High School Computer Information System TEC Curriculum Essentials Document

Transcription

1 High School Computer Information System TEC Curriculum Essentials Document Boulder Valley School District Department of CTEC February 2012

2 Introduction Boulder Valley School District and Boulder CTEC are located in Boulder, Colorado. This area of the nation has a very dense population of high-tech industry, including Google, National Center of Atmospheric Research, Seagate, and IBM. Post-graduation employment is highly likely in and around the Boulder, Colorado area in information technology, hardware repair, hardware manufacturing, networking, data recovery, and software installation. This offers post-graduate student the ability to stay within the Boulder County community. This one-year course is beneficial for students of the Boulder Valley School District as it provides the opportunity for students to earn 30 elective credits, 5 embedded English credits, and concurrent enrollment credits with Front Range Community College. With the concurrent enrollment credits, students can continue their education towards a two-year associate s degree or a four-year bachelor s degree in Computer Information Systems. 6/21/2012 BVSD Curriculum Essentials 2

3 Computer Information Systems Overview Course Description Introduction to microcomputer applications, minor computer set ups and installations, the internet, and operating systems. Training also includes microcomputer applications and beginning programming and operating systems. Advanced coursework in computer set-ups, installations, troubleshooting, servers, imaging, hardware repair, networking, data recovery, and computer forensics (laws and processes). Coursework is provided through lecture, interactive online lessons, texts, videos and extensive hands-on applications. Assessments Projects-based assessments Web 2.0/3.0 Application Usage o Google Accounts o Edmodo o Blogs o Wikis Selected Readings o Online Articles o Journals o Magazine Articles Teacher and Student Designed Assessments Observation of hands-on activities Topics at a Glance Introduction Computer Information Systems Basic computer vocabulary Career Pathways in IT Computer Forensics Data recovery Computer/digital crimes Operating systems Imaging systems Software installation Web applications Software Hardware Hardware essentials Data recovery hardware Clearing hard drives Networking Job attainment Resumes/Cover Letters/Applications Mock Interviews Professionalism Entrepreneurship Community Service CTSO 6/21/2012 BVSD Curriculum Essentials 3

4 Prepared Graduates The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. 1. CTE Essential Skills: Academic Foundations ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster. Prepared Graduate Competencies in the CTE Essential Skills standard: Complete required training, education, and certification to prepare for employment in a particular career field Demonstrate language arts, mathematics, and scientific knowledge and skills required to pursue the full range of post-secondary and career opportunities 2. CTE Essential Skills: Communications Standards ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting information and ideas, including technical terminology and information Prepared Graduate Competencies in the CTE Essential Skills standard: Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace 3. CTE Essential Skills: Problem Solving and Critical Thinking ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams using creativity and innovation. Prepared Graduate Competencies in the CTE Essential Skills standard: Employ critical thinking skills independently and in teams to solve problems and make decisions Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers 6/21/2012 BVSD Curriculum Essentials 4

5 Conduct technical research to gather information necessary for decision-making 4. CTE Essential Skills: Safety, Health, and Environmental ESSK.06: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance Prepared Graduate Competencies in the CTE Essential Skills standard: Implement personal and jobsite safety rules and regulations to maintain safe and helpful working conditions and environment Complete work tasks in accordance with employee rights and responsibilities and employers obligations to maintain workplace safety and health 5. CTE Essential Skills: Leadership and Teamwork ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives Prepared Graduate Competencies in the CTE Essential Skills standard: Employ leadership skills to accomplish organizational skills and objectives 6. CTE Essential Skills: Employability and Career Development ESSK.09: Know and understand the importance of employability skills; explore, plan, and effectively manage careers; know and understand the importance of entrepreneurship skills Prepared Graduate Competencies in the CTE Essential Skills standard: Indentify and demonstrate positive work behaviors and personal qualities needed to be employable Develop skills related to seeking and applying for employment to find and obtain a desired job 6/21/2012 BVSD Curriculum Essentials 5

6 COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS Colorado s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado s best kept secret for: Relevant & rigorous learning Raising achievement among all students Strengthening Colorado s workforce & economy Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs. ALIGNMENT REQUIRED BY SB Preschool through elementary and secondary education - aligned standards - adoption - revisions. 2(b): In developing the preschool through elementary and secondary education standards, the State Board shall also take into account any Career & Technical Education standards adopted by the State Board for Community Colleges and Occupational Education, created in Section , C.R.S., and, to the extent practicable, shall align the appropriate portions of the preschool through elementary and secondary education standards with the Career and Technical standards. STANDARDS REVIEW AND ALIGNMENT PROCESS Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards review and alignment process that involved: NATIONAL BENCHMARK REVIEW Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed by the United State Department of Education, Division of Adult and Technical Education. This model provided access to a national set of business and industry validated knowledge and skill statements for 16 of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based standards and outcomes In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and outcomes. COLORADO CONTENT TEAMS REVIEW The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary faculty from across the state. Participation by instructors from each level ensured competency alignment between secondary and postsecondary programs. These individuals also proposed the draft academic 6/21/2012 BVSD Curriculum Essentials 6

7 alignments for math, science reading, writing and communication, social studies (including Personal Financial Literacy) and post secondary and workforce readiness (PWR.) 6/21/2012 BVSD Curriculum Essentials 7

8 ACADEMIC ALIGNMENT REVIEW In order to validate the alignment of the academic standards to the Career & Technical Education standards, subject matter experts in math, science, reading, writing and communication, and social studies were partnered with career & technical educators to determine if and when a true alignment existed. CURRENT STATUS One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career & Technical Education programs. 52 pathways with validated academic alignments 12 pathways with revised standards ready for alignment (currently there are no approved programs in these pathways) 21 pathways where no secondary programming currently exists. Standards and alignments will be developed as programs emerge. Available for review at: 6/21/2012 BVSD Curriculum Essentials 8

9 Colorado Career & Technical Education Standards Academic Alignment Reference System The Career & Technical Education standards have been organized by Career Cluster (17) and Pathway (81). In addition, a set of Essential Skills was developed to ensure the Postsecondary and Workforce Readiness within any cluster or pathway. These workforce readiness skills are applicable to all career clusters and should form the basis of each CTE program. Organization Essential Skills There exists a common set of knowledge and skills that are applicable to all students regardless of which cluster or pathway they choose. This set of standards, is meant for inclusion in each program to enhance the development of postsecondary and workforce readiness skills. Career Cluster A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 17 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses. Career Pathway Pathways are sub-groupings of occupations/career specialties used as an organizing tool for curriculum design and instruction. Occupations/career specialties are grouped into Pathways based on the fact that they require a set of common knowledge and skills for career success. Prepared Completer Competency This level targets the big ideas in each pathway. These are the competencies that all students who complete a CTE pathway must master to ensure their success in a postsecondary and workforce setting. Prepared Completer Competencies will not usually be course specific but grow with the student s progression through the sequence of courses. Concept/Skill The articulation of the concepts and skills that indicates a student is making progress toward being a prepared completer. They answer the question: What do students need to know and be able to do? Evidence Outcome The indication that a student is meeting an expectation at the mastery level. How do we know that a student can do it? Pathway Abbreviation (4 Letter) 6/21/2012 BVSD Curriculum Essentials 9

10 Academic Alignments Academic alignments, where appropriate in Math, Reading, Writing and Communication, Science and Social Studies (including Personal Financial Literacy) were defined by CTE and academic subject matter experts using the following criteria: It was a point where technical and academic content naturally collided; The student must demonstrate adequate proficiency with the academic standard to perform the technical skill; and It could be assessed for both academic and technical understanding. Colorado s CTE programs have had academic alignments dating back to the early 1990 s. While these alignments resulted in an increase in academic focus in CTE programs, the reality is that a true transformation in intentional teaching toward the academic standard was limited. With these alignments comes a new expectation: If a CTE instructor is teaching a CTE concept that has an identified alignment, they must also be intentional about their instruction of the academic standard. CCCS will be providing professional development and instructional resources to assist with the successful implementation of this new expectation. In addition, this expanded expectation will require increased collaboration between CTE and academic instructors to transform teaching and learning throughout each school. For each set of Cluster and Pathway standards, the academic alignments have been included and are separated by academic area. CCCS chose to align at the Evidence Outcome level. The aligned academic evidence outcome follows the CTE evidence outcome to which it has been aligned. For a sample, see Illustration A. 6/21/2012 BVSD Curriculum Essentials 10

11 The academic standard number used in the alignments matches the Colorado Department of Education standards numbering convention. 6/21/2012 BVSD Curriculum Essentials 11

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16 Computer Information Systems Use oral and written communication skills in creating, expressing and interpreting information ITCO.01 and ideas including technical terminology and information. ITCO Develop positive customer relations to build and maintain a customer base in the IT industry. ITCO a Explain the difference between external and internal customers in IT organizations. ITCO b ITCO c Demonstrate knowledge of organization s offerings and of customers importance to the organization. Demonstrate ability to assist customers in a professional manner. Define acronyms; explain complex technical ideas in layperson s terminology. ITCO d Effectively use organizational protocols and systems to fulfill customer service requirements. ITCO e ITCO.02 Explain the concept of a Service-Oriented Architecture (SOA) and how it is utilized in IT to create better customer satisfaction for organizations. Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams. Solve problems using creativity and innovation. ITCO Use product/service design processes and guidelines to produce a quality IT product/service. ITCO a Summarize the process of IT product/service design. ITCO b Identify the facts and requirements within a problem. GR.9-S.4- GLE.2-EO.a GR.9- S.4-GLE.2-EO.b Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts inherent in thinking Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision Document a Quality Assurance program (includes creating plan and evaluating ITCO c effectiveness). ITCO d Create a solution for the problem. GR.9-S.4-GLE.2-EO.c Implement a purposeful and articulated process to solve a problem ITCO Implement problem-solving processes to evaluate and verify the project/service. ITCO a Test/evaluate the solution. GR.9-S.4- GLE.2-EO.a GR.9- S.4-GLE.2-EO.b Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts inherent in thinking Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, 6/21/2012 BVSD Curriculum Essentials 16

17 GR.9-S.4- GLE.2-EO.d logic and precision Monitor and reflect on the rationale for, and effectiveness of, choices made throughout the problem-solving process ITCO b Reconfigure the solution to better match the requirements of the problem. GR.9-S.4-GLE.2-EO.c Implement a purposeful and articulated process to solve a problem ITCO c Demonstrate the use of information organization principles. Understand organizational behavior (roles within teams, work units, departments, organizations, ITCO.03 inter-organizational systems, and the larger environment. Identify how key organizational systems affect performance and product quality ITCO Analyze and summarize the use of IT in business. (to enhance effectiveness). ITCO a Explain how IT into various types of business models. ITCO b Explain why and when outsourcing is used by organizations. ITCO c Create and explain a standard generic organizational chart. ITCO Explain the difference between Private Sector, Public Sector, and Not-For-Profit organizations. ITCO a Explain why private sector organizations exist and how they work. ITCO b Explain why public sector organizations exist and how they work. ITCO c Explain why not-for-profit sector organizations exist and how they work. Explain when and why various organizations implement a Research and Development (R&D) ITCO d department. Know and understand the importance of professional ethics, legal responsibilities and ITCO.04 employability skills. Explore, plan, and effectively manage careers. Apply standard practices and behaviors that meet legal and ethical responsibilities and exhibit ITCO positive cyber-citizenry to understand legal issues faced by IT professionals. ITCO a Explain legal issues faced by IT professionals. ITCO b Summarize the rights and responsibilities of IT workers. ITCO c Identify ethical issues common to the IT field. Describe the role of copyright and intellectual property and the use of materials created by ITCO d others. ITCO Identify and explore careers in the IT field. Demonstrate an understanding of the various IT careers in Private, Public, and non-profit ITCO a sectors. ITCO b Research and explain industry certifications in IT and the process for pursuing them. ITCO c Identify and explore post-secondary opportunities in IT. Use the technical knowledge and skills required to pursue the targeted careers for all pathways in ITCO.05 the career cluster, including knowledge of design, operation, and maintenance of technological systems critical to the career cluster. ITCO Demonstrate knowledge of the hardware components associated with information systems. ITCO a Explain the fundamentals of operating systems. ITCO b Explain the role of number systems in information systems. ITCO c Identify computer classifications and hardware. ITCO d Describe the function of computers. 6/21/2012 BVSD Curriculum Essentials 17

18 ITCO e Explain the difference between memory and storage". ITCO ITCO a Identify and compare new IT trends and technologies to build an understanding of their potential influence on IT practices. Explain measurement techniques for increased productivity due to information support implementation. ITCO b Identify new IT technologies. ITCO Summarize basic data communications components and trends to maintain and update IT systems. ITCO a Explain data communications procedures, equipment and media. ITCO b Explain data transmission encoding and protocols. ITCO c Explain the differences between local and wide area networks. ITCO d Summarize data communication trends and issues. ITCO Demonstrate technical knowledge of the Internet. ITCO a Describe current Internet protocols. ITCO b Summarize Internet security issues and systems available for addressing them. ITCO c Demonstrate the use of an Internet connection. ITCO d Explain the components of Internet software. ITCO e Explain the features and functions of Web browsing software. ITCO f Install internet software for use on an operating system. ITCO g Explain Service Oriented Architecture (SOA) and how e-commerce works in an SOA environment. ITCO h Explain how the cloud works. ITCO i Explain how intranets work. ITCO Perform standard computer backup procedures to protect IT information. ITCO a Explain the need for regular backup procedures. ITCO b Configure, perform and maintain backup procedures. ITCO c Explain the difference between complete and differential backups. Recognize and analyze potential IT security threats to develop and maintain security ITCO requirements. ITCO a Describe potential security threats to information systems. ITCO b Identify the range of security needs and the problems that can occur due to security lapses. ITCO c Assess security threats. (e.g. DOS denial of service, intrusion, detection/prevention). ITCO d Develop risk management plans to address security threats. GR.9-S.4- GLE.2-EO.a GR.9- S.4-GLE.2-EO.b Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts inherent in thinking Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision ITCO e Identify software and hardware solutions to help avert security threats. ITCO f Implement plans to address security procedures. GR.9-S.4-GLE.2-EO.c Implement a purposeful and articulated process to solve a problem 6/21/2012 BVSD Curriculum Essentials 18

19 ITIM.02 Understand and demonstrate the use of software and hardware for digital communication production, development and project management. ITIM Demonstrate the ability to work with appropriate software tools. Demonstrate proficiency in the use of digital imaging tools, digital video techniques, and ITIM a equipment. (i.e. bitmapped image editing, vector based editing, layers, channels, masks, etc). Demonstrate knowledge of available graphics, video, motion graphics, web software ITIM b programs. ITIM c Demonstrate knowledge of available project management and collaborative tools. Demonstrate knowledge of integrated development environments (such as Visual Studio, ITIM d Dreamweaver, Flash, Waterproof, etc. Demonstrate the ability to create and transform objects in 3D space; apply effective lighting ITIM e and camera manipulations. ITIM f Demonstrate knowledge of the basic principles of motion graphics. Identify how different user agents (browsers, devices) affect the digital communication ITIM g product. ITIM Identify and utilize appropriate hardware configuration and tools. Identify appropriate tools for creating computer graphics (3 button mouse, tablet, graphics ITIM a card). Understand the hardware requirements for the creation, visualization, and rendering of ITIM b computer 2D and 3D graphics. ITNT.02 Design a network system using current technologies, tools, and standards. ITNT Analyze requirements specifications and design the network. Assess documented requirements to create network design that meets needs of the ITNT a customer/organization. ITNT b Identify roles of team members/customers in the network development process ITNT c Demonstrate the use of current design tools in the design process ITNT Demonstrate knowledge of technologies, tools and standards in designing a network. ITNT a Demonstrate knowledge of the basics of network architecture. ITNT b Demonstrate knowledge of basic network classifications and topologies. ITNT c Identify common network computing platforms and LAN physical media. ITNT d Characterize network connectivity basis and transmission line applications. ITNT e Demonstrate knowledge of communication standards for networks. ITNT f Characterize the use of Network Operating Systems. ITNT g Employ the use of prototyping to evaluate network system functionality. ITNT.03 Perform network installation and configuration to launch a network system ITNT Implement network system. ITNT a Evaluate design requirements and install system in accordance with requirements. ITNT b Install a network infrastructure. ITNT c Install a Network Operating System. ITNT d Configure a Network Operating System. 6/21/2012 BVSD Curriculum Essentials 19

20 ITNT e Apply industry standards quality assurance to network and telecommunications systems. ITNT.04 Perform network maintenance and user support functions to maintain a network system. ITNT Perform network administration and monitoring to maintain a network system. ITNT a Monitor network performance including information management and infrastructure. ITNT b Demonstrate knowledge of disaster recovery and business continuance. ITNT c Perform network system administration tasks. ITNT d Apply and test software upgrades, service packs and patches. ITNT e Perform standard computer backup procedures. ITNT f Troubleshoot network system and data communications problems. ITNT g Update and maintain technical documentation as necessary. ITNT Perform user support services to support a network system. ITNT a Identify various methods of technical support used to maintain and support a network system. ITNT b Perform technical support duties. ITNT c Provide and maintain user documentation as appropriate. ITPR.01 Identify and analyze customer software needs and requirements to guide programming and software development. ITPR Identify and assess the potential importance and impact of new IT technologies. Identify new technologies and data communication trends relevant to information ITPR a technology. ITPR b Assess the importance of new technologies to future developments. ITPR c Understand the importance of testing new technologies before implementation to customers. ITPR.05 Perform maintenance and customer support functions to maintain software applications. ITPR Analyze and perform technical support needs. ITPR a Identify and document technical support requirements. Create user support documentation based on project design and system requirements ITPR b (i.e., written documentation, on-line tutorials, etc). ITPR c Provide technical support using appropriate methods of communication. ITPR d Perform technical functions as required by the user. ITPR Perform software maintenance activities. ITPR a Identify and document maintenance requirements. ITPR b Identify, analyze, and fix problems as necessary. ITPR c Update documentation in internal code and external support media. GR.11- S.3-GLE.3-EO.d Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W ) ITPR d Release software and documentation updates according to procedures. ITSS.01 Perform computer user support to maintain service. ITSS Employ effective listening skills when working with client. ITSS a Identify support needs and resources, skill level needs. 6/21/2012 BVSD Curriculum Essentials 20

21 ITSS b Apply information and data analysis techniques. ITSS c Define scope of work to meet customer needs. ITSS Employ customer service principles when working with consumers ITSS a Respond to user questions. ITSS b Maintain timeliness and professionalism during interaction. ITSS c Communicate and document technical support provided. ITSS Evaluate and follow-up on customer service provided ITSS a When appropriate, follow up support session for evaluation. ITSS b Understand the steps to take to create improvement plan when needed. ITSS Analyze symptoms of problem and use diagnostic skills ITSS a Evaluate present data and system configuration. ITSS b Provide troubleshooting for hardware/software. ITSS c Employ evaluative tools (software/recordings) to check work. ITSS Employ effective problem-solving skills in performing support, maintenance and/or repair ITSS a Formulate a support plan/confirm plan with client. ITSS b Diagnose problems within system. ITSS c Perform technical functions required by customer/user. ITSS d Employ appropriate hardware and software tools to perform task in the most cost-effective manner. ITSS.02 Manage software systems to maintain and update service ITSS Perform configuration management activities Demonstrate knowledge of identification control functions, version management and ITSS a interface. Select appropriate tools for configuration management. Specify baseline and software lifecycle phases. ITSS b ITSS c Determine standards to be applied (e.g., international, industry, military). ITSS d Assess the impact of changes that affect interfaces. Utilize hardware design, operation and maintenance knowledge and skills to provide computer ITSS.03 user support. ITSS Identify the purpose of computer components. ITSS a Demonstrate knowledge of the CPU architecture and sockets. Demonstrate knowledge of motherboard/cpu (North/Southbridge, L1/L2, multi-core, bus, ITSS b 32/64 bit, form-factor, slots, etc). ITSS c Demonstrate knowledge of Chipsets/BIOS and their drivers. ITSS d Demonstrate knowledge of memory modules (RIMM, Dimm, SDRAM, DDR, DDR2, etc). ITSS e Demonstrate knowledge of hard drive technologies (IDE, EIDE, SATA, SCSI, etc). ITSS f Demonstrate knowledge of hard drive setup and troubleshooting. ITSS g Demonstrate knowledge of video cards and slots (VGA, XVGA, VESA, SLI, etc). ITSS h Demonstrate knowledge of I/O ports (serial, parallel, USB, PS/2, Firewire, etc). ITSS i Demonstrate knowledge of modem/nic ports and troubleshooting their problems. 6/21/2012 BVSD Curriculum Essentials 21

22 ITSS j Demonstrate knowledge of INPUT devices (keyboard, mouse, touchpad, cameras, scanners, midis, barcode scanners, etc). Demonstrate knowledge of OUTPUT devices (printers, CRTs, LCD monitors, network ITSS k devices). Demonstrate knowledge of communication devices and how they connect to and share data ITSS l with computers. Demonstrate knowledge of power and power supplies and how associated problems can be ITSS m solved. ITSS n Demonstrate knowledge of peculiar features and problems of address and portable devices. ITSS Explain the purpose of computer components and how they work together as a system. ITSS a Explain data bus, direct back plan, expansion bus. ITSS b Explain processing cycle. ITSS Demonstrate knowledge to build or install computer system. ITSS a Identify primary PC components and the functions of each. ITSS b Demonstrate knowledge of how hardware components interact and how conflicts arise. Access needed information using manufacturers' references (e.g., procedural manuals, ITSS c documentation, standards, work flowcharts). ITSS d Secure supplies and resources. ITSS e Demonstrate knowledge of error messages and symptoms of hardware failures. ITSS f Install mainboard (with memory/cpu). ITSS g Connect peripherals and expansion cards to/in mainboard. ITSS h Install drives (HDD, FDD, CD, CDR) both EIDE and SATA. ITSS i Employ appropriate safety precautions when working with PC. ITSS j Configure hardware system. ITSS k Verify system operation. ITSS l Document system installation activities. ITSS m Backup system and configuration. ITSS n Test all applications. ITSS o Restore system and configuration. ITSS p Transfer system settings and files from old system to new. Demonstrate ability to couple troubleshooting skills with hardware knowledge to solve client ITSS problems. ITSS a Know startup sequence and beep codes. ITSS b Identify priorities and interrupts at system level. ITSS c Replace RAM chips (different types). ITSS d Test system using diagnostic tools/software. ITSS e Identify problems in the operating system and related hardware. ITSS f Differentiate between hardware and software failure. ITSS g Update flash memory (BIOS). ITSS h Demonstrate hard drive maintenance procedures (defrag/scan (2) clear caches, etc). 6/21/2012 BVSD Curriculum Essentials 22

23 ITSS i Gather information on problem from user. ITSS j Conduct appropriate diagnostic tests. ITSS k Repair/replace malfunctioning hardware. ITSS l Reinstall software as needed. ITSS m Demonstrate backup and recovery. ITSS n Restore system to various states (safe modes, previous date, etc.). ITSS Identify and implement quality assurance processes to ensure a quality product. ITSS a Analyze technical support needs including internal and external documentation Perform product maintenance activities (i.e., product and documentation updates, user ITSS b requested enhancements, etc ) ITSS c Perform customer support activities as required by the user Demonstrate and apply knowledge of Operating System design, operation and maintenance to ITSS.04 perform information support and service tasks. Demonstrate knowledge of Operating System components in the building and deployment of ITSS computer systems. ITSS a Demonstrate knowledge of components of O/S (explorer, Control panel, etc). ITSS b Demonstrate knowledge of startup sequence of O/Ss. knowledge of Operating System components in the repair and maintenance of computer ITSS systems. ITSS a Connect stations to each other and to Internet. ITSS b Connect stations to peripheral devices, especially printers. ITSS c Protect stations from viruses, malwares, adwares, security breaches, etc. ITSS d Test integrity and drivers of all devices recognized by O/S. ITSS e Recover from system errors. ITSS f Upgrade ability from one generation of O/S to the next. ITSS g Install new hardware (drives, cards, etc) on O/S. ITSS.05 Demonstrate the use of networking concepts to develop a network. ITSS Describe basic network classifications, topologies and network operating systems ITSS a Interpret basic networking terminology. ITSS b Demonstrate and differentiate between LANs and WANs. ITSS c Identify the basic network topologies (e.g., star, ring, tree, network, irregular). ITSS d Identify the basic broadcast topologies (e.g., star ring, bus). ITSS e Identify differences between O/Ss (Windows/Linux/Mac/DOS). Demonstrate the use of networking concepts in the support and maintenance of the computers ITSS on the network. Demonstrate knowledge of the characteristics and uses of network components (e.g., hub, ITSS a switches, routers, firewall). ITSS b Differentiate between a physical and logical topology. ITSS c Demonstrate knowledge of LAN transmission methods, standards and protocols. ITSS.06 Employ knowledge of information system analysis and design to evaluate information systems. 6/21/2012 BVSD Curriculum Essentials 23

24 ITSS Evaluate applications within the information system. ITSS a Design a framework for evaluating information system functions. ITSS b Design a framework for evaluating individual applications. ITSS c Recommend new features or enhancements to existing tools. ITSS.07 Employ system installation and maintenance skills when setting-up and maintaining an information system to demonstrate application of fundamental system knowledge. ITSS Describe the life cycle of an information system. Research the concept of information system life cycles in accordance with an appropriate ITSS a schedule. ITSS Manage backup and recovery, both on- and off-site. Implement backup procedures in accordance with an appropriate schedule and recovery ITSS a procedures as needed. ITSS Identify the problem. ITSS a Demonstrate knowledge of troubleshooting steps. ITSS b Analyze impact of problems on productivity and minimize downtime. ITSS Evaluate problem-solving processes and outcomes. Evaluate problem-solving outcomes to determine whether the problem was solved as ITSS a intended. ITSS b Evaluate whether the process was applied in an efficient and responsible manner. ITSS c Assess the validity and usefulness of the outcomes. ITSS d Determine needed follow-up actions. ITSS.08 Employ system administration and control skills to monitor an information system. ITSS Perform general system administration tasks. ITSS a Understand project management. ITSS b Set up/maintain user accounts on multiple systems. ITSS c Participate in the evaluation, analysis, and recommendation of technical computing products. ITSS d Document performance problems. ITSS e Prepare required reports. Employ technical writing and documentation skills to keep records necessary for an information ITSS.09 system. ITSS Employ sound technical writing skills. ITSS a Define/prioritize communication needs. ITSS b Specify project objectives. ITSS c Estimate time, materials, and capabilities needed to complete assignment. Employ technical research to both evaluate applications and systems as well as find drivers ITSS and solutions. ITSS a Identify target audience. ITSS b Define research questions. ITSS c Determine priorities for the information that should be gathered. ITSS d Identify potential sources of information and subject matter experts. 6/21/2012 BVSD Curriculum Essentials 24

25 ITSS e Utilize target audience and user group as a key information source. ITSS f Evaluate potential sources of information based on established criteria (e.g., affordability, relevance). ITSS g Gather information from appropriate degrees. ITSS h Determine the accuracy and completeness of the information gathered. ITSS.11 Utilize hardware design, operation and maintenance knowledge and skills to provide computer user support. ITSS Explain the purpose of computer components and how they work together as a system. ITSS a Explain data bus, direct back plan, expansion bus. ITSS b Explain processing cycle. STCO.01 Understand and demonstrate the characteristics, scope and core concepts of technology. STCO Understand and apply tools, materials and processes. STCO a STCO b Apply and create an appropriate process for an assigned situation to solve a real world problem, using tools and materials. Interpret of results of a study, including inferences and predictions. - Define and explain the meaning of significance (both practical and statistical). STCO Apply characteristics of technology. STCO a Analyze rate, goal and commercialization of technology through a production process. STCO Use the appropriate technology to determine scope. STCO a Demonstrate the ability to formulate results by the collection and interpretation of data. STCO Identify and apply the core concepts of technology. STCO a GR.9-S.4- GLE.2-EO.a GR.9- S.4-GLE.2-EO.b Demonstrate the ability to characterize a plan and identify the necessary tools that will produce a technical solution when given a problem statement. Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts inherent in thinking Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision GR.9-S.4-GLE.2-EO.c Implement a purposeful and articulated process to solve a problem Describe the elements of good engineering practice (e.g. understanding customer needs, STCO b planning requirements, analysis, using appropriate tools and materials, prototyping, test, evaluation and verification. Effectively use project management techniques (including, but not limited to, time STCO c management practices, effective organizational skills, conduct analysis of cost, resources, and production capability and quality practices with continuous improvement STCO d Apply knowledge of scientific development to solve real world technical applications. Understand and demonstrate the cultural, social, economic, political and environmental effects of STCO.03 technology. STCO Understand and apply tools, materials and processes of technology. Understand why the management of waste produced from technological systems is an STCO a important societal issue. STCO b Explain how humans devise technologies to reduce the negative consequence of other 6/21/2012 BVSD Curriculum Essentials 25

26 technologies. (e.g. expanded use of recycling and new processes such as deconstruction vs. demolition). STCO Demonstrate an understanding of the environmental consequences of technology. Explain how making decisions about the use of technology involves weighing the trade-offs STCO a between the positive and negative effects. Develop an appreciation for the vast relationships in technology and how future STCO b developments and society s well being is dependent on how well technology is understood, developed, used and restricted. STCO Understand the impact of technology on cultural, social, economic, and political changes. Apply the knowledge of natural science and mathematics gained by study, experience and STCO a practice applied with creativity and judgment. Think critically, analyze evidence, read graphs, understand logical arguments, detect logical STCO b fallacies, test conjectures, evaluate risks, and appreciate the role mathematics plays in the modern world, i.e., be quantitatively literate. Develop and demonstrate an understanding of the role of troubleshooting, research and STCO.05 development, invention and innovation, and experimentation in problem solving. STCO Understand and apply tools, materials and processes of technology. STCO a Recognize the multidisciplinary approach in solving technological problems. Gather, analyze and interpret data on the quantity of energy in a system or object using STCO b appropriate measurements, equations and graphs. STCO c Develop an understanding of counting techniques to solve problems in real world contexts. STCO Implement trouble shooting techniques in problem solving. Gather knowledge to correct issues relevant to use and preventative maintenance. (the STCO a noisy belt, leaking window, screws to repair human joints, Hubble telescope). Analyze and interpret prior knowledge of tools, materials and processes to create a plan of STCO b action. Gather, analyze and interpret data and graphs regarding position, velocity and acceleration STCO c of moving objects. STCO d Develop new ideas to solve and eliminate recurring issues. ACADEMIC FOUNDATIONS: Achieve additional academic knowledge and skills required to pursue ESSK.01 the full range of career and postsecondary education opportunities within a career cluster. Complete required training, education, and certification to prepare for employment in a ESSK particular career field. ESSK a Identify training, education, and certification requirements for occupational choice. GR.10-S.4- GLE.1-EO.b Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS: W ) ESSK b Participate in career-related training and/or degree programs. GR.10-S.4- GLE.1-EO.b Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS: W ) ESSK c Pass certification tests to quality for licensure and/or certification in chosen occupational 6/21/2012 BVSD Curriculum Essentials 26

27 GR.10-S.4- GLE.1-EO.b area. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS: W ) Demonstrate language arts knowledge and skills required to pursue the full-range of postsecondary and career opportunities. ESSK ESSK a Model behaviors that demonstrate active listening. GR.9-S.1-GLE.2- EO.b Follow the speaker's arguments as they develop; take notes when appropriate GR.9-S.1-GLE.2-EO.c Give verbal and nonverbal feedback to the speaker GR.9-S.1-GLE.2-EO.d Ask clarifying questions GR.9-S.1-GLE.2-EO.e Evaluate arguments and evidence ESSK b Adapt language for audience, purpose, situation. (i.e. diction/structure, style). GR.10-S.3- GLE.3-EO.a GR.11-S.2- GLE.3-EO.d GR.12-S.1- GLE.1-EO.c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L ), i. Use parallel structure. (CCSS: L a), ii. Distinguish between the active and passive voice, and write in the active voice, iii. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or prese Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L ) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL ) ESSK c Organize oral and written information. GR.10- S.1-GLE.1- EO.a Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL ) Produce clear and coherent writing in which the development, organization, and style are GR.10- appropriate to task, purpose, and audience. (Grade-specific expectations for writing types S.3-GLE.3-EO.d are defined in expectations 1-2 above.) (CCSS: W ) Produce clear and coherent writing in which the development, organization, and style are GR.11- appropriate to task, purpose, and audience. (Grade-specific expectations for writing types S.3-GLE.3-EO.c are defined in expectations 1-2 above.) (CCSS: W ) Compose focused copy for a variety of written documents such as agendas, audio-visuals, ESSK d bibliographies, drafts, forms/documents, notes, oral presentations, reports, and technical terminology. GR.10-S.3- GLE.3-EO.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L ), i. Use parallel structure. (CCSS: L a), ii. Distinguish between the active and passive voice, and write in the active voice, iii. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or prese Demonstrate command of the conventions of standard English capitalization, punctuation, 6/21/2012 BVSD Curriculum Essentials 27

28 GR.10-S.3- GLE.3-EO.b and spelling when writing. (CCSS: L ), i. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. (CCSS: L a), ii. Use a colon to introduce a list or quotation. (CCSS: L b) Produce clear and coherent writing in which the development, organization, and style are GR.10- appropriate to task, purpose, and audience. (Grade-specific expectations for writing types S.3-GLE.3-EO.d are defined in expectations 1-2 above.) (CCSS: W ) GR.11-S.2- GLE.3-EO.d GR.11-S.3- GLE.2-EO.b GR.11- S.3-GLE.3-EO.e GR.9-S.3- GLE.3-EO.a GR.9- S.3-GLE.3- EO.b GR.9- S.3-GLE.3- EO.d ESSK e GR.10- S.3-GLE.3-EO.e GR.11- S.3-GLE.3-EO.b GR.11- S.3-GLE.3-EO.d GR.9- S.3-GLE.3-EO.c ESSK f Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L ) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS: W ), i. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS: shared writing products in response to ongoing feedback, including new arguments or information. (CCSS: W ) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L ), i. Identify comma splices and fused sentences in writing and revise to eliminate them, ii. Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences, iii. Use a colon to introduce a list or quotation. (CCSS: L b), iv. Spell correctly. (CCSS: L c) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in expectations 1 and 2 above.) (CCSS: W ) shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (CCSS: W ) Edit copy to create focused written documents such as agendas, audiovisuals, bibliographies, drafts, forms/documents, notes, oral presentations, reports, and technical terminology. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W ) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L ), i. Observe hyphenation conventions. (CCSS: L a), ii. Spell correctly. (CCSS: L b) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W ) Comprehend key elements of oral and written information such as cause/effect, comparisons/contrasts, conclusions, context, purpose, charts/tables/graphs, evaluation/critiques, mood, persuasive text, sequence, summaries, and technical subject 6/21/2012 BVSD Curriculum Essentials 28