing for clarity of content, accuracy, and depth of information.n. Write and revise to a standard acceptable both in the workplace and in postsecondary

education.


a. Verify the accuracy, validity, and usefulness of information.b. Analyze information gathered from diverse sources by identifying misconceptions, main and

supporting ideas, conflicting information, and point of view or bias.c. Evaluate and select evidence from a variety of sources to introduce counter claims and to

support claims.d. Cite sources for both quoted and paraphrased ideas using a standard method of

documentation, such as that of the Modern Language Association (MLA) or the AmericanPsychological Association (APA).

e. Define the meaning and consequences of plagiarism and follow ethical and legal guidelinesfor gathering and using information.

f. Demonstrate ethical use of the Internet.

11.1The student will make planned informative and persuasive multimodal, interactive presentationscollaboratively and individually.

a. Select and effectively use multimodal tools to design and develop presentation content.b. Credit information sources.c. Demonstrate the ability to work collaboratively with diverse teams.d. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement

and disagreement.e. Use a variety of strategies to listen actively and speak using appropriate discussion rules with

awareness of verbal and nonverbal cues.f. Anticipate and address alternative or opposing perspectives and counterclaims.g. Evaluate the various techniques used to construct arguments in multimodal presentations.h. Use vocabulary appropriate to the topic, audience, and purpose.i. Evaluate effectiveness of multimodal presentations.

11.5The student will read, interpret, analyze, and evaluate a variety of nonfiction texts includingemployment documents and technical writing.

a. Apply information from texts to clarify understanding of concepts.b. Read and correctly interpret an application for employment, workplace documents, or an

application for college admission.c. Analyze technical writing for clarity.


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d. Paraphrase and synthesize ideas within and between texts.e. Draw conclusions and make inferences on explicit and implied information using textual

support.f. Analyze multiple texts addressing the same topic to determine how authors reach similar or

different conclusions.g. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.h. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm,

overstatement, and understatement in text.i. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical

thinking questions about the text(s).

11.6The student will write in a variety of forms, to include persuasive/argumentative, reflective,interpretive, and analytic with an emphasis on persuasion/argumentation.

a. Apply components of a recursive writing process for multiple purposes to create a focused,organized, and coherent piece of writing to address a specific audience and purpose.

b. Produce arguments in writing developing a thesis that demonstrates knowledgeablejudgments, addresses counterclaims, and provides effective conclusions.

c. Organize claims, counterclaims, and evidence in a sustained and logical sequence.d. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.e. Use words, phrases, clauses, and varied syntax to create a cohesive argument.f. Blend multiple forms of writing including embedding narratives to produce effective essays.g. Revise writing for clarity of content, accuracy and depth of information.h. Write and revise to a standard acceptable both in the workplace and in postsecondary

education.

11.8The student will analyze, evaluate, synthesize, and organize information from a variety of credibleresources to produce a research product.

a. Critically evaluate quality, accuracy, and validity of information.b. Make sense of information gathered from diverse sources by identifying misconceptions,

main and supporting ideas, conflicting information, point of view or bias.c. Synthesize relevant information from primary and secondary sources and present it in a

logical sequence.d. Cite sources for both quoted and paraphrased ideas using a standard method of




12.1The student will make planned persuasive/argumentative, multimodal, interactive presentationscollaboratively and individually.

a. Select and effectively use multimodal tools to design and develop presentation content.b. Credit information sources.c. Demonstrate the ability to work collaboratively with diverse teams.d. Anticipate and address alternative or opposing perspectives and counterclaims.e. Evaluate the various techniques used to construct arguments in multimodal presentations.


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f. Use a variety of strategies to listen actively and speak using appropriate discussion rules withawareness of verbal and nonverbal cues.

g. Critique effectiveness of multimodal presentations.

12.5The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.

a. Use critical thinking to generate and respond logically to literal, inferential, and evaluativequestions about the text(s).

b. Identify and synthesize resources to make decisions, complete tasks, and solve specificproblems.

c. Analyze multiple texts addressing the same topic to determine how authors reach similar ordifferent conclusions.

d. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, andunderstatement in text.

e. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

12.6The student will write in a variety of forms to include persuasive/argumentative reflective,interpretive, and analytic with an emphasis on persuasion/argumentation.


b. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments,address counterclaims, and provide effective conclusions.

c. Use a variety of rhetorical strategies to clarify and defend a position organizing claims,counterclaims, and evidence in a sustained and logical sequence.

d. Blend multiple forms of writing including embedding a narrative to produce effective essays.e. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.f. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating

cohesion from the information presented.g. Revise writing for clarity of content, depth of information, and technique of presentation.h. Write and revise to a standard acceptable both in the workplace and in postsecondary

education.i. Write to clearly describe personal qualifications for potential occupational or educational

opportunities.


a. Frame, analyze, and synthesize information to solve problems, answer questions, andgenerate new knowledge.

b. Analyze information gathered from diverse sources by identifying misconceptions, main andsupporting ideas, conflicting information, point of view, or bias.

c. Critically evaluate the accuracy, quality, and validity of the information.d. Cite sources for both quoted and paraphrased ideas using a standard method of





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Mathematics

6.1The student will represent relationships between quantities using ratios, and will use appropriatenotations, such as a/b, a to b, and a:b.

6.2The student will

a. represent and determine equivalencies among fractions, mixed numbers, decimals, andpercents; and

b. compare and order positive rational numbers.

6.3The student will

a. identify and represent integers;b. compare and order integers; andc. identify and describe absolute value of integers.

6.4The student will recognize and represent patterns with whole number exponents and perfect squares.

6.5The student will

a. multiply and divide fractions and mixed numbers;b. solve single-step and multistep practical problems involving addition, subtraction,

multiplication, and division of fractions and mixed numbers; andc. solve multistep practical problems involving addition, subtraction, multiplication, and

division of decimals.

6.6

a. add, subtract, multiply, and divide integers;b. solve practical problems involving operations with integers; andc. simplify numerical expressions involving integers.

6.7The student will

a. derive π (pi);b. solve problems, including practical problems, involving circumference and area of a circle;

andc. solve problems, including practical problems, involving area and perimeter of triangles and

rectangles.

6.10The student, given a practical situation, will

a. represent data in a circle graph;b. make observations and inferences about data represented in a circle graph; andc. compare circle graphs with the same data represented in bar graphs, pictographs, and line

plots.


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6.11The student will

a. represent the mean of a data set graphically as the balance point; andb. determine the impact on measures of center when a single value of a data set is added,

removed, or changed.


a. represent a proportional relationship between two quantities, including those arising frompractical situations;

b. determine the unit rate of a proportional relationship and use it to find a missing value in aratio table;

c. determine if a proportional relationship exists between two quantities; andd. make connections between and among representations of a proportional relationship between

two quantities using verbal descriptions, ratio tables, and graphs.

7.2The student will solve practical problems involving operations with rational numbers.

7.3The student will solve single-step and multistep practical problems, using proportional reasoning.

7.8The student will

a. determine the theoretical and experimental probabilities of an event; andb. investigate and describe the difference between the experimental probability and theoretical

probability of an event.

7.9The student, given data in a practical situation, will

a. represent data in a histogram;b. make observations and inferences about data represented in a histogram; andc. compare histograms with the same data represented in stem-and-leaf plots, line plots, and

circle graphs.

8.2The student will describe the relationships between the subsets of the real number system.

8.4The student will solve practical problems involving consumer applications.

8.6The student will

a. solve problems, including practical problems, involving volume and surface area of cones andsquare-based pyramids; and

b. describe how changing one measured attribute of a rectangular prism affects the volume andsurface area.

8.7The student will

a. given a polygon, apply transformations, to include translations, reflections, and dilations, in


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the coordinate plane; andb. identify practical applications of transformations.


a. compare and contrast the probability of independent and dependent events; andb. determine probabilities for independent and dependent events.


a. represent numerical data in boxplots;b. make observations and inferences about data represented in boxplots; andc. compare and analyze two data sets using boxplots.

8.17The student will solve multistep linear equations in one variable with the variable on one or bothsides of the equation, including practical problems that require the solution of a multistep linearequation in one variable.

8.18The student will solve multistep linear inequalities in one variable with the variable on one or bothsides of the inequality symbol, including practical problems, and graph the solution on a numberline.

A.9The student will collect and analyze data, determine the equation of the curve of best fit in order tomake predictions, and solve practical problems, using mathematical models of linear and quadraticfunctions.

AFDA.3The student will collect and analyze data, determine the equation of the curve of best fit in order tomake predictions, and solve practical problems using models of linear, quadratic, and exponentialfunctions.

AFDA.4The student will use multiple representations of functions for analysis, interpretation, andprediction.

AFDA.5The student will determine optimal values in problem situations by identifying constraints and usinglinear programming techniques.

AFDA.6The student will calculate probabilities. Key concepts include

a. conditional probability;b. dependent and independent events;c. mutually exclusive events;d. counting techniques (permutations and combinations); ande. Law of Large Numbers.

AFDA.7The student will

a. identify and describe properties of a normal distribution;b. interpret and compare z-scores for normally distributed data; and


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c. apply properties of normal distributions to determine probabilities associated with areas underthe standard normal curve.

AFDA.8The student will design and conduct an experiment/survey. Key concepts include

a. sample size;b. sampling technique;c. controlling sources of bias and experimental error;d. data collection; ande. data analysis and reporting.

AII.9The student will collect and analyze data, determine the equation of the curve of best fit in order tomake predictions, and solve practical problems, using mathematical models of linear, quadratic, andexponential functions.

COM.1The student will design and apply computer programs to solve practical problems in mathematicsarising from business and applications in mathematics.

COM.3The student will write program specifications that define the constraints of a given problem.

COM.4The student will design an algorithm to solve a given problem.

COM.5The student will divide a given problem into modules by task and implement the solution.

COM.8The student will implement conditional statements that include “if/then” statements, “if/then/else”statements, case statements, and Boolean logic.

DM.7The student will identify apportionment inconsistencies that apply to issues such as salary caps insports and allocation of representatives to Congress. Historical and current methods will becompared.

DM.1*The student will model problems, using vertex-edge graphs. The concepts of valence,connectedness, paths, planarity, and directed graphs will be investigated.

DM.10The student will use algorithms to schedule tasks in order to determine a minimum project time.The algorithms will include critical path analysis, the list-processing algorithm, and student-createdalgorithms.

DM.2*The student will solve problems through investigation and application of circuits, cycles, Eulerpaths, Euler circuits, Hamilton paths, and Hamilton circuits. Optimal solutions will be sought usingexisting algorithms and student-created algorithms.

DM.3*The student will apply graphs to conflict-resolution problems, such as map coloring, scheduling,matching, and optimization.

PS.3*The student will compare distributions of two or more univariate data sets, numerically andgraphically, analyzing center and spread (within group and between group variations), clusters andgaps, shapes, outliers, or other unusual features.

PS.4*The student will analyze scatterplots to identify and describe the relationship between two variables,


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using shape; strength of relationship; clusters; positive, negative, or no association; outliers; andinfluential points.

PS.7*The student, using two-way tables and other graphical displays, will analyze categorical data todescribe patterns and departures from patterns and to determine marginal frequency and relativefrequencies, including conditional frequencies.

PS.9*The student will plan and conduct a survey. The plan will address sampling techniques and methodsto reduce bias.

PS.10*The student will plan and conduct a well-designed experiment. The plan will address control,randomization, replication, blinding, and measurement of experimental error.

Science

6.1The student will demonstrate an understanding of scientific reasoning, logic, and the nature ofscience by planning and conducting investigations in which

a. observations are made involving fine discrimination between similar objects and organisms;b. precise and approximate measurements are recorded;c. scale models are used to estimate distance, volume, and quantity;d. hypotheses are stated in ways that identify the independent and dependent variables;e. a method is devised to test the validity of predictions and inferences;f. one variable is manipulated over time, using many repeated trials;g. data are collected, recorded, analyzed, and reported using metric measurements and tools;h. data are analyzed and communicated through graphical representation;i. models and simulations are designed and used to illustrate and explain phenomena and

systems; andj. current applications are used to reinforce science concepts.

BIO.1The student will demonstrate an understanding of scientific reasoning, logic, and the nature ofscience by planning and conducting investigations in which

a. observations of living organisms are recorded in the lab and in the field;b. hypotheses are formulated based on direct observations and information from scientific

literature;c. variables are defined and investigations are designed to test hypotheses;d. graphing and arithmetic calculations are used as tools in data analysis;e. conclusions are formed based on recorded quantitative and qualitative data;f. sources of error inherent in experimental design are identified and discussed;g. validity of data is determined;h. chemicals and equipment are used in a safe manner;i. appropriate technology including computers, graphing calculators, and probeware is used for

gathering and analyzing data, communicating results, modeling concepts, and simulatingexperimental conditions;

j. research utilizes scientific literature;k. differentiation is made among a scientific hypothesis, theory, and law;l. alternative scientific explanations and models are recognized and analyzed; and

m. current applications of biological concepts are used.

CH.1


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The student will investigate and understand that experiments in which variables are measured,analyzed, and evaluated produce observations and verifiable data. Key concepts include

a. designated laboratory techniques;b. safe use of chemicals and equipment;c. proper response to emergency situations;d. manipulation of multiple variables, using repeated trials;e. accurate recording, organization, and analysis of data through repeated trials;f. mathematical and procedural error analysis;g. mathematical manipulations including SI units, scientific notation, linear equations, graphing,

ratio and proportion, significant digits, and dimensional analysis;h. use of appropriate technology including computers, graphing calculators, and probeware for

gathering data, communicating results, and using simulations to model concepts;i. construction and defense of a scientific viewpoint; andj. the use of current applications to reinforce chemistry concepts.

ES.1The student will plan and conduct investigations in which

a. volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, andchanges in elevation/depth are calculated utilizing the most appropriate tools;

b. technologies including computers, probeware, and geospatial technologies are used to collect,analyze, and report data and to demonstrate concepts and simulate experimental conditions;

c. scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed andinterpreted;

d. maps and globes are read and interpreted, including location by latitude and longitude;e. variables are manipulated with repeated trials; andf. current applications are used to reinforce Earth science concepts.

LS.1The student will demonstrate an understanding of scientific reasoning, logic, and the nature ofscience by planning and conducting investigations in which

a. data are organized into tables showing repeated trials and means;b. a classification system is developed based on multiple attributes;c. triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, and

probeware are used to gather data;d. models and simulations are constructed and used to illustrate and explain phenomena;e. sources of experimental error are identified;f. dependent variables, independent variables, and constants are identified;g. variables are controlled to test hypotheses, and trials are repeated;h. data are organized, communicated through graphical representation, interpreted, and used to

make predictions;i. patterns are identified in data and are interpreted and evaluated; andj. current applications are used to reinforce life science concepts.

PS.1The student will demonstrate an understanding of scientific reasoning, logic, and the nature ofscience by planning and conducting investigations in which

a. chemicals and equipment are used safely;b. length, mass, volume, density, temperature, weight, and force are accurately measured;


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c. conversions are made among metric units, applying appropriate prefixes;d. triple beam and electronic balances, thermometers, metric rulers, graduated cylinders,

probeware, and spring scales are used to gather data;e. numbers are expressed in scientific notation where appropriate;f. independent and dependent variables, constants, controls, and repeated trials are identified;g. data tables showing the independent and dependent variables, derived quantities, and the

number of trials are constructed and interpreted;h. data tables for descriptive statistics showing specific measures of central tendency, the range

of the data set, and the number of repeated trials are constructed and interpreted;i. frequency distributions, scatterplots, line plots, and histograms are constructed and

interpreted;j. valid conclusions are made after analyzing data;k. research methods are used to investigate practical problems and questions;l. experimental results are presented in appropriate written form; and

m. models and simulations are constructed and used to illustrate and explain phenomena;n. current applications of physical science concepts are used.

Instructional Resources for Workplace Readiness Skills

Definition


recognizing and analyzing problemsevaluating potential solutions and resourcesusing a logical approach to make decisions and solve problemsimplementing effective courses of action.


What is an example of a situation where one could use a reasoning model to make a decision?What steps might one take to make a decision or solve a problem?What are examples of questions one might ask when analyzing problems?How can potential solutions be evaluated?What are the advantages and disadvantages of using a reasoning approach to make a decision or solve aproblem?


Creativity and Innovation ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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CE.1








from sources.

CE.4



CE.11

The student will apply social science skills to understand of how economic decisions are made inthe marketplace by

a. explaining that because of scarcity, consumers, producers, and governments must makechoices, understanding that everyone’s choice has an opportunity cost; and

b. comparing and contrasting how traditional, free market, command, and mixed economiesdecide how to allocate their limited resources.

GOVT.1


a. planning inquiries by synthesizing information from diverse primary and secondary sources;


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c. comparing and contrasting historical, cultural, economic, and political perspectives;d. evaluating critically the quality, accuracy, and validity of information to determine






USI.1






history;f. determining relationships with multiple causes or effects in United States history;g. explaining connections across time and place;h. using a decision-making model to identify the costs and benefits of a specific choice made;i. identifying the rights and responsibilities of citizenship and the ethical use of material or


USII.1






history;f. determining relationships with multiple causes or effects in United States history;


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g. explaining connections across time and place;h. using a decision-making model to identify costs and benefits of a specific choice made;i. identifying the rights and responsibilities of citizenship and the ethical use of material or


VUS.1










WG.1








WG.4


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The student will apply social science skills to evaluate the significance of natural, human, andcapital resources by

a. comparing the distribution of major natural resources throughout world regions;b. showing the influence of resources on patterns of economic activity and land use; andc. evaluating perspectives regarding the use of resources.

WHI.1









WHII.1









English


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meanings of words.d. Identify and analyze the construction and impact of figurative language.e. Use word-reference materials.f. Extend general and cross-curricular vocabulary through speaking, listening, reading, and

writing.

6.5The student will read and demonstrate comprehension of a variety of fictional texts, literarynonfiction, and poetry.

a. Identify the elements of narrative structure, including setting, character, plot, conflict, andtheme.

b. Describe cause and effect relationships and their impact on plot.c. Explain how an author uses character development to drive conflict and resolution.d. Differentiate between first and third person point-of-view.e. Describe how word choice and imagery contribute to the meaning of a text.f. Draw conclusions and make inferences using the text for support.g. Identify the characteristics of a variety of genres.h. Identify and analyze the author’s use of figurative language.i. Compare/contrast details in literary and informational nonfiction texts.j. Identify transitional words and phrases that signal an author’s organizational pattern.


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k. Use reading strategies to monitor comprehension throughout the reading process.











a. Use a variety of strategies to listen actively and speak using agreed upon discussion rules with


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awareness of verbal and nonverbal cues.b. Clearly communicate ideas and information orally in an organized and succinct manner.c. Ask probing questions to seek elaboration and clarification of ideas.d. Participate in collaborative discussions with partners building on others’ ideas.e. Make statements to communicate agreement or tactful disagreement with others’ ideas.f. Use language and style appropriate to audience, topic, and purpose.g. Give formal and informal presentations in a group or individually, providing evidence to








writing.

7.5The student will read and demonstrate comprehension of a variety of fictional texts, literarynonfiction, poetry, and drama.

a. Describe the elements of narrative structure including setting, character development, plot,theme, and conflict and how they influence each other.

b. Identify and explain the theme(s).c. Identify cause and effect relationships and their impact on plot.d. Differentiate between first and third person point-of-view.e. Identify elements and characteristics of a variety of genres.f. Compare and contrast various forms and genres of fictional text.g. Describe the impact of word choice, imagery, and literary devices including figurative

language in an author’s style.h. Compare/contrast details in literary and informational nonfiction texts.i. Make inferences and draw conclusions based on the text.j. Use reading strategies to monitor comprehension throughout the reading process.


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c. Make inferences and draw logical conclusions using explicit and implied textual evidence.d. Differentiate between fact and opinion.e. Identify the source, viewpoint, and purpose of texts.f. Describe how word choice and language structure convey an author’s viewpoint.g. Identify the main idea.h. Summarize text identifying supporting details.i. Create an objective summary including main idea and supporting details.j. Identify cause and effect relationships.k. Organize and synthesize information for use in written and other formats.l. Analyze ideas within and between selections providing textual evidence.












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activities.









writing.

8.5The student will read and analyze a variety of fictional texts, literary nonfiction, poetry, and drama.

a. Analyze how authors’ development of characters, conflict, point of view, voice, and toneconvey meaning.

b. Identify cause and effect relationships and their impact on plot.c. Explain the development of the theme(s).d. Explain the use of symbols and figurative language.e. Make inferences and draw conclusions based on explicit and implied information using


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references to the text for support.f. Identify and analyze characteristics within a variety of genres.g. Compare/contrast details in literary and informational nonfiction texts.h. Compare and contrast the authors’ use of word choice, dialogue, form, rhyme, rhythm, and

voice in different texts.i. Compare and contrast authors’ styles.j. Use reading strategies to monitor comprehension throughout the reading process.







a. Engage in writing as a recursive process.b. Choose intended audience and purpose.c. Use prewriting strategies to generate and organize ideas.d. Organize writing structure to fit form or topic.e. Establish a central idea incorporating evidence, maintaining an organized structure and formal


paragraphs.


a. Formulate and revise questions about a research topic.b. Collect and synthesize information from multiple sources.


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c. Evaluate and analyze the validity and credibility of resources.d. Analyze information gathered from diverse sources by identifying misconceptions, main and











activities.








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e. Avoid plagiarism by using own words and follow ethical and legal guidelines for gatheringand using information.







and disagreement.h. Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.i. Access, critically evaluate, and use information accurately to solve problems.


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j. Use reflection to evaluate one’s own role and the group process in small-group activities.k. Evaluate a speaker’s point of view, reasoning, use of evidence, rhetoric, and identify any

faulty reasoning.









organized structure and a formal style.f. Compose a thesis statement for persuasive writing that advocates a position.g. Clearly state and defend a position using reasons and sufficient evidence from credible




education.





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application for college admission.c. Analyze technical writing for clarity.d. Paraphrase and synthesize ideas within and between texts.e. Draw conclusions and make inferences on explicit and implied information using textual








c. Organize claims, counterclaims, and evidence in a sustained and logical sequence.


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d. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.e. Use words, phrases, clauses, and varied syntax to create a cohesive argument.f. Blend multiple forms of writing including embedding narratives to produce effective essays.g. Revise writing for clarity of content, accuracy and depth of information.h. Write and revise to a standard acceptable both in the workplace and in postsecondary

education.









a. Select and effectively use multimodal tools to design and develop presentation content.b. Credit information sources.c. Demonstrate the ability to work collaboratively with diverse teams.d. Anticipate and address alternative or opposing perspectives and counterclaims.e. Evaluate the various techniques used to construct arguments in multimodal presentations.f. Use a variety of strategies to listen actively and speak using appropriate discussion rules with

awareness of verbal and nonverbal cues.g. Critique effectiveness of multimodal presentations.









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opportunities.








Mathematics


6.2The student will



6.3The student will

a. identify and represent integers;b. compare and order integers; andc. identify and describe absolute value of integers.

6.4


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The student will recognize and represent patterns with whole number exponents and perfect squares.6.5

The student will




6.6




plots.






7.8The student will



7.12The student will solve two-step linear equations in one variable, including practical problems thatrequire the solution of a two-step linear equation in one variable.

7.13The student will solve one- and two-step linear inequalities in one variable, including practicalproblems, involving addition, subtraction, multiplication, and division, and graph the solution on anumber line.

8.2The student will describe the relationships between the subsets of the real number system.



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8.8The student will construct a three-dimensional model, given the top or bottom, side, and frontviews.

8.9The student will

a. verify the Pythagorean Theorem; andb. apply the Pythagorean Theorem.

8.10The student will solve area and perimeter problems, including practical problems, involvingcomposite plane figures.



A.8The student, given a situation in a real-world context, will analyze a relation to determine whether adirect or inverse variation exists, and represent a direct variation algebraically and graphically andan inverse variation algebraically.


G.1The student will use deductive reasoning to construct and judge the validity of a logical argumentconsisting of a set of premises and a conclusion. This will include

a. identifying the converse, inverse, and contrapositive of a conditional statement;b. translating a short verbal argument into symbolic form; andc. determining the validity of a logical argument.

G.13The student will use surface area and volume of three-dimensional objects to solve practicalproblems.

G.14The student will apply the concepts of similarity to two- or three-dimensional geometric figures.This will include

a. comparing ratios between lengths, perimeters, areas, and volumes of similar figures;b. determining how changes in one or more dimensions of a figure affect area and/or volume of

the figure;c. determining how changes in area and/or volume of a figure affect one or more dimensions of

the figure; andd. solving problems, including practical problems, about similar geometric figures.



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AII.10The student will represent, create, and solve problems, including practical problems, involvinginverse variation, joint variation, and a combination of direct and inverse variations.

AII.11The student will

a. identify and describe properties of a normal distribution;b. interpret and compare z-scores for normally distributed data; andc. apply properties of normal distributions to determine probabilities associated with areas under

the standard normal curve.



COM.4The student will design an algorithm to solve a given problem.



DM.4The student will apply algorithms relating to trees, networks, and paths. Appropriate technologywill be used to determine the number of possible solutions and generate solutions when a feasiblenumber exists.

DM.7The student will identify apportionment inconsistencies that apply to issues such as salary caps insports and allocation of representatives to Congress. Historical and current methods will becompared.

DM.1*The student will model problems, using vertex-edge graphs. The concepts of valence,connectedness, paths, planarity, and directed graphs will be investigated.

DM.2*The student will solve problems through investigation and application of circuits, cycles, Euler


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paths, Euler circuits, Hamilton paths, and Hamilton circuits. Optimal solutions will be sought usingexisting algorithms and student-created algorithms.

DM.3*The student will apply graphs to conflict-resolution problems, such as map coloring, scheduling,matching, and optimization.

DM.9*The student will select, justify, and apply an appropriate technique to solve a logic problem.



Science











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CH.1The student will investigate and understand that experiments in which variables are measured,analyzed, and evaluated produce observations and verifiable data. Key concepts include














a. chemicals and equipment are used safely;


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b. length, mass, volume, density, temperature, weight, and force are accurately measured;c. conversions are made among metric units, applying appropriate prefixes;d. triple beam and electronic balances, thermometers, metric rulers, graduated cylinders,







Definition


recognizing the importance of proactive, independent decision makingidentifying workplace needscompleting tasks with minimal direct supervisionapplying solutions.


What is the difference between initiative and self-direction? Explain.Why is self-direction important in the workplace?What is an example of applying initiative?How can tasks be completed with minimal direct supervision?



Critical-Thinking and Problem-Solving ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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CE.1








from sources.

CE.4



CE.11




GOVT.1



information and other data sources;


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c. comparing and contrasting historical, cultural, economic, and political perspectives;d. evaluating critically the quality, accuracy, and validity of information to determine






USI.1








USII.1






history;f. determining relationships with multiple causes or effects in United States history;g. explaining connections across time and place;h. using a decision-making model to identify costs and benefits of a specific choice made;


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VUS.1










WG.1








WHI.1



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WHII.1









English



b. Participate as a facilitator and a contributor in a group.c. Participate in collaborative discussions with partners building on others’ ideas.d. Ask questions to clarify the speaker’s purpose and perspective.e. Summarize the main points a speaker makes.f. Summarize and evaluate group activities.g. Analyze the effectiveness of participant interactions.


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h. Evaluate own contributions to discussions.i. Demonstrate the ability to collaborate with diverse teams.j. Work respectfully with others and show value for individual contributions.




writing.







6.9


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The student will find, evaluate, and select appropriate resources to create a research product.










writing.




c. Make inferences and draw logical conclusions using explicit and implied textual evidence.d. Differentiate between fact and opinion.e. Identify the source, viewpoint, and purpose of texts.f. Describe how word choice and language structure convey an author’s viewpoint.


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g. Identify the main idea.h. Summarize text identifying supporting details.i. Create an objective summary including main idea and supporting details.j. Identify cause and effect relationships.k. Organize and synthesize information for use in written and other formats.l. Analyze ideas within and between selections providing textual evidence.
















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activities.





writing.








style.f. Compose a thesis statement for persuasive writing that advocates a position.g. Clearly state and defend a position with reasons and evidence, from credible sources.h. Identify a counterclaim and provide a counter - argument.i. Distinguish between fact and opinion to support a position.


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j. Organize information to provide elaboration and unity.k. Develop and modify the central idea, tone, and voice to fit the audience and purpose.l. Revise writing for clarity of content, word choice, sentence variety, and transitions among

paragraphs.













activities.




c. Analyze the author’s qualifications, viewpoint, and impact.


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d. Recognize an author’s intended purpose for writing and identify the main idea.e. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical
















a. Make strategic use of multimodal tools.


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b. Credit information sources.c. Demonstrate the ability to work effectively with diverse teams including setting rules and





faulty reasoning.











follows logically from the information presented.j. Blend multiple forms of writing including embedding a narrative to produce effective essays.k. Elaborate ideas clearly through word choice.


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l. Use textual evidence to compare and contrast multiple texts.m. Revise writing for clarity of content, accuracy, and depth of information.n. Write and revise to a standard acceptable both in the workplace and in postsecondary

education.

















overstatement, and understatement in text.


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i. Generate and respond logically to literal, inferential, evaluative, synthesizing, and criticalthinking questions about the text(s).





education.












a. Use critical thinking to generate and respond logically to literal, inferential, and evaluative


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questions about the text(s).b. Identify and synthesize resources to make decisions, complete tasks, and solve specific

problems.c. Analyze multiple texts addressing the same topic to determine how authors reach similar or

different conclusions.d. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and

understatement in text.e. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.








opportunities.









Initiative and Self-Direction ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


65 of 287 9/19/2019, 2:06 PM

Definition


defining integrityrecognizing the importance of having integrity in the workplacecomplying with local, state, and federal lawsadhering to workplace policies and proceduresexhibiting honesty, fairness, and respect toward self, others, and property.


What is a recent example of an employer failing to comply with the law?Where can one find information on local, state, and federal laws?How can workplace policies and rules affect employees’ personal lives?How does one demonstrate integrity?How should an employee respond when he/she sees a coworker failing to comply with a workplacepolicy or procedure?



CE.1








from sources.

CE.3


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The student will apply social science skills to understand citizenship and the rights, duties, andresponsibilities of citizens by

a. describing the processes by which an individual becomes a citizen of the United States;b. describing the First Amendment freedoms of religion, speech, press, assembly, and petition,

and the rights guaranteed by due process and equal protection of the laws;c. describing the duties of citizenship, including obeying the laws, paying taxes, defending the

nation, and serving in court;d. examining the responsibilities of citizenship, including registering and voting, communicating

with government officials, participating in political campaigns, keeping informed aboutcurrent issues, and respecting differing opinions in a diverse society; and

e. evaluating how civic and social duties address community needs and serve the public good.

CE.4



GOVT.1









GOVT.16

The student will apply social science skills to understand that in a democratic republic, thoughtfuland effective participation in civic life is characterized by


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a. exercising personal character traits such as trustworthiness, responsibility, and honesty;b. obeying the law and paying taxes;c. serving as a juror;d. participating in the political process and voting in local, state, and national elections;e. performing public service;f. keeping informed about current issues;g. respecting differing opinions and the rights of others;h. practicing personal and fiscal responsibility;i. demonstrating the knowledge, skills, and attitudes that foster the responsible and respectful

use of digital media; andj. practicing patriotism.

USI.1








USII.1







intellectual property; and


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VUS.1










WG.1








WHI.1


a. synthesizing evidence from artifacts and primary and secondary sources to obtain information


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about events in world history;b. using geographic information to determine patterns and trends to understand world history;c. interpreting charts, graphs, and pictures to determine characteristics of people, places, or






WHII.1









English



b. Participate as a facilitator and a contributor in a group.c. Participate in collaborative discussions with partners building on others’ ideas.d. Ask questions to clarify the speaker’s purpose and perspective.e. Summarize the main points a speaker makes.f. Summarize and evaluate group activities.g. Analyze the effectiveness of participant interactions.h. Evaluate own contributions to discussions.


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i. Demonstrate the ability to collaborate with diverse teams.j. Work respectfully with others and show value for individual contributions.










activities.






and disagreement.


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j. Evaluate impact, purpose, point of view, reasoning, and use of evidence and rhetoric ofpresentation(s).

k. Use self-reflection to evaluate one’s own role in preparation and participation in small-groupactivities.













faulty reasoning.


a. Analyze text features and organizational patterns to evaluate the meaning of texts.b. Recognize an author’s intended audience and purpose for writing.c. Skim materials to develop an overview and locate information.


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d. Compare and contrast informational texts for intent and content.e. Interpret and use data and information in maps, charts, graphs, timelines, tables, and

















a. Select and effectively use multimodal tools to design and develop presentation content.


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b. Credit information sources.c. Demonstrate the ability to work collaboratively with diverse teams.d. Anticipate and address alternative or opposing perspectives and counterclaims.e. Evaluate the various techniques used to construct arguments in multimodal presentations.f. Use a variety of strategies to listen actively and speak using appropriate discussion rules with









Definition


defining work ethicrecognizing the importance of having a strong work ethicdemonstrating diligence (e.g., working with persistence to accomplish a task)maintaining dependability (e.g., being reliable)accounting for one’s decisions and actionsaccepting the consequences of decisions and actions.


What is the difference between responsibility and accountability? Explain.What are the consequences of not being prepared for a school or workplace assignment?What are some examples of positive work ethic?Why is a positive work ethic valued by teachers and employers?

Integrity ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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What are the consequences of having a poor work ethic?



CE.1








from sources.

CE.4



CE.14

The student will apply social science skills to understand personal finance and career opportunitiesby

a. identifying talents, interests, and aspirations that influence career choice;b. identifying human capital such as attitudes and behaviors that strengthen the individual work

ethic and promote career success;c. identifying human capital such as abilities, skills, and education and the changing supply of

and demand for them in the economy;d. examining the impact of technological change and globalization on career opportunities;


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e. describing the importance of education to lifelong personal finances; andf. analyzing the financial responsibilities of citizenship, including evaluating common forms of

credit, savings, investments, purchases, contractual agreements, warranties, and guarantees.

GOVT.1









GOVT.16




USI.1





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USII.1








VUS.1








a specific choice made;


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i. identifying the rights and responsibilities of citizenship and ethical use of material andintellectual property; and


WG.1








WHI.1









WHII.1



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English








8.1


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The student will participate in, collaborate in, and report on small-group learning activities.





activities.








activities.






and disagreement.h. Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.


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i. Access, critically evaluate, and use information accurately to solve problems.j. Use reflection to evaluate one’s own role and the group process in small-group activities.k. Evaluate a speaker’s point of view, reasoning, use of evidence, rhetoric, and identify any

faulty reasoning.








Science






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Work-Ethic ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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Definition

Demonstration includes negotiating diplomatic solutions to interpersonal and workplace issues (e.g., due topersonality, culture, work style, or performance).


What is an example of an appropriate approach to address a workplace conflict?What factors should one take into consideration when determining the best approach to resolve aninterpersonal or workplace conflict?How can one maintain a good working relationship with a colleague one does not like?How might one approach a supervisor with whom one disagrees?How do personality issues affect workflow?



CE.1








from sources.

CE.4


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GOVT.1









USI.1







intellectual property; and


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VUS.1










English




6.2The student will create multimodal presentations that effectively communicate ideas.

a. Use effective verbal and nonverbal communication skills to deliver multimodal presentations.b. Use language and vocabulary appropriate to audience, topic, and purpose.c. Give collaborative and individual formal and informal interactive presentations.d. Paraphrase and summarize key ideas of a presentation.

6.4The student will read and determine the meanings of unfamiliar words and phrases within authentic


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texts.



writing.








a. Formulate and revise questions about a research topic.b. Collect and organize information from multiple sources.c. Evaluate and analyze the validity and credibility of sources.d. Cite primary and secondary sources.


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7.2The student will create multimodal presentations both individually and in a group that effectivelycommunicate ideas.

a. Select, organize, and create content to complement and extend meaning for a selected topic.b. Use effective verbal and nonverbal communication skills to deliver multimodal presentations.c. Use language and vocabulary appropriate to audience, topic, and purpose.d. Paraphrase and summarize a speaker’s key ideas.




writing.




c. Make inferences and draw logical conclusions using explicit and implied textual evidence.


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d. Differentiate between fact and opinion.e. Identify the source, viewpoint, and purpose of texts.f. Describe how word choice and language structure convey an author’s viewpoint.g. Identify the main idea.h. Summarize text identifying supporting details.i. Create an objective summary including main idea and supporting details.j. Identify cause and effect relationships.k. Organize and synthesize information for use in written and other formats.l. Analyze ideas within and between selections providing textual evidence.














solve problems.


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d. Include all group members, and value individual contributions made by each group member.e. Make statements to communicate agreement or tactful disagreement with others’ ideas.f. Use a variety of strategies to listen actively and speak using appropriate discussion rules with


activities.

8.2The student will develop and deliver multimodal, interactive presentations collaboratively andindividually.

a. Select, organize, and create multimodal content that encompasses opposing points of view.b. Choose vocabulary and tone appropriate to the audience, topic, and purpose.c. Use effective verbal and nonverbal communication skills to deliver multimodal presentations.d. Cite information sources.e. Respond to audience questions and comments.f. Differentiate between Standard English and informal language.g. Evaluate presentations.





writing.







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paragraphs.












90 of 287 9/19/2019, 2:06 PM



activities.







faulty reasoning.






a. Select and effectively use multimodal tools to design and develop presentation content.b. Credit information sources.c. Demonstrate the ability to work collaboratively with diverse teams.d. Anticipate and address alternative or opposing perspectives and counterclaims.e. Evaluate the various techniques used to construct arguments in multimodal presentations.


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f. Use a variety of strategies to listen actively and speak using appropriate discussion rules withawareness of verbal and nonverbal cues.



Definition


defining nonverbal cuesemploying active listening techniques (e.g., asking clarifying questions, paraphrasing what was said)exhibiting public speaking skills (e.g., making presentations)articulating ideas in a manner appropriate to the setting and audience (e.g., considering the chosencommunication method and audience’s level of knowledge).


Why is it important to use active listening techniques?What is paraphrasing? How can paraphrasing help achieve clarity?What are some ways that one can improve public speaking skills?Why is it important to know one’s audience when delivering a presentation?



CE.1





recognizing bias;e. constructing informed, evidence-based arguments from multiple sources;

Conflict-Resolution ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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f. determining multiple cause-and-effect relationships that impact political and economicevents;

g. taking informed action to address school, community, local, state, national, and global issues;h. using a decision-making model to analyze and explain the costs and benefits of a specific


from sources.

CE.4



GOVT.1









USI.1



b. analyzing and interpreting geographic information to determine patterns and trends in United


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States history;c. interpreting charts, graphs, and pictures to determine characteristics of people, places, or

events in United States history;d. using evidence to draw conclusions and make generalizations;e. comparing and contrasting historical, cultural, and political perspectives in United States



USII.1








VUS.1









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WG.1








WHI.1









WHII.1



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English








meanings of words.d. Identify and analyze the construction and impact of figurative language.e. Use word-reference materials.


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f. Extend general and cross-curricular vocabulary through speaking, listening, reading, andwriting.











a. Identify word origins and derivations.b. Use roots, affixes, synonyms, and antonyms to expand vocabulary.c. Identify and analyze the construction and impact of figurative language.


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d. Identify connotations.e. Use context and sentence structure to determine meanings and differentiate among multiple


writing.











activities.




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writing.













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activities.







faulty reasoning.







awareness of verbal and nonverbal cues.


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Definition


defining diversity and discussing its importanceidentifying individual differences (e.g., age, gender, ethnicity, culture, race, viewpoints, socioeconomicstatus, and ability)showing respect for and valuing individual differences in the workplacebeing self-aware and mindful of one’s own biascollaborating with people of diverse backgrounds, viewpoints, and experiences.


What is bias? What are different forms of workplace bias?What is the difference between sympathy and empathy?How is having respect for diversity different from being aware of diversity?How does one bridge generation gaps in the workplace?Why is collaboration with people of diverse backgrounds, viewpoints, and experiences important?What are the benefits of having diversity in the workplace? What are the consequences of a lack ofdiversity in the workplace?



CE.1





Listening and Speaking ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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from sources.

CE.3







CE.4



GOVT.1





and support substantive and significant claims;


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f. explaining how cause-and-effect relationships impact political and economic events;g. taking knowledgeable, constructive action, individually and collaboratively, to address




GOVT.16




USI.1








USII.1



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USII.9

The student will apply social science skills to understand the key domestic and international issuesduring the second half of the twentieth and early twenty-first centuries by

a. examining the impact of the Civil Rights Movement, the Americans with Disabilities Act(ADA), and the changing role of women on all Americans;

b. describing the development of new technologies in communication, entertainment, andbusiness and their impact on American life;

c. analyzing how representative citizens have influenced America scientifically, culturally,academically, and economically; and

d. evaluating and explaining American foreign policy, immigration, the global environment, andother emerging issues.

VUS.1











104 of 287 9/19/2019, 2:06 PM

VUS.13

The student will apply social science skills to understand the social, political, and culturalmovements and changes in the United States during the second half of the twentieth century by

a. explaining the factors that led to United States expansion;b. evaluating and explaining the impact of the Brown v. Board of Education decision, the roles

of Thurgood Marshall and Oliver W. Hill, Sr., and how Virginia responded to the decision;c. explaining how the National Association for the Advancement of Colored People (NAACP),

the 1963 March on Washington, the Civil Rights Act of 1964, the Voting Rights Act of 1965,and the Americans with Disabilities Act (ADA) had an impact on all Americans;

d. analyzing changes in immigration policy and the impact of increased immigration;e. evaluating and explaining the foreign and domestic policies pursued by the American

government after the Cold War;f. explaining how scientific and technological advances altered American lives; andg. evaluating and explaining the changes that occurred in American culture.

WG.1








WHI.1







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WHII.1









English







106 of 287 9/19/2019, 2:06 PM








activities.








activities.



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faulty reasoning.









Respect for Diversity ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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Definition


defining customer service (e.g., internal customer service; external customer service)identifying the benefits of providing helpful, courteous, and knowledgeable customer serviceprioritizing customer service (both within an organization and to external customers and stakeholders)anticipating needs of customers and coworkersdemonstrating how to provide helpful, courteous, and knowledgeable service to address customerand/or coworker needs.


How does internal customer service influence organizational productivity?What is an example of a time when a customer service representative anticipated and addressed acustomer’s needs?Why is it important to receive helpful, courteous, and knowledgeable service?Why is soliciting feedback important?Why is cultivating relationships important?



CE.1









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from sources.

CE.4



GOVT.1









GOVT.16



use of digital media; and


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j. practicing patriotism.

USI.1








USII.1








VUS.1



b. using geographic information to determine patterns and trends in Virginia and United States


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history;c. interpreting charts, graphs, and pictures to determine characteristics of people, places, or

events in Virginia and United States history;d. constructing arguments, using evidence from multiple sources;e. comparing and contrasting historical, cultural, economic, and political perspectives in





WG.1








WHI.1






world history;g. analyzing multiple connections across time and place;


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h. using a decision-making model to analyze and explain the incentives for and consequences ofa specific choice made;

i. identifying the rights and responsibilities of citizens and ethical use of materials andintellectual property; and


WHII.1









English







113 of 287 9/19/2019, 2:06 PM


writing.










meanings of words.f. Use word-reference materials to determine meanings and etymology.


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g. Extend general and cross-curricular vocabulary through speaking, listening, reading, andwriting.











activities.






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writing.




paragraphs.








activities.




c. Analyze the author’s qualifications, viewpoint, and impact.d. Recognize an author’s intended purpose for writing and identify the main idea.


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e. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logicalsequence of events, within and between texts.

f. Identify characteristics of expository, technical, and persuasive texts.g. Identify a position/argument to be confirmed, disproved, or modified.h. Evaluate clarity and accuracy of information.i. Analyze, organize, and synthesize information in order to solve problems, answer questions,













faulty reasoning.


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education.






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f. Anticipate and address alternative or opposing perspectives and counterclaims.g. Evaluate the various techniques used to construct arguments in multimodal presentations.h. Use vocabulary appropriate to the topic, audience, and purpose.i. Evaluate effectiveness of multimodal presentations.












education.





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opportunities.


Definition

Collaboration should include

defining collaboration and teamworkdiscussing the benefits of teamwork

Customer Service ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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establishing expectations, roles, and goalscontributing to the success of the team by sharing responsibilityrespecting the thoughts, opinions, and contributions of other team members.


What are some benefits of collaborating to accomplish a goal?What expectations and roles might a group set as they begin collaborating?What does sharing responsibility mean?How and when should one appropriately ask for help?Why is it important to respect the thoughts, contributions, and opinions of other team members?



CE.1








from sources.

CE.3







121 of 287 9/19/2019, 2:06 PM


CE.4



GOVT.1









GOVT.16



use of digital media; and


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j. practicing patriotism.

USI.1








USII.1








VUS.1



b. using geographic information to determine patterns and trends in Virginia and United States


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history;c. interpreting charts, graphs, and pictures to determine characteristics of people, places, or

events in Virginia and United States history;d. constructing arguments, using evidence from multiple sources;e. comparing and contrasting historical, cultural, economic, and political perspectives in





WG.1








WHI.1






world history;g. analyzing multiple connections across time and place;


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h. using a decision-making model to analyze and explain the incentives for and consequences ofa specific choice made;

i. identifying the rights and responsibilities of citizens and ethical use of materials andintellectual property; and


WHII.1









English






b. Clearly communicate ideas and information orally in an organized and succinct manner.


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c. Ask probing questions to seek elaboration and clarification of ideas.d. Participate in collaborative discussions with partners building on others’ ideas.e. Make statements to communicate agreement or tactful disagreement with others’ ideas.f. Use language and style appropriate to audience, topic, and purpose.g. Give formal and informal presentations in a group or individually, providing evidence to







activities.








activities.


a. Make strategic use of multimodal tools.


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b. Credit information sources.c. Demonstrate the ability to work effectively with diverse teams including setting rules and





faulty reasoning.









Collaboration ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


127 of 287 9/19/2019, 2:06 PM


128 of 287 9/19/2019, 2:06 PM

Definition


defining big-picture thinking as an understanding of one's role in fulfilling the mission of the workplaceand a consideration of the social, economic, and environmental effects of one's actionsidentifying the organization’s structure, culture, policies, and procedures, as well as its role and positionwithin the community, industry, and economy.


Why is it important to understand where one fits within the family, school, workplace, and community?How might a person’s actions affect the school, community, and workplace?How do an organization’s vision and mission statements help people understand the organization’s bigpicture?How can knowledge of the big picture of an industry help with career planning?



CE.1









129 of 287 9/19/2019, 2:06 PM

from sources.

CE.4



CE.12

The student will apply social science skills to understand the United States economy by

a. describing the characteristics of the United States economy, including limited government,private property, profit, markets, consumer sovereignty, and competition;

b. describing how in a market economy supply and demand determine prices;c. describing the types of business organizations and the role of entrepreneurship;d. explaining the circular flow that shows how consumers (households), businesses (producers),

and markets interact;e. explaining how financial institutions channel funds from savers to borrowers; andf. analyzing the relationship of Virginia and the United States to the global economy, with

emphasis on the impact of technological innovations.

GOVT.1









GOVT.15


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The student will apply social science skills to understand the role of government in the Virginia andUnited States economies by

a. describing the provision of government goods and services that are not readily produced bythe market;

b. describing government’s establishment and maintenance of the rules and institutions in whichmarkets operate, including the establishment and enforcement of property rights, contracts,consumer rights, labor-management relations, environmental protection, and competition inthe marketplace;

c. investigating and describing the types and purposes of taxation that are used by local, state,and federal governments to pay for services provided by the government;

d. analyzing how Congress can use fiscal policy to stabilize the economy;e. describing the effects of the Federal Reserve’s monetary policy on price stability,

employment, and the economy; andf. evaluating the trade-offs in government decisions.

USI.1








USII.1






history;f. determining relationships with multiple causes or effects in United States history;


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g. explaining connections across time and place;h. using a decision-making model to identify costs and benefits of a specific choice made;i. identifying the rights and responsibilities of citizenship and the ethical use of material or


VUS.1










WG.1








WHI.1


132 of 287 9/19/2019, 2:06 PM









WHII.1









English



b. Participate as a facilitator and a contributor in a group.c. Participate in collaborative discussions with partners building on others’ ideas.d. Ask questions to clarify the speaker’s purpose and perspective.


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e. Summarize the main points a speaker makes.f. Summarize and evaluate group activities.g. Analyze the effectiveness of participant interactions.h. Evaluate own contributions to discussions.i. Demonstrate the ability to collaborate with diverse teams.j. Work respectfully with others and show value for individual contributions.




writing.








writing.

8.1


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The student will participate in, collaborate in, and report on small-group learning activities.





activities.





writing.








activities.

9.5


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The student will read and analyze a variety of nonfiction texts.












faulty reasoning.






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Definition


recognizing the importance of education and career planning (e.g., minimum job qualifications,advancement and professional-development opportunities)identifying available benefits and professional resources (e.g., labor unions, professional organizations,employee-assistance programs, insurance and retirement benefits)managing personal growth and wellness (e.g., stress management, self-care, financial planning)setting goals (e.g., specific, measurable, attainable, realistic, time-bound [SMART] goals).


Where can one find entry-level requirements for a specific career?Why is it important to continuously update a career plan?What is the difference between a short-term and long-term goal?Why is it important to create a personal financial plan?What resources are available to assist with achieving personal education, career, financial, and healthgoals?


Big-Picture Thinking ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


138 of 287 9/19/2019, 2:06 PM


CE.1








from sources.

CE.4



CE.12

The student will apply social science skills to understand the United States economy by

a. describing the characteristics of the United States economy, including limited government,private property, profit, markets, consumer sovereignty, and competition;

b. describing how in a market economy supply and demand determine prices;c. describing the types of business organizations and the role of entrepreneurship;d. explaining the circular flow that shows how consumers (households), businesses (producers),

and markets interact;e. explaining how financial institutions channel funds from savers to borrowers; andf. analyzing the relationship of Virginia and the United States to the global economy, with

emphasis on the impact of technological innovations.

CE.14


139 of 287 9/19/2019, 2:06 PM




and demand for them in the economy;d. examining the impact of technological change and globalization on career opportunities;e. describing the importance of education to lifelong personal finances; andf. analyzing the financial responsibilities of citizenship, including evaluating common forms of


GOVT.1









USI.1






history;f. determining relationships with multiple causes or effects in United States history;g. explaining connections across time and place;h. using a decision-making model to identify the costs and benefits of a specific choice made;


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USII.1








VUS.1










WG.1



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WHI.1









WHII.1







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English









b. Clearly communicate ideas and information orally in an organized and succinct manner.c. Ask probing questions to seek elaboration and clarification of ideas.d. Participate in collaborative discussions with partners building on others’ ideas.


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e. Make statements to communicate agreement or tactful disagreement with others’ ideas.f. Use language and style appropriate to audience, topic, and purpose.g. Give formal and informal presentations in a group or individually, providing evidence to












activities.


a. Engage in writing as a recursive process.b. Choose intended audience and purpose.c. Use prewriting strategies to generate and organize ideas.d. Organize writing structure to fit form or topic.


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e. Establish a central idea incorporating evidence, maintaining an organized structure and formalstyle.

f. Compose a thesis statement for persuasive writing that advocates a position.g. Clearly state and defend a position with reasons and evidence, from credible sources.h. Identify a counterclaim and provide a counter - argument.i. Distinguish between fact and opinion to support a position.j. Organize information to provide elaboration and unity.k. Develop and modify the central idea, tone, and voice to fit the audience and purpose.l. Revise writing for clarity of content, word choice, sentence variety, and transitions among

paragraphs.








activities.







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faulty reasoning.







education.




146 of 287 9/19/2019, 2:06 PM







education.









cohesion from the information presented.g. Revise writing for clarity of content, depth of information, and technique of presentation.


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h. Write and revise to a standard acceptable both in the workplace and in postsecondaryeducation.

i. Write to clearly describe personal qualifications for potential occupational or educationalopportunities.

Mathematics



Definition


describing the importance of continuous learningidentifying resources for continuous learning (e.g., publications, trade organizations, professionalnetworking, workshops/classes)modifying work performance based on feedback (i.e., being coachable)acquiring industry-related professional skills and knowledge (e.g., credentials/certifications)adapting to changing job requirements.


Why is it important to have an open mind and be flexible when confronted with change?How does one benefit from constructive feedback?What strategies are helpful for modifying work performance after receiving feedback?What actions can an employee take to become eligible for promotion in a given career?What resources might one use to keep current in a specific career field?



CE.1


Career- and Life-Management ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


148 of 287 9/19/2019, 2:06 PM







from sources.

CE.3







CE.4



CE.14




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GOVT.1









USI.1








USII.1


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VUS.1










WG.1




characteristics of world regions;


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d. evaluating sources for accuracy, credibility, bias, and propaganda;e. using maps and other visual images to compare and contrast historical, cultural, economic,




WHI.1









WHII.1









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English







writing.




6.9


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The student will find, evaluate, and select appropriate resources to create a research product.










writing.



a formal style.6. Compose a thesis statement for persuasive writing that includes a position.


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7. Clearly state a position and organize reasons and evidence, using credible sources.8. Distinguish between fact and opinion to support a position.9. Write multiparagraph compositions with elaboration and unity.












activities.





writing.


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paragraphs.












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activities.














supporting ideas, conflicting information, point of view, or bias.


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c. Evaluate and select evidence from a variety of sources to support claims and introducecounterclaims.

d. Cite sources for both quoted and paraphrased information using a standard method ofdocumentation such as that of the Modern Language Association (MLA) or the AmericanPsychological Association (APA).









faulty reasoning.









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education.












11.5The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including


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employment documents and technical writing.











education.










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opportunities.






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Science












a. data are organized into tables showing repeated trials and means;b. a classification system is developed based on multiple attributes;


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c. triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, andprobeware are used to gather data;

d. models and simulations are constructed and used to illustrate and explain phenomena;e. sources of experimental error are identified;f. dependent variables, independent variables, and constants are identified;g. variables are controlled to test hypotheses, and trials are repeated;h. data are organized, communicated through graphical representation, interpreted, and used to


PH.1The student will plan and conduct investigations using experimental design and product designprocesses. Key concepts include

a. the components of a system are defined;b. instruments are selected and used to extend observations and measurements;c. information is recorded and presented in an organized format;d. the limitations of the experimental apparatus and design are recognized;e. the limitations of measured quantities are recognized through the appropriate use of

significant figures or error ranges;f. models and simulations are used to visualize and explain phenomena, to make predictions

from hypotheses, and to interpret data; andg. appropriate technology including computers, graphing calculators, and probeware is used for

gathering and analyzing data and communicating results.

PH.4The student will investigate and understand how applications of physics affect the world. Keyconcepts include

a. examples from the real world; andb. exploration of the roles and contributions of science and technology.


a. chemicals and equipment are used safely;b. length, mass, volume, density, temperature, weight, and force are accurately measured;c. conversions are made among metric units, applying appropriate prefixes;d. triple beam and electronic balances, thermometers, metric rulers, graduated cylinders,




interpreted;j. valid conclusions are made after analyzing data;k. research methods are used to investigate practical problems and questions;


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l. experimental results are presented in appropriate written form; andm. models and simulations are constructed and used to illustrate and explain phenomena;n. current applications of physical science concepts are used.


Definition

Management should include

defining efficiency and productivity as they relate to time and resource managementdeveloping a plan of workdifferentiating between high- and low-priority tasksadapting work goals based on time and resourcesconsidering resources

human (personnel)—capitalizing on strengths; respecting professional goalscapital—maintaining equipment to ensure longevity and efficiencynatural—using responsible and sustainable practices.


What is time management? How does it affect the workplace?What happens when an employee is not given enough time to accomplish a task?Why is it important to prioritize work tasks?How are efficiency and productivity related?Why is it important to maintain equipment? What are possible consequences of not doing so?What are examples of responsible and sustainable practices in the workplace?



CE.1



b. analyzing how political and economic trends influence public policy, using demographic

Continuous-Learning and Adaptability ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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information and other data sources;c. analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;d. determining the accuracy and validity of information by separating fact and opinion and




from sources.

CE.4



CE.11




GOVT.1







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USI.1








USII.1








VUS.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision


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making, and responsible citizenship by









WG.1








WHI.1




events in world history;d. evaluating sources for accuracy, credibility, bias, and propaganda;


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e. comparing and contrasting historical, cultural, economic, and political perspectives in worldhistory;

f. explaining how indirect cause-and-effect relationships impacted people, places, and events inworld history;

g. analyzing multiple connections across time and place;h. using a decision-making model to analyze and explain the incentives for and consequences of



WHII.1









English






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writing.










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writing.






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activities.






and technical vocabulary.


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d. Identify the meaning of common idioms.e. Use word-reference materials to determine meanings and etymology.f. Discriminate between connotative and denotative meanings and interpret the connotation.g. Extend general and cross-curricular vocabulary through speaking, listening, reading, and

writing.




paragraphs.








issues, presentation of alternate views and goal setting.e. Assume responsibility for specific group tasks.


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f. Share responsibility for collaborative work.g. Use a variety of strategies to listen actively and speak using appropriate discussion rules with





activities.













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faulty reasoning.






sequence of events, within and between texts.


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j. Use reading strategies throughout the reading process to monitor comprehension.







education.








11.2The student will examine how values and points of view are included or excluded and how mediainfluences beliefs and behaviors.

a. Describe possible cause and effect relationships between mass media coverage and publicopinion trends.

b. Create media messages with a specific point of view.c. Evaluate media sources for relationships between intent and content.d. Analyze the impact of selected media formats on meaning.e. Determine the author’s purpose and intended effect on the audience for media messages.f. Manage, analyze, and synthesize multiple streams of simultaneous information.g. Demonstrate ethical use of the Internet when evaluating or producing creative or


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education.









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b. Evaluate media sources for relationships between intent and factual content.c. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).d. Examine how values and viewpoints are included or excluded and how the media can

influence beliefs, behaviors, and interpretations.e. Evaluate sources including advertisements, editorials, political cartoons, and feature stories

for relationships between intent and factual content.f. Manage, analyze, and synthesize multiple streams of simultaneous information.g. Demonstrate ethical use of the Internet when evaluating or producing creative or















opportunities.



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Mathematics



plots.











7.8The student will





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circle graphs.


a. determine the slope, m, as a rate of change in a proportional relationship between twoquantities and write an equation in the form y = mx to represent the relationship;

b. graph a line representing a proportional relationship between two quantities given the slopeand an ordered pair, or given the equation in y = mx form, where m represents the slope asrate of change;

c. determine the y-intercept, b, in an additive relationship between two quantities and write anequation in the form y = x + b to represent the relationship;

d. graph a line representing an additive relationship between two quantities given the y-interceptand an ordered pair, or given the equation in the form y = x + b, where b represents they-intercept; and

e. make connections between and among representations of a proportional or additiverelationship between two quantities using verbal descriptions, tables, equations, and graphs.

7.11The student will evaluate algebraic expressions for given replacement values of the variables.









a. represent data in scatterplots;b. make observations about data represented in scatterplots; andc. use a drawing to estimate the line of best fit for data represented in a scatterplot.


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a. evaluate an algebraic expression for given replacement values of the variables; andb. simplify algebraic expressions in one variable.



A.4The student will solve

a. multistep linear and quadratic equations in one variables algebraically;b. quadratic equations in one variables algebraically;c. literal equations for a specified variable;d. systems of two linear equations in two variables algebraically and graphically; ande. practical problems involving equations and systems of equations.

A.5The student will

a. solve multistep linear inequalities in one variable algebraically and represent the solutiongraphically;

b. represent the solution of linear inequalities in two variables graphically;c. solving practical problems involving inequalities; andd. represent the solution to a system of inequalities graphically.








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Definition


defining information literacy

Time- and Resource- Management ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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locating and evaluating credible and relevant sources of informationusing information effectively to accomplish work-related tasks.


What is information literacy?How should sources of information be evaluated and verified for credibility?Where can one locate credible and relevant information sources within a potential career cluster?



CE.1








from sources.

CE.4



CE.14



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GOVT.1









USI.1









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USII.1








VUS.1










WG.1



b. using geographic information to determine patterns and trends to understand world regions;


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c. creating, comparing, and interpreting maps, charts, graphs, and pictures to determinecharacteristics of world regions;





WHI.1









WHII.1








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English









writing.



b. Identify main idea.c. Summarize supporting details.d. Create an objective summary including main idea and supporting details.e. Draw conclusions and make inferences based on explicit and implied information.


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f. Identify the author’s organizational pattern(s).g. Identify transitional words and phrases that signal an author’s organizational pattern.h. Differentiate between fact and opinion.i. Identify cause and effect relationships.j. Analyze ideas within and between selections providing textual evidence.k. Use reading strategies to monitor comprehension throughout the reading process.












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writing.







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activities.



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writing.




evidence from text as support.e. Analyze the author’s qualifications, viewpoint, word choice, and impact.f. Analyze details for relevance and accuracy.g. Differentiate between fact and opinion.h. Identify the main idea.i. Summarize the text identifying supporting details.j. Identify cause and effect relationships.k. Evaluate, organize, and synthesize information for use in written and other formats.


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l. Analyze ideas within and between selections providing textual evidence.m. Use reading strategies to monitor comprehension throughout the reading process.




paragraphs.






9.2The student will produce, analyze, and evaluate media messages.

a. Analyze and interpret special effects used in media messages.b. Determine the purpose of the media message and its effect on the audience.c. Analyze the purpose of information and persuasive techniques used in diverse media formats.d. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).e. Examine how values and viewpoints are included or excluded and how the media can

influence beliefs, behaviors, and interpretations.f. Describe possible cause and effect relationships between mass media coverage and public

opinion trends.g. Evaluate sources including advertisements, editorials, political cartoons, and feature stories

for relationships between intent and factual content.


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h. Monitor, analyze, and use multiple streams of simultaneous information.i. Demonstrate ethical use of the Internet when evaluating or producing creative or
















counterclaims.


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d. Cite sources for both quoted and paraphrased information using a standard method ofdocumentation such as that of the Modern Language Association (MLA) or the AmericanPsychological Association (APA).



10.2The student will examine, analyze, and produce media messages.

a. Create media messages for diverse audiences.b. Credit information sources.c. Evaluate sources for relationships between intent, factual content, and opinion.d. Analyze the impact of selected media formats on meaning.e. Analyze the purpose of information and persuasive techniques used in diverse media formats.f. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).g. Describe possible cause and effect relationships between mass media coverage and public

opinion trends.h. Monitor, analyze, and use multiple streams of simultaneous information.i. Demonstrate ethical use of the Internet when evaluating or producing creative or












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education.










b. Create media messages with a specific point of view.c. Evaluate media sources for relationships between intent and content.d. Analyze the impact of selected media formats on meaning.e. Determine the author’s purpose and intended effect on the audience for media messages.f. Manage, analyze, and synthesize multiple streams of simultaneous information.g. Demonstrate ethical use of the Internet when evaluating or producing creative or







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education.












for relationships between intent and factual content.f. Manage, analyze, and synthesize multiple streams of simultaneous information.


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g. Demonstrate ethical use of the Internet when evaluating or producing creative orinformational media messages.














opportunities.









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Mathematics



plots.




7.8The student will





circle graphs.








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DM.8The student will describe and apply sorting algorithms and coding algorithms used in sorting,processing, and communicating information.

PS.1*The student will analyze graphical displays of univariate data, including dotplots, stemplots,boxplots, cumulative frequency graphs, and histograms, to identify and describe patterns anddepartures from patterns, using central tendency, spread, clusters, gaps, and outliers.

PS.2*The student will analyze numerical characteristics of univariate data sets to describe patterns anddepartures from patterns, using mean, median, mode, variance, standard deviation, interquartilerange, range, and outliers.

PS.3*The student will compare distributions of two or more univariate data sets, numerically andgraphically, analyzing center and spread (within group and between group variations), clusters andgaps, shapes, outliers, or other unusual features.

PS.4*The student will analyze scatterplots to identify and describe the relationship between two variables,using shape; strength of relationship; clusters; positive, negative, or no association; outliers; andinfluential points.


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PS.7*The student, using two-way tables and other graphical displays, will analyze categorical data todescribe patterns and departures from patterns and to determine marginal frequency and relativefrequencies, including conditional frequencies.

PS.8*The student will describe the methods of data collection in a census, sample survey, experiment, andobservational study and identify an appropriate method of solution for a given problem setting.



Science











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a. the components of a system are defined;


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b. instruments are selected and used to extend observations and measurements;c. information is recorded and presented in an organized format;d. the limitations of the experimental apparatus and design are recognized;e. the limitations of measured quantities are recognized through the appropriate use of












Definition


identifying various information types/formats (e.g., paper, electronic)describing cybersecurity (e.g., risks, threats, vulnerabilities)

Information-Literacy ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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using technology ethically (e.g., appropriately using social networks, managing personal information)abiding by workplace policies (e.g., acceptable use policy [AUP])protecting confidentiality (e.g., protecting login information and customer information)following workplace security procedures.

Microsoft Imagine Academy (MSIA) offers classroom resources and materials and instructional techniquesthat will help enhance instruction and learning for this concept. Using the school’s membership ID andproduct key for the Microsoft Imagine Academy, all resources are available through the MSIA MemberDashboard on the Microsoft site.

To access the curriculum resources, select the Classroom Tile from the member site.To access downloadable curriculum resources including the MOAC e-Book, Lesson Plans, and StudyGuides select Curriculum Overview - Curriculum Downloads.To access Online Learning videos and tutorials select Online Learning Directory tile.For more information visit: How to Get Started with Microsoft Imagine Academy Program.


What is cybersecurity? Why is it important?What information is considered sensitive? How can a person protect sensitive information?What are the possible consequences of failing to protect confidentiality?What are the possible consequences of an employee failing to adhere to a company’s AUP?



CE.1








from sources.

CE.4


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CE.14






GOVT.1









USI.1



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USII.1








VUS.1








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WG.1








WHI.1









WHII.1


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English








topic.


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d. Craft and publish audience-specific media messages.




writing.







6.8The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentencestructure, paragraphing, and Standard English.


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a. Use subject-verb agreement with intervening phrases and clauses.b. Use pronoun-antecedent agreement to include indefinite pronouns.c. Maintain consistent verb tense across paragraphs.d. Eliminate double negatives.e. Use quotation marks with dialogue.f. Choose adverbs to describe verbs, adjectives, and other adverbs.g. Use correct spelling for frequently used words.h. Use subordinating and coordinating conjunctions.











a. Identify persuasive/informative techniques used in media.b. Distinguish between fact and opinion, and between evidence and inference.c. Describe how word choice, visual images, and sound convey a viewpoint.


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d. Compare and contrast the effectiveness of techniques in auditory, visual, and written mediamessages.

e. Craft and publish audience-specific media messages.




writing.









10. Use transition words and phrases within and between paragraphs.


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11. Develop and modify the central idea, tone, and voice to fit the audience and purpose.12. Expand and embed ideas by using modifiers, standard coordination, and subordination in



a. Choose appropriate adjectives and adverbs to enhance writing.b. Use pronoun-antecedent agreement to include indefinite pronouns.c. Use subject-verb agreement with intervening phrases and clauses.d. Edit for verb tense consistency and point of view.e. Use quotation marks with dialogue and direct quotations.f. Use correct spelling for commonly used words.










activities.


a. Select, organize, and create multimodal content that encompasses opposing points of view.b. Choose vocabulary and tone appropriate to the audience, topic, and purpose.c. Use effective verbal and nonverbal communication skills to deliver multimodal presentations.d. Cite information sources.


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e. Respond to audience questions and comments.f. Differentiate between Standard English and informal language.g. Evaluate presentations.









writing.






8.7


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The student will write in a variety of forms to include narrative, expository, persuasive, andreflective with an emphasis on expository and persuasive writing.



paragraphs.


a. Use and punctuate correctly varied sentence structures to include conjunctions and transitionwords.

b. Correctly use pronouns in prepositional phrases with compound objects.c. Use a variety of sentence structures to infuse sentence variety in writing.d. Maintain consistent verb tense across paragraphs.e. Use comparative and superlative degrees in adverbs and adjectives.f. Use quotation marks with dialogue and direct quotations.g. Use correct spelling for frequently used words.








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activities.

9.2The student will produce, analyze, and evaluate media messages.

a. Analyze and interpret special effects used in media messages.b. Determine the purpose of the media message and its effect on the audience.c. Analyze the purpose of information and persuasive techniques used in diverse media formats.d. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).e. Examine how values and viewpoints are included or excluded and how the media can

influence beliefs, behaviors, and interpretations.f. Describe possible cause and effect relationships between mass media coverage and public

opinion trends.g. Evaluate sources including advertisements, editorials, political cartoons, and feature stories

for relationships between intent and factual content.h. Monitor, analyze, and use multiple streams of simultaneous information.i. Demonstrate ethical use of the Internet when evaluating or producing creative or







complete a task, or create a product.j. Differentiate between fact and opinion and evaluate their impact.


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k. Analyze ideas within and between selections providing textual evidence.l. Use the reading strategies to monitor comprehension throughout the reading process.



















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faulty reasoning.

10.2The student will examine, analyze, and produce media messages.

a. Create media messages for diverse audiences.b. Credit information sources.c. Evaluate sources for relationships between intent, factual content, and opinion.d. Analyze the impact of selected media formats on meaning.e. Analyze the purpose of information and persuasive techniques used in diverse media formats.f. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).g. Describe possible cause and effect relationships between mass media coverage and public

opinion trends.h. Monitor, analyze, and use multiple streams of simultaneous information.i. Demonstrate ethical use of the Internet when evaluating or producing creative or












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education.














b. Create media messages with a specific point of view.c. Evaluate media sources for relationships between intent and content.d. Analyze the impact of selected media formats on meaning.e. Determine the author’s purpose and intended effect on the audience for media messages.


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f. Manage, analyze, and synthesize multiple streams of simultaneous information.g. Demonstrate ethical use of the Internet when evaluating or producing creative or













education.






e. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines


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for gathering and using information.f. Demonstrate ethical use of the Internet.








for relationships between intent and factual content.f. Manage, analyze, and synthesize multiple streams of simultaneous information.g. Demonstrate ethical use of the Internet when evaluating or producing creative or










b. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments,


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address counterclaims, and provide effective conclusions.c. Use a variety of rhetorical strategies to clarify and defend a position organizing claims,

counterclaims, and evidence in a sustained and logical sequence.d. Blend multiple forms of writing including embedding a narrative to produce effective essays.e. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.f. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating



opportunities.








Mathematics

COM.10The student will design and implement the input phase of a program, which will include designingscreen layout, getting information into the program by way of user interaction and/or file input, andvalidating input.


Definition

Information-Security ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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Maintaining working knowledge of current IT systems may include, but is not limited to,

hardware and devices (e.g., peripherals)software and applicationscloud-based servicesfile-sharing techniquesemerging technologiestroubleshooting protocols and techniques.

Microsoft Imagine Academy (MSIA) offers classroom resources and materials and instructional techniquesthat will help enhance instruction and learning for this concept. Using the school’s membership ID andproduct key for the Microsoft Imagine Academy, all resources are available through the MSIA MemberDashboard on the Microsoft site.

To access the curriculum resources, select the Classroom Tile from the member site.To access downloadable curriculum resources including the MOAC e-Book, Lesson Plans, and StudyGuides select Curriculum Overview - Curriculum Downloads.To access Online Learning videos and tutorials select Online Learning Directory tile.For more information visit: How to Get Started with Microsoft Imagine Academy Program.


What technology systems are common within a given industry?How does one keep current with information technology?What steps should be taken if there is a problem with technology in the workplace?



CE.1








from sources.


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CE.4



CE.14






GOVT.1









USI.1



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making, and responsible citizenship, by







USII.1








VUS.1







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WG.1








WHI.1










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WHII.1









English









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writing.












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writing.










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activities.









writing.



b. Apply knowledge of text features and organizational patterns to analyze selections.


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c. Skim materials to develop an overview or locate information.d. Make inferences and draw conclusions based on explicit and implied information using








Mathematics

7.8The student will




COM.2The student will design, write, document, test, and debug, a computer program.

COM.7The student will select and call library functions to process data, as appropriate.

COM.9The student will implement pre-defined algorithms, including sort routines, search routines, andsimple animation routines.

COM.10The student will design and implement the input phase of a program, which will include designingscreen layout, getting information into the program by way of user interaction and/or file input, and


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validating input.COM.11

The student will design and implement the output phase of a computer program, which will includedesigning output layout, accessing available output devices, using output statements, and labelingresults.

COM.16The student will describe the way the computer stores, accesses, and processes variables, includingthe following topics: the use of variables versus constants, parameter passing, scope of variables,and local versus global variables.

COM.18The student will debug a program using appropriate techniques (e.g., appropriately placedcontrolled breaks, the printing of intermediate results, other debugging tools available in theprogramming environment), and identify the difference among syntax errors, runtime errors, andlogic errors.

PS.17The student, given data from a large sample, will determine and interpret point estimates andconfidence intervals for parameters. The parameters will include proportion and mean, differencebetween two proportions, difference between two means (independent and paired), and slope of aleast-squares regression line.

Science








a. designated laboratory techniques;b. safe use of chemicals and equipment;c. proper response to emergency situations;d. manipulation of multiple variables, using repeated trials;e. accurate recording, organization, and analysis of data through repeated trials;


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f. mathematical and procedural error analysis;g. mathematical manipulations including SI units, scientific notation, linear equations, graphing,














Definition

Information-Technology Systems ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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Demonstration includes selecting and using technology, tools, and machines to accomplish work.


What technology, tools, or machines are common in a given industry?How are technology, tools, or machines used to accomplish job tasks efficiently?Why is it important to be proficient with industry-specific technology, tools, and machines?



CE.1








from sources.

CE.4



CE.14



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GOVT.1









USI.1









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USII.1








VUS.1










WG.1



b. using geographic information to determine patterns and trends to understand world regions;


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c. creating, comparing, and interpreting maps, charts, graphs, and pictures to determinecharacteristics of world regions;





WHI.1









WHII.1








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Mathematics



plots.






circle graphs.


A.7The student will investigate and analyze function (linear and quadratic) families and theircharacteristics both algebraically and graphically, including

a. determining whether a relation is a function;b. domain and range;c. zeros of a function;d. x- and y-intercepts;e. finding the values of a function for elements in its domain; andf. making connections between and among multiple representations of functions including

concrete, verbal, numeric, graphic, and algebraic.



AFDA.1


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The student will investigate and analyze linear, quadratic, exponential, and logarithmic functionfamilies and their characteristics. Key concepts include

a. domain and range;b. intervals in which the function is increasing or decreasing;c. absolute maxima and minima;d. zeros;e. intercepts;f. values of a function for elements in its domain;g. connections between and among multiple representations of functions using verbal

descriptions, tables, equations, and graphs;h. end behavior; andi. vertical and horizontal asymptotes.



AII.4The student will solve systems of linear-quadratic and quadratic-quadratic equations, algebraicallyand graphically.

AII.7The student will investigate and analyze linear, quadratic, absolute value, square root, cube root,rational, polynomial, exponential, and logarithmic function families algebraically and graphically.Key concepts include

a. domain, range, and continuity;b. intervals in which a function is increasing or decreasing;c. extrema;d. zeros;e. intercepts;f. values of a function for elements in its domain;g. connections between and among multiple representations of functions using verbal

descriptions, tables, equations, and graphs;h. end behavior;i. vertical and horizontal asymptotes;j. inverse of a function; andk. composition of functions algebraically and graphically.




COM.10


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The student will design and implement the input phase of a program, which will include designingscreen layout, getting information into the program by way of user interaction and/or file input, andvalidating input.

COM.11The student will design and implement the output phase of a computer program, which will includedesigning output layout, accessing available output devices, using output statements, and labelingresults.

COM.12The student will design and implement computer graphics to enhance output.

COM.16The student will describe the way the computer stores, accesses, and processes variables, includingthe following topics: the use of variables versus constants, parameter passing, scope of variables,and local versus global variables.

Science













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Technologies, Tools, and Machines Common to a Specific Occupation: Resources


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Definition

Application could include

performing calculations (e.g., percentages, fractions, addition, subtraction, averages, measurement,conversions, monetary transactions)applying mathematical processes to accomplish job-specific tasks (e.g., estimating required supplies,completing expense reports)managing personal finance (e.g., understanding wage rates, paycheck deductions, taxes, sales receipts).


What mathematical skills are required to attain an entry-level job in a specific field? What mathematicalskills are required for higher-level jobs within that field?What resources are available to assist in the improvement of mathematical skills?Why are mathematical skills considered communication skills?



CE.1








from sources.

Access instructional resources to support the teaching of Workplace Readiness Skills.


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CE.4



CE.14






GOVT.1









USI.1



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making, and responsible citizenship, by







USII.1








VUS.1







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WG.1








WHI.1










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WHII.1









English




writing.





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writing.






7.7


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The student will write in a variety of forms to include narrative, expository, persuasive, andreflective with an emphasis on expository and persuasive writing.









writing.






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paragraphs.









organized structure and a formal style.d. Blend multiple forms of writing including embedding a narrative to produce effective essays.e. Communicate clearly the purpose of the writing using a thesis statement.f. Compose a thesis for persuasive writing that advocates a position.


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g. Clearly state and defend a position using reasons and evidence from credible sources assupport.

h. Identify counterclaims and provide counter - arguments.i. Determine the best kind of evidence to use for a claim, and effectively use fact and opinion to














education.

11.5The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including


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employment documents and technical writing.











education.










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opportunities.

Mathematics


6.2The student will



6.5The student will




6.6







6.13


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The student will solve one-step linear equations in one variable, including practical problems thatrequire the solution of a one-step linear equation in one variable.


a. represent a practical situation with a linear inequality in one variable; andb. solve one-step linear inequalities in one variable, involving addition or subtraction, and graph

the solution on a number line.

7.1The student will

a. investigate and describe the concept of negative exponents for powers of ten;b. compare and order numbers greater than zero written in scientific notation;c. compare and order rational numbers;d. determine square roots of perfect squares; ande. identify and describe absolute value of rational numbers.



7.4The student will

a. describe and determine the volume and surface area of rectangular prisms and cylinders; andb. solve problems, including practical problems, involving the volume and surface area of

rectangular prisms and cylinders.

7.5The student will solve problems, including practical problems, involving the relationship betweencorresponding sides and corresponding angles of similar quadrilaterals and triangles.

7.6The student will

a. compare and contrast quadrilaterals based on their properties; andb. determine unknown side lengths or angle measures of quadrilaterals.

7.8The student will





circle graphs.


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7.11The student will evaluate algebraic expressions for given replacement values of the variables.




8.5The student will use the relationships among pairs of angles that are vertical angles, adjacent angles,supplementary angles, and complementary angles to determine the measure of unknown angles.

8.6The student will

a. solve problems, including practical problems, involving volume and surface area of cones andsquare-based pyramids; and

b. describe how changing one measured attribute of a rectangular prism affects the volume andsurface area.

8.8The student will construct a three-dimensional model, given the top or bottom, side, and frontviews.

8.9The student will

a. verify the Pythagorean Theorem; andb. apply the Pythagorean Theorem.

8.10The student will solve area and perimeter problems, including practical problems, involvingcomposite plane figures.






a. represent data in scatterplots;b. make observations about data represented in scatterplots; and


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c. use a drawing to estimate the line of best fit for data represented in a scatterplot.


a. evaluate an algebraic expression for given replacement values of the variables; andb. simplify algebraic expressions in one variable.


a. determine whether a given relation is a function; andb. determine the domain and range of a function.


a. recognize and describe the graph of a linear function with a slope that is positive, negative, orzero;

b. identify the slope and y-intercept of a linear function, given a table of values, a graph, or anequation in y = mx + b form;

c. determine the independent and dependent variable, given a practical situation modeled by alinear function;

d. graph a linear function given the equation in y = mx + b form; ande. make connections between and among representations of a linear function using verbal

descriptions, tables, equations, and graphs.



A.1The student will

a. represent verbal quantitative situations algebraically; andb. evaluate algebraic expressions for given replacement values of the variables.

A.3The student will simplify

a. square roots of whole numbers and monomial algebraic expressions;b. cube roots of integers; andc. numerical expressions containing square or cube roots.

A.4The student will solve

a. multistep linear and quadratic equations in one variables algebraically;b. quadratic equations in one variables algebraically;


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c. literal equations for a specified variable;d. systems of two linear equations in two variables algebraically and graphically; ande. practical problems involving equations and systems of equations.

A.5The student will

a. solve multistep linear inequalities in one variable algebraically and represent the solutiongraphically;

b. represent the solution of linear inequalities in two variables graphically;c. solving practical problems involving inequalities; andd. represent the solution to a system of inequalities graphically.

A.7The student will investigate and analyze function (linear and quadratic) families and theircharacteristics both algebraically and graphically, including

a. determining whether a relation is a function;b. domain and range;c. zeros of a function;d. x- and y-intercepts;e. finding the values of a function for elements in its domain; andf. making connections between and among multiple representations of functions including

concrete, verbal, numeric, graphic, and algebraic.



AFDA.1The student will investigate and analyze linear, quadratic, exponential, and logarithmic functionfamilies and their characteristics. Key concepts include

a. domain and range;b. intervals in which the function is increasing or decreasing;c. absolute maxima and minima;d. zeros;e. intercepts;f. values of a function for elements in its domain;g. connections between and among multiple representations of functions using verbal

descriptions, tables, equations, and graphs;h. end behavior; andi. vertical and horizontal asymptotes.



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AII.3The student will solve

a. absolute value linear equations and inequalities;b. quadratic equations over the set of complex numbers;c. equations containing rational algebraic expressions; andd. equations containing radical expressions.

AII.7The student will investigate and analyze linear, quadratic, absolute value, square root, cube root,rational, polynomial, exponential, and logarithmic function families algebraically and graphically.Key concepts include

a. domain, range, and continuity;b. intervals in which a function is increasing or decreasing;c. extrema;d. zeros;e. intercepts;f. values of a function for elements in its domain;g. connections between and among multiple representations of functions using verbal

descriptions, tables, equations, and graphs;h. end behavior;i. vertical and horizontal asymptotes;j. inverse of a function; andk. composition of functions algebraically and graphically.


AII.10The student will represent, create, and solve problems, including practical problems, involvinginverse variation, joint variation, and a combination of direct and inverse variations.



Science


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gathering data, communicating results, and using simulations to model concepts;i. construction and defense of a scientific viewpoint; and


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j. the use of current applications to reinforce chemistry concepts.
















a. chemicals and equipment are used safely;


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b. length, mass, volume, density, temperature, weight, and force are accurately measured;c. conversions are made among metric units, applying appropriate prefixes;d. triple beam and electronic balances, thermometers, metric rulers, graduated cylinders,







Definition


defining professionalismpracticing punctuality and attendanceadhering to work-schedule expectationsexercising etiquette (e.g., language, manners, and behaviors suitable for the workplace and online;appropriate verbal and nonverbal communication)exhibiting professional self-representation (e.g., using a firm handshake, introducing oneself, makingeye contact)maintaining professional appearance (e.g., maintaining personal hygiene, adhering to a dress code).


What is professionalism? How is it demonstrated?How can a person make a positive first impression? Why is this important?Why is professional appearance important in the workplace?Why are punctuality and attendance important in the workplace?What are some examples of workplace schedule expectations?

Mathematical ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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How do behavior and communication expectations differ between home and school? How might theseexpectations differ in the workplace?



CE.1








from sources.

CE.4



CE.14




and demand for them in the economy;


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d. examining the impact of technological change and globalization on career opportunities;e. describing the importance of education to lifelong personal finances; andf. analyzing the financial responsibilities of citizenship, including evaluating common forms of


GOVT.1









USI.1








USII.1



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VUS.1










WG.1





and political perspectives;


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f. explaining indirect cause-and-effect relationships to understand geospatial connections;g. analyzing multiple connections across time and place;h. using a decision-making model to analyze and explain the incentives for and consequences of



WHI.1









WHII.1










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English













activities.



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activities.







faulty reasoning.




awareness of verbal and nonverbal cues.f. Anticipate and address alternative or opposing perspectives and counterclaims.g. Evaluate the various techniques used to construct arguments in multimodal presentations.


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h. Use vocabulary appropriate to the topic, audience, and purpose.i. Evaluate effectiveness of multimodal presentations.





Definition


reading and interpreting workplace documentseffectively writing workplace documents, considering

ability to convey messages with clarityprofessional tone, appropriate to audiencegrammarforms and conventions (e.g., formatting documents, using an email signature).


What level of reading and writing skills are required for an entry-level job in a given industry?How do reading and writing skills help a person succeed as an individual, family member, and citizen?How would written correspondence differ among friends vs. between an applicant and a prospectiveemployer?Why is it important for an employee to gain knowledge of preferred forms and conventions in theworkplace?


Professionalism ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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CE.1








from sources.

CE.4



GOVT.1







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USI.1








USII.1








VUS.1



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making, and responsible citizenship by









WG.1








WHI.1




events in world history;d. evaluating sources for accuracy, credibility, bias, and propaganda;


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e. comparing and contrasting historical, cultural, economic, and political perspectives in worldhistory;

f. explaining how indirect cause-and-effect relationships impacted people, places, and events inworld history;

g. analyzing multiple connections across time and place;h. using a decision-making model to analyze and explain the incentives for and consequences of



WHII.1









English






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a. Skim materials using text features including type, headings, and graphics to predict and


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categorize information.b. Identify an author’s organizational pattern using textual clues, such as transitional words and

phrases.c. Make inferences and draw logical conclusions using explicit and implied textual evidence.d. Differentiate between fact and opinion.e. Identify the source, viewpoint, and purpose of texts.f. Describe how word choice and language structure convey an author’s viewpoint.g. Identify the main idea.h. Summarize text identifying supporting details.i. Create an objective summary including main idea and supporting details.j. Identify cause and effect relationships.k. Organize and synthesize information for use in written and other formats.l. Analyze ideas within and between selections providing textual evidence.












activities.

8.6


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The student will read, comprehend, and analyze a variety of nonfiction texts.








paragraphs.





individual contributions made by each group member.


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i. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreementand disagreement.

j. Evaluate impact, purpose, point of view, reasoning, and use of evidence and rhetoric ofpresentation(s).

k. Use self-reflection to evaluate one’s own role in preparation and participation in small-groupactivities.













a. Use parallel structure across sentences and paragraphs.


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b. Use appositives, main clauses, and subordinate clauses.c. Use commas and semicolons to distinguish and divide main and subordinate clauses.d. Distinguish between active and passive voice.e. Use a variety of sentence structures to infuse sentence variety in writing.







faulty reasoning.








a. Engage in writing as a recursive process.b. Plan and organize writing to address a specific audience and purpose.c. Adjust writing content, technique, and voice for a variety of audiences and purposes.d. Communicate clearly the purpose of the writing using a thesis statement.


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e. Objectively introduce and develop topics, incorporating evidence and maintaining anorganized structure and a formal style.

f. Compose a thesis statement for persuasive writing that advocates a position.g. Clearly state and defend a position using reasons and sufficient evidence from credible




education.


a. Use parallel structure across sentences and paragraphs.b. Use complex sentence structure to infuse sentence variety in writing.c. Distinguish between active and passive voice.d. Use colons correctly.e. Analyze the writing of others and suggest how writing might be improved.








support.


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f. Analyze multiple texts addressing the same topic to determine how authors reach similar ordifferent conclusions.

g. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.h. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm,







education.


a. Use complex sentence structure to infuse sentence variety in writing.b. Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.c. Distinguish between active and passive voice.








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opportunities.

12.7The student will self- and peer-edit writing for Standard English.

a. Use complex sentence structure to infuse sentence variety in writing.b. Edit, proofread, and prepare writing for intended audience and purpose.c. Use a style manual, such as that of the Modern Language Association (MLA) or the

American Psychological Association (APA), to apply rules for punctuation and formatting ofdirect quotations.

Science





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Definition

Reading and Writing ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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Demonstration includes, but is not limited to,

adhering to Occupational Safety and Health Administration (OSHA) standards and instructor andmanufacturer guidelines

interpreting safety data sheets (SDS)identifying and using personal protective equipment (PPE)maintaining universal precautions (e.g., to protect against bloodborne pathogens)

identifying risks and hazards in the workplacefollowing emergency protocols (e.g., evacuation routes).


What is OSHA? Under what federal department does it fall?How does OSHA help employees identify risks and hazards in the workplace?Where might one find an SDS?How do emergency protocols differ within the school, the workplace, and the home?



CE.1








from sources.

CE.4


a. practicing trustworthiness and honesty;b. practicing courtesy and respect for the rights of others;c. practicing responsibility, accountability, and self-reliance;


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d. practicing respect for the law;e. practicing patriotism;f. practicing thoughtful decision making; andg. practicing service to the school and/or local community.

GOVT.1









USI.1








USII.1



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VUS.1










WG.1





and political perspectives;


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f. explaining indirect cause-and-effect relationships to understand geospatial connections;g. analyzing multiple connections across time and place;h. using a decision-making model to analyze and explain the incentives for and consequences of



WHI.1









WHII.1










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English




writing.




writing.





writing.




c. Analyze the author’s qualifications, viewpoint, and impact.


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d. Recognize an author’s intended purpose for writing and identify the main idea.e. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical


















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Science






Workplace-Safety ResourcesAccess instructional resources to support the teaching of Workplace Readiness Skills.


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001Demonstrate creativity andinnovation.

English: 6.1, 6.3, 6.4, 6.6, 6.7, 6.9, 7.1, 7.3, 7.4, 7.6, 7.7, 7.9, 8.1,8.3, 8.4, 8.6, 8.7, 8.9, 9.1, 9.5, 9.6, 9.8, 10.1, 10.5, 10.6, 10.8, 11.1,11.5, 11.6, 11.8, 12.1, 12.5, 12.6, 12.8

History and Social Science: CE.1, CE.4, GOVT.1, USI.1, USII.1,VUS.1, WG.1, WG.4, WHI.1, WHII.1

Mathematics: 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.10, 6.11, 6.12, 7.2,7.3, 7.8, 7.9, 8.2, 8.4, 8.6, 8.7, 8.11, 8.12, 8.17, 8.18, A.9, AFDA.3,AFDA.4, AFDA.5, AFDA.6, AFDA.7, AFDA.8, AII.9, COM.1,COM.3, COM.4, COM.5, COM.8, DM.7, DM.1*, DM.10, DM.2*,DM.3*, PS.3*, PS.4*, PS.7*, PS.9*, PS.10*

Science: 6.1, BIO.1, CH.1, ES.1, LS.1, PS.1

002Demonstrate critical thinkingand problem solving.

English: 6.1, 6.3, 6.4, 6.5, 6.6, 6.7, 6.9, 7.1, 7.3, 7.4, 7.5, 7.6, 7.7,7.9, 8.1, 8.3, 8.4, 8.5, 8.6, 8.7, 8.9, 9.1, 9.5, 9.6, 9.8, 10.1, 10.5,10.6, 10.8, 11.1, 11.5, 11.6, 11.8, 12.1, 12.5, 12.6, 12.8

History and Social Science: CE.1, CE.4, CE.11, GOVT.1, USI.1,USII.1, VUS.1, WG.1, WG.4, WHI.1, WHII.1

Mathematics: 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.10, 6.11, 7.2, 7.3, 7.8,7.12, 7.13, 8.2, 8.4, 8.8, 8.9, 8.10, 8.11, A.8, A.9, G.1, G.13, G.14,AFDA.3, AFDA.5, AFDA.8, AII.9, AII.10, AII.11, COM.1,COM.3, COM.4, COM.5, COM.8, DM.4, DM.7, DM.1*, DM.2*,DM.3*, DM.9*, PS.9*, PS.10*

Science: 6.1, BIO.1, CH.1, ES.1, LS.1, PS.1

003Demonstrate initiative andself-direction.

English: 6.1, 6.4, 6.6, 6.7, 6.9, 7.1, 7.4, 7.6, 7.7, 7.9, 8.1, 8.4, 8.6,8.7, 8.9, 9.1, 9.5, 9.6, 9.8, 10.1, 10.5, 10.6, 10.8, 11.1, 11.5, 11.6,11.8, 12.1, 12.5, 12.6, 12.8

History and Social Science: CE.1, CE.4, CE.11, GOVT.1, USI.1,USII.1, VUS.1, WG.1, WHI.1, WHII.1

004 Demonstrate integrity.English: 6.1, 7.1, 8.1, 9.1, 9.5, 10.1, 10.5, 11.1, 11.5, 12.1, 12.5

History and Social Science: CE.1, CE.3, CE.4, GOVT.1,GOVT.16, USI.1, USII.1, VUS.1, WG.1, WHI.1, WHII.1

005 Demonstrate work ethic.

English: 6.1, 7.1, 8.1, 9.1, 10.1, 11.1, 12.1


Science: CH.1

006Demonstrate conflict-resolution skills.

English: 6.1, 6.2, 6.4, 6.6, 6.7, 6.9, 7.1, 7.2, 7.4, 7.6, 7.7, 7.9, 8.1,8.2, 8.4, 8.6, 8.7, 8.9, 9.1, 10.1, 11.1, 12.1

History and Social Science: CE.1, CE.4, GOVT.1, USI.1, VUS.1

007Demonstrate listening andspeaking skills.

English: 6.1, 6.2, 6.4, 6.6, 7.1, 7.2, 7.4, 7.6, 8.1, 8.2, 8.4, 8.6, 9.1,10.1, 11.1, 12.1

History and Social Science: CE.1, CE.4, GOVT.1, USI.1, USII.1,VUS.1, WG.1, WHI.1, WHII.1


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008Demonstrate respect fordiversity.

English: 6.1, 7.1, 8.1, 9.1, 10.1, 11.1, 12.1

History and Social Science: CE.1, CE.3, CE.4, GOVT.1,GOVT.16, USI.1, USII.1, USII.9, VUS.1, VUS.13, WG.1, WHI.1,WHII.1

009Demonstrate customer serviceskills.

English: 6.1, 6.4, 6.7, 7.1, 7.4, 7.7, 8.1, 8.4, 8.7, 9.1, 9.5, 9.6, 10.1,10.5, 10.6, 11.1, 11.5, 11.6, 12.1, 12.5, 12.6

History and Social Science: CE.1, CE.4, GOVT.1, GOVT.16,USI.1, USII.1, VUS.1, WG.1, WHI.1, WHII.1

010Collaborate with teammembers.

English: 6.1, 7.1, 8.1, 9.1, 10.1, 11.1, 12.1


011Demonstrate big-picturethinking.

English: 6.1, 6.4, 7.1, 7.4, 8.1, 8.4, 9.1, 9.5, 10.1, 10.5, 11.1, 11.5,12.1, 12.5


012Demonstrate career- and life-management skills.

English: 6.1, 6.7, 7.1, 7.7, 8.1, 8.7, 9.1, 9.6, 10.1, 10.6, 11.1, 11.6,12.1, 12.6

History and Social Science: CE.1, CE.4, CE.12, CE.14, GOVT.1,USI.1, USII.1, VUS.1, WG.1, WHI.1, WHII.1

Mathematics: 8.4

013Demonstrate continuouslearning and adaptability.

English: 6.1, 6.4, 6.7, 6.9, 7.1, 7.4, 7.7, 7.9, 8.1, 8.4, 8.7, 8.9, 9.1,9.5, 9.6, 9.8, 10.1, 10.5, 10.6, 10.8, 11.1, 11.5, 11.6, 11.8, 12.1,12.5, 12.6, 12.8

History and Social Science: CE.1, CE.3, CE.4, CE.14, GOVT.1,USI.1, USII.1, VUS.1, WG.1, WHI.1, WHII.1

Science: BIO.1, CH.1, LS.1, PH.1, PH.4, PS.1

014 Manage time and resources.

English: 6.1, 6.2, 6.4, 6.7, 6.9, 7.1, 7.2, 7.4, 7.7, 7.9, 8.1, 8.2, 8.4,8.7, 8.9, 9.1, 9.5, 9.6, 9.8, 10.1, 10.5, 10.6, 10.8, 11.2, 11.5, 11.6,11.8, 12.2, 12.5, 12.6, 12.8


Mathematics: 6.10, 6.11, 6.12, 7.2, 7.3, 7.8, 7.9, 7.10, 7.11, 7.12,7.13, 8.4, 8.11, 8.12, 8.13, 8.14, 8.17, 8.18, A.4, A.5, A.8, A.9,AFDA.3, AFDA.4, AFDA.5, AFDA.6, AFDA.7, AFDA.8,COM.1, COM.3, COM.5, COM.8

015Demonstrate information-literacy skills.

English: 6.1, 6.2, 6.4, 6.6, 6.7, 6.9, 7.1, 7.2, 7.3, 7.4, 7.6, 7.7, 7.9,8.1, 8.2, 8.3, 8.4, 8.6, 8.7, 8.9, 9.2, 9.5, 9.6, 9.8, 10.2, 10.5, 10.6,10.8, 11.2, 11.5, 11.6, 11.8, 12.2, 12.5, 12.6, 12.8


Mathematics: 6.10, 6.11, 7.8, 7.9, 8.11, 8.12, A.8, A.9, AFDA.3,AFDA.4, AFDA.6, AFDA.7, AFDA.8, DM.8, PS.1*, PS.2*,PS.3*, PS.4*, PS.7*, PS.8*, PS.9*, PS.10*


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Science: 6.1, BIO.1, CH.1, ES.1, LS.1, PH.1, PS.1

016Demonstrate an understandingof information security.

English: 6.1, 6.2, 6.3, 6.4, 6.6, 6.7, 6.8, 6.9, 7.1, 7.2, 7.3, 7.4, 7.6,7.7, 7.8, 7.9, 8.1, 8.2, 8.3, 8.4, 8.6, 8.7, 8.8, 8.9, 9.1, 9.2, 9.5, 9.6,9.8, 10.1, 10.2, 10.5, 10.6, 10.8, 11.1, 11.2, 11.5, 11.6, 11.8, 12.1,12.2, 12.5, 12.6, 12.8


Mathematics: COM.10

017Maintain working knowledgeof current information-technology (IT) systems.

English: 6.1, 6.3, 6.4, 6.6, 6.9, 7.1, 7.3, 7.4, 7.6, 7.9, 8.1, 8.3, 8.4,8.6, 8.9


Mathematics: 7.8, COM.1, COM.2, COM.7, COM.9, COM.10,COM.11, COM.16, COM.18, PS.17

Science: BIO.1, CH.1, ES.1, PH.1

018

Demonstrate proficiency withtechnologies, tools, andmachines common to aspecific occupation.


Mathematics: 6.10, 6.11, 7.9, 8.4, A.7, A.8, A.9, AFDA.1,AFDA.3, AFDA.5, AII.4, AII.7, AII.9, COM.1, COM.7, COM.10,COM.11, COM.12, COM.16

Science: CH.1, ES.1, LS.1, PH.1, PS.1

019Apply mathematical skills tojob-specific tasks.

English: 6.4, 6.6, 6.7, 7.4, 7.6, 7.7, 8.4, 8.6, 8.7, 9.5, 9.6, 10.5,10.6, 11.5, 11.6, 12.5, 12.6


Mathematics: 6.1, 6.2, 6.5, 6.6, 6.12, 6.13, 6.14, 7.1, 7.2, 7.3, 7.4,7.5, 7.6, 7.8, 7.9, 7.11, 7.12, 7.13, 8.4, 8.5, 8.6, 8.8, 8.9, 8.10, 8.11,8.12, 8.13, 8.14, 8.15, 8.16, 8.17, 8.18, A.1, A.3, A.4, A.5, A.7,A.8, A.9, AFDA.1, AFDA.3, AFDA.5, AFDA.8, AII.3, AII.7,AII.9, AII.10, COM.1, COM.7

Science: 6.1, BIO.1, CH.1, ES.1, LS.1, PH.1, PS.1

020 Demonstrate professionalism.English: 6.1, 7.1, 8.1, 9.1, 10.1, 11.1, 12.1


021Demonstrate reading andwriting skills.

English: 6.1, 6.6, 6.7, 7.1, 7.6, 7.7, 8.1, 8.6, 8.7, 9.1, 9.5, 9.6, 9.7,10.1, 10.5, 10.6, 10.7, 11.1, 11.5, 11.6, 11.7, 12.1, 12.5, 12.6, 12.7


Science: 6.1, PH.1, PS.1

022 Demonstrate workplace safety.

English: 6.4, 7.4, 8.4, 9.5, 10.5, 11.5, 12.5


Science: CH.1


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Developed by Developed for Readiness Skills for the... · Process/Skill Questions What are creativity and innovation? Why are they important in the workplace? Why is it important