Employability Standards and Benchmarks. Grades K 12

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1 Employability Standards and Benchmarks Grades K 12 Adopted: Spring, 2001 Implemented: Fall, 2001 Muscatine Community School District 1403 Park Avenue Muscatine, Iowa i

2 Table of Contents Page Employability Committee Membership... i Strategies for Communicating the Employability Standards to Staff... ii Listing of Employability Standards...iii Standard 1 Level K Level Level Level Standard 2 Level K Level Level Level Standard 3 Level K Level Level Level Standard 4 Level K Level Level Level Standard 5 Level K Level Level Level Standard 6 Level K Level Level Level Standard 7 Level K Level Level Level ii

3 Employability Standards and Benchmarks Committee Jane Evans Director of Educational Services Mary Wildermuth Committee Coordinator, Special Projects Facilitator Elementary Nance Ward Madison Kelli Pedersen McKinley Nonie Crumly Colorado Becka Jones Jefferson/Grant Amy Meyer ELP/TAG Middle School Sharon Heinze CMS Alison Anson WMS High School Michelle Lukavsky MHS Phil Fitzgerald MHS Jean Andres MHS Andrea Stewart MHS Business/Community Wendy Lucht, Muscatine Development Corporation The Muscatine Community School District employability standards were derived from State of Iowa identified employability standards and benchmarks in alignment with the National Career Development Guidelines. i

4 Strategies for Communicating the Employability Standards To K-12 Staff Share with district TNT Committee High School break apart and see where these are already implemented or not Have STW contact people share them Present to administrators Share at department meetings Give everyone a copy of their Employability Standards and Benchmarks Develop an elementary STW team who will provide inservices Integrate into the K-5 curriculum Find out where these are already being done Teach the teachers on some of these Grade level Meetings (K-2 and 3-5) Counselors go to team meetings (middle school) Develop a district counseling scope and sequence ii

5 Muscatine Community School District Employability Standards Grades K Uses technology and other tools for information processing and for productivity. 2. Applies principles of resource management. 3. Understands how organization and systems function. 4. Uses self-management, leadership, and entrepreneurial skills. 5. Uses workplace readiness and career planning skills. 6. Uses communications and mathematical skills in career-related applications. 7. Uses complex thinking skills to make decisions and solve problems. iii

6 Muscatine Community School District Employability Standards and Benchmarks 2001 STANDARD 1 The student uses technology and other tools for information processing and for productivity. Level K-2 1. operate developmentally appropriate technologies. 2. know basic computer hardware. 3. know how to power-up computer, monitor, and run age-appropriate software. 4. understand principles of basic computer and diskette care and preservation. 5. use menu options and commands (age appropriate). Level know areas in which technology has improved human lives. 2. know the basic functions of hardware. 3. know potential hazards to computer media. 4. know basic facts about networked computers. 5. use proper fingering for all keys, beginning from the home row, maintaining proper posture while using the keyboard. 6. make back-up copies of stored data, such as text, programs, and databases (Grade 5). 7. use electronic search strategies to find information from electronic sources. 8. access information from a variety of electronic sources. 9. use a word processor to edit, copy, move, save, and print text with some formatting. 10. know the common features and uses of databases (Grade 5). 11. use data base software to add, edit, and delete records, and to find information through simple sort or search techniques (Grade 5+). 12. use simple computer graphics in documents. 13. create simple charts and graphs using age-appropriate software. 14. use communication tools and interactive technology to exchange information and work with others. 15. know the alphanumeric keys and special keys (Grade 3). 1

7 16. type on a computer keyboard, using correct hand and body positions (Grade 3). 17. know basic distinctions among computer software, such as word processors, special purpose programs, and games (Grade 4). Level understand how technology has affected business and industry. 2. select appropriate tools and technology for specific activities. 3. know the differing capacities and trade-offs for computer storage media, such as CD-ROMS, floppy disks, hard disks, and tape drives. 4. use keyboarding skills. 5. know basic characteristics and functions of an operating system. 6. use technology to organize searches for information on local and wide-are networks, on-line catalogues and databases. 7. use advanced features and utilities of word processor to create and organize documents. 8. know the common features and uses of desktop publishing software. 9. know common features and uses of spreadsheets. Level know examples of advanced and emerging technologies and how they could impact society. 2. know the role of technology in a variety of careers. 3. know of significant advances in computers and peripherals. 4. use a variety of input devices. 5. know limitations and trade-offs of various types of hardware. 6. identify malfunctions and problems in hardware. 7. know how to import, export, and merge data stored in different formats. 8. know how to import and export text, data, and graphics between software programs. 9. construct search strategies to obtain print and digital information from a variety of electronic resources. 10. use advanced features of software products to create documents and organize information. 11. use desktop publishing tools to create a variety of publications. 12. create multi-media products by integrating computer-based productivity tools. 13. use spreadsheets to organize and analyze data. 14. select software for particular purposes, taking into consideration quality, appropriateness, effectiveness, and efficiency. 15. create interactive documents using modeling, simulation, and hypertext. 2

8 16. understand the uses of listservs, Usenet newsreaders, and bulletin board systems. STANDARD 2 The student applies principles of resource management. Level K-2 1. set short-term goals (age appropriate). 2. understand various types of goals. Level allocate the time, space and materials needed to complete classroom activities. 2. understand that the goal-setting process includes the identification and allocation of resources. 3. manage time effectively. 4. use appropriate behaviors for completing work and achieving goals. 5. understand that resources can include personal resources. 6. use basic planning skills. 7. use basic record-keeping to monitor schedules and organize resources. Level prioritize personal goals. 2. allocate sufficient time, materials, and resources to achieve personal goals. 3. know ways to manage conflicting priorities. 4. know own personal resources and values and how they affect personal goals. 5. know criteria for evaluating success and efficiency of goal-setting process and plans. 6. set long-term personal goals. 7. create plans/schedules with specific timelines that take into account constraints and plans. 8. understand the importance of monitoring progress toward a goal-making adjustment in plans/schedules as necessary. 3

9 Level use basic budgeting procedures. 2. use record keeping to track costs and make adjustments to budgets as needed. 3. understand interrelationships, constraints, and demands of personal and professional goals. 4. know criteria for selecting appropriate goals for workplace or school projects. 5. organize resources to optimize their use in personal and professional goal attainment. 6. make contingency plans and adjustments in response to unforeseen circumstances. 7. set goals and create plans which take into account personal characteristics, abilities, qualities, and values. 8. use quantitative and/or qualitative methods to evaluate the success of projects or goals. STANDARD 3 The student understands how organizations and systems function (i.e. family, school, community, business). Level K-2 1. know the components of family, school, and community systems in daily life. 2. understand basic concept of a system. 3. understand how some elements of simple systems work together. 4. create and test a simple linear system. Level know the components of community and social systems. 2. know different kinds of systems (Grades 4, 5). 3. assemble, disassemble, and test systems (Grades 4, 5). 4

10 4. understand that parts of a system affect one another, and that a system may not work if one of the parts is not functioning (Grades 4, 5). 5. understand that larger systems are made up of smaller component subsystems (Grades 4, 5). Level understand the relationship between an organization s structure and its goals. 2. understand the factors impacting the level of effectiveness of systems. 3. understand the systems model. 4. understand the differences between various types of systems. 5. understand how the output from one part of a system can become the input to other parts. 6. understand structure and management of a system. 7. understand elements and procedures that help reduce system failure. Level understand a variety of organizational models. 2. evaluate the quality and performance of a variety of systems. 3. understand the impact of change on systems. 4. know that even in simple systems, accurate prediction of the effect of changing some part of the system is not always possible. 5. know that in defining a system, it is important to specify its boundaries and subsystems, to indicate its relation to other systems, and to identify what its input and its output are expected to be. 6. analyze the way a system works, taking account of its functional, aesthetic, social, environmental, and commercial requirements. 7. know how feedback can be used to help monitor, control, and stabilize the operation of a system. 8. understand that positive and negative feedback have opposite effects on system outputs. 9. construct and operate systems, controlling and optimizing outputs, organizing and adjusting subsystems. 5

11 STANDARD 4 The student uses self-management, leadership, and entrepreneurial skills. Level K-2 1. use effective strategies to interact with others. 2. know appropriate behavior for different settings. 3. understand the importance of working together in a group. 4. understand established rules, regulations, and policies and reasons for following them. 5. know the importance of listening to others. Level understand how one s personal behaviors, attitudes, and qualities affect interactions with others. 2. understand one s role as a team member. 3. use teamwork skills and work with people of different ages, abilities, and backgrounds. 4. know differences between decisions and accomplishments made by individuals and by groups. 5. understand the difference between constructive and destructive criticism. 6. understand general aspects of one s own culture, the cultures of others, and how cultures differ. 7. understand the relationship between regular attendance and quality work in school and success in continuing education or a career. 8. use personal skills to contribute to a productive school and work ethic. 9. understand the meaning of lifelong learning. Level know ways to build mutual trust and respect with others in a group and ways to negotiate concerns. 2. use a variety of strategies to work as a member of a team. 6

12 3. understand how the unique traits, interests, values, strengths, and weaknesses of self and others contribute to the completion of projects. 4. understand the importance of respecting people of different races, ages, religions, ethnicity, and gender. 5. know personal modes of learning, management, action, operation, learning styles, and organizational skills. 6. know work ethics and behaviors for success within the school and community. 7. follow established rules, regulations, and policies of the school and community. 8. know sources of negative influence and ways to resist negative influence. 9. use strategies to offer and react positively to constructive criticism. 10. know factors that influence the need for lifelong learning. 11. know importance of acting, dressing and speaking in a professional manner. Level understand profitability and efficiency. 2. know the advantages and disadvantages of working for self and work for others. 3. understand how effective teams operate within organizational and diverse settings. 4. use leadership and membership skills to succeed as a member of a team. 5. understand various leadership styles and their effectiveness in different situations. 6. understand the degree to which one possesses the characteristics of an entrepreneur. 7. know work ethics and behaviors that are essential for career success. 8. know ways to resolve conflict within groups. 9. understand and respect the concerns of members of other ethnic, gender, and age groups. 10. use a variety of strategies to evaluate self and other s performance within a group. 11. understand that the learning process extends beyond the school environment. 12. understand the relationships among ability, effort, and achievement. 13. understand job appropriate dress and communication (i.e. professionalism). 7

13 STANDARD 5 The student uses workplace readiness and career planning skills. Level K-2 1. know places where people work and jobs that they do. 2. understand why people work. Level understand that people have different mental, physical, and creative abilities, and different feelings and interests about work (Grade 5). 2. know career and employment opportunities of personal interest (Grade 5). 3. know that different types of work have different requirements, costs, and rewards (Grade 5). 2. begin to know personal interests, aptitudes, and abilities. 3. begin to understand that each career has skills, abilities, and interests peculiar to that career group. 4. know careers or employment opportunities that involve working for self or for others. 5. know benefits and disadvantages of different kinds of work. 6. understand the value of work to the individual and society. 7. understand the changing roles of men and women at home and in the workplace. Level know career opportunities related to personal interests, skills, and abilities, and the characteristics and educational requirements of these career options. 2. understand the relationship of personal interests, skills, and abilities to successful employment. 3. understand the relationship between education, training, and increased career choices. 4. understand how career choices and opportunities are influenced by society, economics, and technology. 8

14 5. understand necessary education and/or training for obtaining employment within a chosen field. 6. understand organization within the workforce. 7. understand the nature of change in the workforce. 8. understand the importance of planning and preparing for one s future in the world of work. 9. know personal, educational, and career skills that are transferable among various jobs. Level know marketable occupational skills, preparation, and experience required for an entry-level job in a career of interest. 2. know occupational skills that are developed through work-based learning experiences. 3. develop an individual post-secondary plan. 4. understand how resources and support systems available in the community can assist individuals in preparing for and pursuing jobs. 5. know factors that should be taken into account when considering a job offer. 6. know the possible long-term impact of trends in social roles, values, and technology on career choices and opportunities. 7. understand costs and benefits of different post-secondary plans. 8. know strategies for pursuing a job or career. 9. understand problems and possible benefits of involuntary changes in employment. 10. understand traditional and emerging careers. 11. know and effectively communicate marketable occupational skills. STANDARD 6 The student uses communication and mathematical skills in career-related application. Level K-2 1. understand the importance of the basic academic skills in being successful at home and at school (age appropriate). 2. follow simple directions. 3. relate information in sequence. 9

15 4. speak in complete sentences. 5. know how the five senses are used in communication. Level begin to know academic knowledge and skills that are required in specific occupations. 2. follow directions in sequential order. 3. use a variety of strategies to give directions to others. 4. use a variety of strategies to respond to oral presentations. 5. use critical listening skills. 6. communicates ideas, opinions, and information to a group. 7. communicate ideas in varied formats according to audience and purpose. 8. understand the main idea or essential message of a text. 9. interpret simple data contained in symbols, pictures, charts, and graphs. 10. locate information to support a point of view and state of position. 11. use basic mathematical concepts and computations to solve problems. Level understand the connections between academic and career skills. 2. understand how basic academic skills are used in job-seeking activities. 3. use correct grammar and punctuation in writing. 4. understand multiple viewpoints on a topic, and factors that affect the credibility of different viewpoints. 5. use a variety of techniques for effective oral presentations. 6. gather and interpret data contained in symbols, pictures, charts, blueprints, and graphs. 7. use gathered information to support ideas and opinions. 8. identifies the main idea and supporting details of written materials. 9. give relevant and sensitive feedback to presentations of others. 10. write formal communications that have a definite audience and purpose, contain no omissions or assumptions; and follow the proper form. 11. follow directions and ask for clarification or help as needed. 12. use a variety of mathematical operations to solve problems. Level understand how academic knowledge and skills are used in an occupational context. 10

16 2. use interviewing skills, both as an interviewer and interviewee. 3. use a variety of verbal and non-verbal communication techniques in different communication forms. 4. know the importance of maintaining complete and accurate records. 5. create documents that clearly communicate, are appropriate to the audience, and follow the convention of written expressions. 7. use context clues to determine the meaning of unknown or technical vocabulary. 8. understand how technical information and data from workplace situations can be used to draw conclusions and make predictions about a job or career path. 9. select and use multiple computation techniques to solve work-based problems and determine reasonableness of results. 10. use a variety of strategies to support one s position. 11. use objectivity in assessing other viewpoints. 12. read and understand work-related materials. STANDARD 7 The student uses complex thinking skills to make decisions and solve problems. Level K-2 1. understand that decisions and proposals are most readily accepted when supported by good reasons (age appropriate). 2. know of challenges, simple problems, and opportunities in student s environment and possible solutions to them. 3. make and defend decisions about daily activities. Level know issues and problems in the school or community that have been solved or that one might help solve. 2. analyze decisions made by people in the past in terms of goals, obstacles, and possible alternatives that were considered. 3. know a variety of sources which could provide information about possible solutions or choices. 4. understand basic steps in a problem-solving process. 5. understand basic steps in a decision-making process. 11

17 Level select the most appropriate alternative for solving a problem by identifying alternative courses of action and predicting likely consequences of each (i.e. making personal and professional decisions). 2. use decision-making and problem-solving skills. 3. research factual information needed to evaluate alternatives. 4. begin to understand the values underlying the alternatives that are involved in making decisions. Level apply problem-solving and decision-making strategies to complex real-world situations. 2. outline a problem realistically as to available resources, constraints, and ultimate goals. 3. adapt solutions and decisions to incorporate new information and/or changing situations and requirements. 4. know criteria to evaluate own decision-making and problem-solving processes. 5. use quantitative or qualitative methods to evaluate the success of a decision or solution. 6. use a balance sheet to evaluate the costs and benefits of various alternatives with a decision. 7. evaluate the feasibility of various solutions to problems. 12

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