PART I · BUDGETING Standard 2 — Integrated Learning Intermediate Examples Working in teams and...

THE STATE EDUCATION DEPA RT M E N TTHE UNIVERSITY OF THE STATE OF NEW YORK

PART I.2

Integrated Learning........................................3

Making Connections ......................................12

Career Major Program Models .....................14

SCANS Classroom Comparison...................31

Sample Local Curriculum..............................32

NOTE: This document is a work in progress. Parts II and III,in particular, are in need of further development, and weinvite the submission of additional learning experiences andlocal performance tasks for these sections. Inquiries regard-ing submission of materials should be directed to: TheCareer Development & Occupational Studies ResourceGuide, Room 681 EBA, New York State EducationDepartment, Albany, NY 12234 (tel. 518-474-5922).

http://www.nysed.gov

&

2 Career Development & Occupational Studies

Over the last decade, more and more businesseshave begun to look for a similar kind of worker. In

addition to things that employers have always lookedfor— reliability, a positive attitude, and a willingness towork hard— these employers now look for hard and softskills that applicants wouldn’t have needed 20 years ago:

• the ability to read at the ninth-grade level or higher

• the ability to do math at the ninthgrade level or higher

• the ability to solve semistructuredproblems where hypotheses mustbe formed and tested

• the ability to work in groups withpersons of various backgrounds

• the ability to communicate effec-tively, both orally and in writing

• the ability to use personal com-puters to carry out simple tasks

Richard J. Murnane & Frank Levy“Teaching the New Basic Skills”

“

Workplace experiences can provide the setting foraddressing authentic problems and a clear connec-

tion to “value outside the classroom.” Using the work-place to teach academic skills can also be a motivationaltool for students, showing them how their academic skillscan be used outside of the classroom.

Fred Newman & Gary WehlageCenter on Organization and Restructuring of Schools

“

I believe that a career tomorrow will most likelyconsist of a dozen jobs, on and off payrolls of large

and small firms in two or three industries.

Tom Peters“In Search of Excellence”

“

Most of us, whether we like it or not, face a futureof self-managed portfolio careers, including a vari-

ety of part-time, temporary, or seasonal workcombined with work as independent contrac-tors, consultants, and small business owners.

Dixie Darr, Editor“The Accidental Entrepreneur”

“Most of us, whether we like it or not, face a futureof self-managed portfolio careers, including a vari-

ety of part-time, temporary, or seasonal work combinedwith work as independent contractors, consultants, andsmall business owners.

Dixie Darr, Editor“The Accidental Entrepreneur”

“

Curriculum Essentials/ Integrated Learning 3

Standard 2: Integrated Learning

Classroom Examples

The following classroom lessons are examples of ways to integrate the skills and competen-cies found in Career Development and Occupational Studies into instruction in other sub-ject areas. The lessons were developed by a committee of practitioners in the Spring of

1997.

Standard 2 — Integrated Learning Intermediate Examples

WRITING DIRECTIONS

In this timed activity, groups of three students willwrite directions from one point in the school build-ing to another and exchange their directions withanother group who must identify the destination.

English Language Arts: Standard 1 – Language forInformation and Understanding

Career Development

• investigate occupations where followingand giving directions is important

• identify occupations in which there is aneed to know a specific sequence

• communicate a process in writingclearly and accurately

• meet a deadline

Workforce Applications

• work together as a team to meet a dead-line

• apply writing, reading, and problem-solving skills

• understand the importance of organiza-tion and accuracy when writing out aprocess

Universal Foundation Skills

• use basic skills needed by those depen-dent on sequence/directions

(e.g., doctors, pharmacists, scientists,auto mechanics)

• plan, organize, and take independentaction

• manage information obtained fromother people and communicate theinformation in an appropriate format

Career Majors

Arts/Humanities

• apply technical writing skills

Business/Information Systems

• compose and produce a simple businessdocument

• write technically for both employeesand customers

ELA

1

CDOS

2

Standard 2 — Integrated Learning Elementary Examples


THE NATIVE PEOPLES

Students will examine work practices necessaryfor the survival and prosperity of the NativePeoples and make connections to modern work-force values.

Social Studies:Standard 1 - History of the UnitedStates and New York

Career Development

• identify responsibilities of each familytribal member

• describe skills necessary for successfulcompletion of tribal jobs

• work and interact with people, informa-tion, and/or things to achieve commongoals and outcomes

Workforce Application

• acquire leadership skills required to leadthe tribal unit

• understand the importance of coopera-tion among tribal members to maintainthe strength of the tribe

• develop specialty skills, (e.g., weaving,quillwork, beadwork, pottery making,stone working, hunting, and tanning)that are necessary for survival of the cul-ture

• apply skills and strategies necessary fortrading procedures


• use various communication processes(e.g., sign language, symbols, dance,oral story telling) to deliver thoughtsand ideas

• use problem-solving strategies to deter-mine the most effective means ofsurvival through the respectful use ofresources

• work cooperatively as a unit tostrengthen the culture and maintaintribal rituals, customs, and traditions

• use effective strategies to resolve con-flicts within the tribal community

• apply problem-solving techniques tolearn to survive natural forces (e.g., cli-mate, disease, famine, drought)

• plan strategies to defend against inva-sions by competing tribal units andsettlers

Career Majors


• plan, deliver, and interpret oral, nonver-bal, and written communication indica-tors within and outside of the tribal unit

• recognize and allow for cultural similar-ities and differences within other NativeAmerican cultures

• organize, plan, and implement success-ful trade agreements

Health Services

• identify causes of diseases, plan effectivehealing strategies, and deliver healthcare procedures and medicine (herbs,plants, etc.)

• plan strategies to prevent illness and/orinjury

Engineering/Technologies

• use natural materials and tools to carryout daily responsibilities

• apply decision-making/problem-solv-ing processes to develop solutions fordisputes among tribal members andencounters with other groups

SS

1

CDOS

2

Curriculum Essentials/Integrated Learning 5

• plan and create a visual representationof a village—shelters, council house,planting areas, etc.

Human and Public Services

• demonstrate effective communicationskills to deliver a clear, concise message

• work cooperatively within a tribe

• balance family roles and tribal roles

• identify and maintain items that willserve as a monetary system

• establish dwellings within an environ-ment that is safe for tribal members andoffers abundant supplies of food, water,and firewood

• solve problems, set specialized skillgoals, and make decisions to allow foroptimum survival of tribal members

Natural and Agricultural Sciences

• demonstrate effective use of naturalresources to satisfy needs for food, cloth-ing, shelter, tools, weapons, safety, etc.

• demonstrate a knowledge of naturaloccurrences (e.g., phases of the moon,seasonal changes, animal life cycles,tidal changes, etc.) and use this knowl-edge to plan and implement fishing,hunting, and gathering practices

• demonstrate a working knowledge oftribal rituals

• utilize basic agricultural principles tocreate optimal conditions for plant andanimal growth

• interact with tribal members in a councilmeeting to discuss and solve agricul-tural issues


THE NATIVE PEOPLES, continued

[Teachers] are focusing on more challenging andexciting kinds of learning, helping students to

actively construct, use, and generate their own knowl-edge. . . . They are creating communities of learnersengaged in research and reciprocal teaching thatempower students to seek their own answers and posetheir own questions.

Linda Darling-Hammond 1996Columbia University

“


HEALTH PRODUCT


Working in cooperative groups, students will useknowledge of health, healthy foods, and personalchoices to create and market a health product.

Health Education:Standard 3 – Health, PhysicalEducation, and Family andConsumer Sciences

Career Development

• explore occupations related to market-ing/advertising

• explore occupations related to healthcareers

• explore education needed to work inmarketing/advertising, production ofgoods, and various health-relatedcareers


• develop an ability to assess informationfor validity

• work in cooperative groups to develop aproduct

• gather and make use of availableresources

• apply previous knowledge to project


• prepare and give oral presentation toclass

• delegate roles and demonstrate self-management within groups

• work to meet a deadline

• understand the need for cooperation inaccomplishing goals

Career Majors


• create, develop, and present a product

• set goals and deadlines independently

• demonstrate ability to work indepen-dently and within a small group


• construct product and design advertis-ing layout

• make appropriate use of computers andsoftware as appropriate to create a prod-uct and advertisement

Health Services

• develop knowledge of the concept ofoptimal health

• identify factors that affect health mainte-nance


• describe how advertising can positivelyand negatively affect a health productand the community

• discuss the ethical responsibilities of theadvertising industry to the public

H E A LT H

3

CDOS

2


ENVIRONMENTAL CONSERVATION


Students will begin to consider personal responsi-bilities and goals for environmental protection andmanagement.

Social Studies:Standard 3 – Geography

Career Development• work with people, information, and things• develop interests, aptitudes, and abilities

that will lead to making informed environ-mental decisions

• plan and achieve immediate personal goals• make decisions to distinguish needs versus

wants• begin to consider a potential career plan

within the environmental field• examine the role of public service• examine the role of the volunteer to pro-

mote an environmental cause

Workforce Applications• set short- and long-term goals• use interview techniques to gather infor-

mation that shows how society utilizes anddepends upon natural resources

• apply academic knowledge of math, sci-ence, and language arts

• work as a team member to achieve effec-tive environmental practices

• demonstrate leadership skills in initiatingenvironmentally sound practices

• examine global competition that interfere swith worldwide environmental conserva-t i o n

• respect the need for economic growthwhile recognizing excessive resource uti-lization


• interview a person in the environmentalfield to obtain knowledge that supports theimportance of environmental awareness

• acknowledge the responsibility of commu-nity members and leaders

• debate environmental issues• cooperate to achieve a goal

• serve as role models for wise environmen-tal practices

• obtain data-use charts and graphs to showevidence of resource depletion

• implement a planned activity• research environmental laws• create advertisements that promote envi-

ronmental causes• explore the need for resource management• develop an oral presentation with visual

aids supporting an environmental issue

Career Majors


• develop steps to follow in achieving goals• develop charts and graphs that support the

need for global awareness of environmen-tal issues

• use technology to create and distributewritten communications that persuade theconsumer to protect, manage, and conservenatural resources

Health Services

• identify health and safety practices neededto ensure a clean and abundant water sup-ply, clean air, and fertile farmland


• use laboratory equipment and tools effec-tively (e.g., microscope and slides) toexamine water and soil samples and deter-mine evidence of pollutants


• advocate sustainable practices that protectthe quality of the environment within thecommunity

Natural and Agricultural Sciences

• identify agricultural practices that directlyaffect the quality of natural resources, i.e.,water, air, soil, forests

• explain the moral and legal responsibilitiesof society in protecting, conserving, andmanaging natural resources

SS

3

CDOS

2


BUDGETING


Working in teams and as individuals, studentswill make a budget and learn about personal finan -cial management using career research and grade -appropriate math skills.

Mathematics, Science, andTechnology:Standard 3 – Mathematics

Career Development

• develop an understanding of the skillsnecessary for various financial manage-ment occupations

• connect employment to achievement ofpersonal financial goals


• gain understanding of the use of com-puters in personal finance and in theworkplace

• make use of available resources forfinancial planning

• cooperate in teams to develop accuratebudgets


• apply and speak in mathematical terms

• use problem-solving skills to balancebudgets

• demonstrate an ability to work in teams

Career Majors


• manage financial and technologicalresources

• work in teams to produce an accurateproduct


• develop an understanding of the use ofspreadsheets in personal budgeting

• develop an understanding of the use ofcomputers and other technology in vari-ous occupations


• set personal and family financial goals

• understand the importance of career tofamily and society

MST

3

CDOS

2


CREATIVE WRITING CHALLENGE


In groups of three, students will create a story,including a cover and two pictures, to be presentedto second grade students. Students will worktogether, meet a deadline, write creatively, andwrite for a specific audience.

English/Language Arts:Standard 2 – Language for LiteraryResponse and Expression

Career Development

• explore occupations related to writing,speaking, and being creative

• understand the importance of meetingdeadlines

• acknowledge the relationship betweenquality work and individual skill andinterest

• explore individual interests, aptitudes,and abilities (e.g., writing, speaking, andcreative thinking)

• write for a specific audience

Workforce Applications• work together as a team to meet a dead-

line

• apply writing, speaking, creative think-ing, and art skills

• organize a presentation for a specificaudience

• use technology for writing


• exhibit interpersonal skills for groupwork and presentation


• set deadlines for completion of a task

Career Majors


• demonstrate basic leadershipabilities/skills

• function effectively as members of awork group


• solve problems, set goals, and makedecisions in order to meet a deadline

ELA

2

CDOS

2

“. . . education through occupations consequentlycombines within itself more of the factors con-

ducive to learning than any other method.

John DeweyDemocracy and Education

“


PERSUASIVE ESSAY/DEBATE


In groups of four, students will try to persuade anaudience to side with their viewpoints, byresearching a controversial issue; forming an opin-ion for debate purpos; submitting an essay andpresenting their opinion orally.

English/Language Arts:Standard 3 – Language for CriticalAnalysis and Evaluation

Career Development

• investigate occupations in which there isa need to persuade others through writ-ing and/or through oral debate

• understand importance of forming aneducated, intelligent opinion throughresearch

• explain effectively the rationale for anopinion


• work together as a team

• apply written and oral communicationskills

• support opinion through research

• form an opinion after listening to allpossible sides


• possess skills needed by writers andspeakers

• persuade others through explainingrationale for opinion effectively


• use interpersonal and reasoning skills toform an educated opinion

• apply listening and interpreting skills toform an opinion

Career Majors


• prepare and present an opinion formedthrough research

• use appropriate language for audience


• demonstrate listening skills and writtenand oral communication skills

• demonstrate how to interact effectivelyand sensitively with others

ELA

3

CDOS

2


SKYSCRAPERS


In groups of three or four, students will use thecomputer to design/model an earthquake-proofskyscraper.

Mathematics, Science, andTechnology: Standard 4-ScienceStandard 5-TechnologyStandard 6-Interconnectedness:Common Themes

Career Development

• describe occupations involved in build-ing and design

• identify interest, aptitudes, and abilitiesin mathematics, science, technology, andconstruction

• be knowledgeable about environmentalfactors

• set goals and meet objectives


• read and understand simple blueprints

• know simple architectural designs/con-cepts

• use a computer to create a model

• understand the importance of accuracy

• explore ways geometry is used in every-day life


• read, write, and follow a series of direc-tions

• evaluate facts, solve problems, andmake decisions by applying logic andreasoning skills

• use interpersonal skills in order to sortfacts, listen to dissenting points of view,and research a common decision

• use technology to complete a task

Career Majors


• work with a team or a group to take anidea and follow a step-by-step process tobuild a final product


• apply simple architectural and con-struction concepts to design an earth-quake-proof skyscraper

• use a computer to simulate an earth-quake

• demonstrate a basic understanding oftroubleshooting

MST

4MST

5MST

6

CDOS

2


Discovering Integration/MakingConnections Among the Standards

The following charts list a sampling of performance indicators, tasks, and standards fromseveral New York State standards. As students work toward the attainment of CareerDevelopment and Occupational Studies Standards, they may demonstrate their knowl-

edge and skills in tasks which are undertaken in other disciplines.

In the same manner, students may demonstrate knowledge and skills in mathematics, science,and technology, or in English language arts, the Arts, languages other than English, etc., stan-dards in tasks and activities which take place in career development classes. The integration oftasks and activities from several content areas suggests and encourages collaboration at all levelsand in all disciplines on the part of teachers.

Performance Indicators Tasks & Activities Standard

▲ write a review of a technical manualfrom the perspective of current indus-try standards

▲ investigate and select a computer pro-gram for use in designing floor plansand elevation drawings for a set design

▲ describe through example how tech-nologies can have positive and nega-tive impacts on the environment andon the way people work

▲ . . . explain the effects of internationaltrade on the American economy

▲ estimate the number of students whomight choose to eat hot dogs at a picnic

▲ use the criteria of scientific investiga-tion to evaluate the significance of a labexperiment

English Language Arts,Standard 3,Commencement level,Speaking and Writing

Arts,Standard 2,Commencement level

Mathematics, Science, andTechnology,Standard 5,Elementary level

Social Studies,Standard 4,Elementary level

Mathematics, Science, andTechnology,Standard 3,Intermediate level

English Language Arts,Standard 3,Intermediate level,Listening and Reading

demonstrate the integrationand application of academicand occupational skills in theirschool learning, work, and per-sonal lives.

Career DevelopmentStandard 2, Commencement level

describe the changing natureof the workplace brought aboutby global competition and tech-nology

Career DevelopmentStandard 1, Elementary level

evaluate facts, solve advancedproblems, and make decisionsby applying logic and reason-ing skills

Career DevelopmentStandard 3a, Intermediate level

Curriculum Essentials/ Making Connections 13

Performance Indicators Tasks & Activities Standard

▲ understand the cultural implications ofthe spoken language and of thedynamics of social interaction

▲ take part in and conduct meetings ofstudent organizations

▲ explain the resources needed to build asimple item (e.g., foot-stool, sandbox)

▲ identify common skills important forsuccess in the workplace and relatethem to personal strengths and areas inneed of improvement

▲ use mathematical concepts to calculatefuel consumption for a planned flight

▲ conduct research, prepare a chart, andmake a presentation about the salesvolume and market share for a localbusiness

▲ identify and explain social, organiza-tional, economic, business, and techno-logical systems that stimulate the tran-sition from an agriculture-basedeconomy to a service-, information-,and technology-based economy

▲ describe the American free enterprisesystem and its effect on the health caresystem

▲ work cooperatively in group situationsand analyze the importance of usingcollective abilities in achieving groupgoals and objectives

▲ interact with other students in a meet-ing to discuss an agricultural topic

Languages Other Than English,Standard 2,Checkpoint A

English Language Arts,Standard 4,Commencement level,Listening and Speaking

Career Development,Standard 3a,Elementary level

Career Development,Standard 1,Elementary level

Career Development,Standard 3b,Experiential level

Career Development,Standard 3b,Experiential level

Career Development,Standard 3b,Core level

Career Development,Standard 3b,Specialized level

Career Development,Standard 1,Intermediate level

Career Development,Standard 3b,Intermediate level

interact effectively and sensi-tively with all other members ofthe health care team in order toprovide high-quality client care

Career DevelopmentStandard 3b, Core level

understand the kinds ofresources available in theircommunity and make informeddecisions related to their ownuse

Health, Physical Education,Family and Consumer Science

Standard 3, Elementary level

apply algebraic and geometricconcepts and skills to the solu-tion of problems

Mathematics, Science, andTechnology

Standard 1, Commencement level

know the role of economics insociety, politics, and culture

Social StudiesStandard 4

express ideas and concernsclearly and respectfully in con-versations and group discus-sions

English Language ArtsStandard 4 Intermediate level


Career Majors

Nationwide school reform efforts have prompted many school systems to consider multi-ple paths to better prepare students for life after high school. Career-oriented programsrepresent one pathway that provides useful and valuable educational experiences for

all students. The current reform environment intends to integrate academic content within tradi-tional high school occupational education programs. At the same time, career major programsaddress the need to provide real-world practical applications with academic content. Studentswho perform well on tests and classroom assignments also need to develop the ability to applyacademic concepts to practical problems. The increasing number of jobs requiring post-highschool education makes it mandatory that schools prepare students to be successful at one ormore postsecondary levels (certificate, two- and/or four-year college level). Career majors areviewed as a way to link academic and occupational education within the reform framework andto increase standards. In New York State, the Departments of Education, Labor, and EconomicDevelopment were initially responsible for defining and recommending career major optionspublished in the Preliminary Draft Framework for Career Development and Occupational Studies. Thesix career clusters include:

■ Arts/Humanities

■ Business/Information Systems

■ Engineering/Technologies

■ Health Services

■ Human and Public Services

■ Natural and Agricultural Sciences

GUIDING PRINCIPLES

Career Majors:• combine the best of traditional academic and workplace competencies in order to prepare

every participating student for employment, further education, and a lifetime of learning;

• provide a cohesive instructional program that organizes courses and content on the careerclusters;

• are interdisciplinary by nature and, therefore, call for the integration of occupational and aca-demic content to prepare students for immediate employment or postsecondary study;

• prepare students for a lifetime of learning by promoting high academic standards along withlearning in a context of productive applications;

• deliver a broad, general preparation for business, management, and professions in a varietyof careers;

• are designed to be broad in scope and to enable students to develop knowledge and skillsthat are transferable to a wide variety of careers;

Curriculum Essentials/ Career Major Program Models 15

• afford opportunities for students to learn in a variety of learning configurations; and

• provide students with workplace experiences in shadowing, internships, explorations, andclinical experiences.

WHAT DOES A STUDENT GAIN FROM A CAREERMAJOR PROGRAM?

▲ value of real life hands-on applications of academic content

▲ broad-based skills and competencies

▲ options available in a wide range of careers

▲ skills and competencies needed for various careers

▲ motivation for further, advanced study

▲ learning through different instructional styles

CAREER MAJOR DESCRIPTORS

ARTS/HUMANITIES:prepares individuals through composition, symbolic representation, and a variety of communi-cations techniques to create, perform, and conduct literary, artistic, entertainment, and athleticactivities.

Sample occupations: editor, choreographer, composer, graphic designer, interiordesigner, dancer, journalist, and broadcast announcer.

BUSINESS/INFORMATION SYSTEMS:prepares individuals to perform managerial, research, and/or technical support functionswithin a public or private organization involving the creation, storage, and retrieval/distribu-tion of information.

Sample occupations: systems analyst, financial manager, database administrator, securi-ties broker, project/general manager, sales/marketing representative, accountant, execu-tive secretary, and administrative assistant.

ENGINEERING/TECHNOLOGIES:prepares individuals to apply technical knowledge and skills in designing, assembling, inspect-ing, maintaining, and repairing systems, structures, or products.

Sample occupations: civil engineer, automotive repair (engine/body), air traffic con-troller, power plant electrician, meteorological specialist, aircraft mechanic, and CADdrafter.

HEALTH SERVICES:prepares individuals to apply scientific, technical, and social knowledge and skills to assistclients in maintaining health, preventing illness, and diagnosing and treating symptoms.

Sample occupations: physical therapist, dental hygienist, pathologist, dietitian, pharma-cist, radiological technician, physician, medical secretary, medical laboratory technician,nurse, occupational therapist, and home health aide.


HUMAN AND PUBLIC SERVICES:prepares compassionate/nurturing employees to help individuals and families by providingprotective services (police, fire safety, and legal), social services (care of the elderly, sick, dis-abled, poor, and homeless), education and life-long learning (teacher, guidance counselor, andcollege professor), and community services (postal, sanitation, utilities, and public works).

Sample occupations: police detective, teacher, polygraph examiner, coroner, cook,funeral director, and postal service clerk.

NATURAL AND AGRICULTURAL SCIENCES:prepares individual to apply technical, scientific, and social skills to produce food and fiber forhuman needs while assuring a healthy natural environment.

Sample occupations: veterinarian, forest ranger, bio-chemist, meteorologist, commercialfishery, florist, stable hand, pollution control technician, logger, pet shop worker, foodinspector, pesticide applicator, landscaper, nursery worker, and farmer.

EXEMPLARS:The following illustrations depict the flow of core skills identified in select career major areasand provide models designed to suggest specific programs of study to deliver these skills.

The vertical charts identify key competencies which would generate industry-wide content atthree distinct levels of achievement. Astudent’s program of study would determine the instruc-tional intensity and degree of specialization of this content.

The horizontal charts identify suggested models of instructional programs with combinations ofcourse selections that content would deliver career major skills and knowledge leading to dis-tinct career pathways of immediate employment and/or continuing study at the postsecondarylevel.

Curriculum Essentials/Career Major Program Models 17

Career Majors

Core 18.5 units

Arts/Humanities

Natural andAgricultural

Sciences

Business/Information

Systems

HealthServices

E n g i n e e r i n g /Te c h n o l o g i e s

Humanand

PublicServices

Core◆

Specialized◆

Experiential

EmploymentPostsecondary


Business/Information

Systems

● Basic Business Understanding

● Business Related Technology

● Information Management/Communication

● Business Systems

● Resource Management

● Interpersonal Dynamics

Advanced courses that allow students tointensify their study of a career major toprogress toward gainful employment,career advancement, and success in post-secondary programs.

● Work-based LearningExperiences

● Student Leadership Activities

Core

Specialized

Experiential


Health Services

● Academic Foundation

● Health Care Systems

● Health Maintenance

● Legal and Ethical Responsibility

● Safety

● Communications


● Technical Skills


● Clinical Experiences


Core

Specialized

Experiential



● Foundation Development• Techniques and Competencies• Problem-Solving and Critical Thinking

● Technology• System Structures• Tools and Equipment

● Engineering/Industrial Processes• Product Planning• Product Development and Evaluation




Core

Specialized

Experiential


Human and PublicService

● Ethical/Legal Responsibilities

● Communication

● Sanitation

● Human Growth and Development


● Safety

● Thinking/Problem-Solving

● Personal Resource Management

● Wellness




Core

Specialized

Experiential


Natural andAgricultural

Sciences

● Basic Agricultural Foundation Development

● Agricultural-Related Technology

● Information Management/Communication

● Agricultural Business Systems

● Resource Management


● Safety

Advanced courses that allow students tointensify their study of a career major toprogress toward gainful employmentcareer advancement, and success in post-secondary programs.



Core

Specialized

Experiential


Arts andHumanities

● Foundation

● Communication

● Aesthetics

● Creative Processes and Practices

● Personal Qualities

● Making Results Public




Core

Specialized

Experiential


Career Major: Models

Two models for each career major have been developed depicting either a pathway directlyto the workforce or to postsecondary study prior to entering the workforce. Because ofspace limitations, only one model has been included for each career major in this version.

Additional models will be available in the print version of this document.

The following charts illustrate a few

examples of integrated career

major programs. Many other

options are possible.


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Curriculum Essentials/SCANS Classroom Comparison 31

The Conventional Classroom ComparedWith The SCANS Classroom

Source: Learning ALiving: ABlueprint For High Performance, ASCANS Report for America 2000, publishedby The Secretary’s Commission on Achieving Necessary Skills, U.S. Department of Labor, April 1992.

From the Conventional Classroom

Teacher knows answer.

Students routinely work alone.

Teacher plans all activities.

Teacher makes all assessments.Information is organized, evaluated, inter-preted, and communicated to students byteacher.

Organizing system of the classroom is sim-ple: one teacher teaches 30 students.

Reading, writing, and math are treated asseparate disciplines; listening and speakingoften are missing from curriculum.

Thinking is usually theoretical and “acade-mic.”

Students are expected to conform toteacher’s behavioral expectations; integrityand honesty are monitored by teacher; stu-dents’ self-esteem is often poor.

To the SCANS Classroom

More than one solution may be viable andteacher may not have it in advance.

Students routinely work with teachers,peers, and community members.

Students and teachers plan and negotiateactivities.

Students routinely assess themselves.Information is acquired, evaluated,organized, interpreted, and communicatedby students to appropriate audiences.

Organizing systems are complex: teacherand students both reach out beyond schoolfor additional information.

Disciplines needed for problem-solving areintegrated; listening and speaking are fun-damental parts of learning.

Thinking involves problem-solving, reason-ing, and decision-making.

Students are expected to be responsible,sociable, self-managing, and resourceful;integrity and honesty are monitored withinthe social context of the classroom; students’self-esteem is high because they are incharge of own learning.


Sample Local Curriculum

Locally-developed procedures for raising student achievement and improving professionalpractice are most effective when initiated by those who take ownership for implementa-tion; developed in a culture of shared inquiry; and focused on a common mission that

blends local needs with State and National policies and purposes.

As teachers plan and reflect with their students and each other on the best practices theycan employ to illustrate the State standards, their work will include elements of planning,instructional design, assessment development, professional development, etc.

The following samples are

representative of work now underway

by teachers in New York State who are

developing standards-based

approaches to instruction.

Curriculum Essentials/Sample Local Curriculum 33

Educators in the Genesee-Livingston-Orleans-Wyoming Schoolto Work partnership have addressed the Career Developmentand Occupational Studies learning standards by creating anintegrated school-to-work system that reaches all students.Their strategies incorporate career development, workplacecompetencies, and work-based learning into all levels of educa-tion. The following charts are a reflection of those strategies.

Sample Local Curriculum EElementary

IIntermediate

CCommencement

Source: Batavia City Schools. Batavia, NY.

CDOS

2CDOS

3bCDOS

3aCDOS

1

SUMMARY OF CURRICULUM DEVELOPED FOR ELEMENTARY (K-4)

AcademicArea Grade

Level(s)

Math K-8

Math K-5

SocialStudiesK-12

MathScienceReadingComputerSocialRelationsGrade 4

Curriculum Description

Math Relevances Learn math skills throughproblem-solving in coordina-tion with local businesses

Treasury of Moneyology Multitude of multi-mediaresources to introduce andteach money and mathematicsskills

Building Linkages Between SchoolCommunity: ADOPT-A-BUSI-NESS Create a link between the busi-ness community and schooldistrict to allow students todevelop an appreciation forbusiness community and allowbusiness community to experi-ence issues facing schools

Oliver’s Candy Project Students will identify the skillsthey might need in a job. Theywill understand managingresources and demonstrateinterpersonal skills.

School DistrictRepresentative

AtticaLori OrologioLinda Smith716-591-0400

WyomingCentralSchoolLinda Alrneter716-495-6222

Mt. MorrisCentralSchoolRich Mlyniec716-658-3331

Albion716-589-7033

Sample Activities

• K and pre-lst: Learning graphing, whole numbersand solving word problems through visit to icecream parlor

• 1st will learn measurements, etc., by visit to hard-ware store

• Bank/School Partnership-personnel fromWyoming Bank will go to school and students willvisit bank.

• Money skills: Students will learn to count, add,subtract, and figure sales tax.

K-6: Each grade level will adopt a community busi-ness

Students will brainstorm skills they need in a job. Students will hear presentation from Oliver’s

Chocolates. Students will visit Oliver’s Chocolates. Students will discuss findings, follow recipe for mak-

ing chocolate, run a mock store, design their ownbusiness, make a flowchart, show decision-makingprocesses, and develop alternate strategies forproblems. They will also make oral presentation.

For more complete information, contact your liaison or School-to-Work Office.


SUMMARY OF CURRICULUM DEVELOPED FOR MIDDLE SCHOOL (5-8)


IIntermediate

CCommencement

AcademicArea Grade

Level

MathK-8

MathK-5

CareerAwareness

Communi-cationSkills Grade 5 and6


See Math Relevance Learn math skills throughproblem-solving in coordina-tion with local businesses

See Treasury of Moneyology Multitude of multi-mediaresources to introduce andteach money and mathematicsskills

Developing Career Awareness:Catching Your Dream 1. Career Awareness Day for

5th graders 2. Video production for

follow- up

Middle School NewspaperProvides forum for learningand practicing communicationskills, both written and oral

Sample Activities

• 5th will learn to write checks and keep ledgerusing void checks from local bank

• 8th will learn to calculate interest for loans by visitto local bank

• Bank/School Partnership• Money Skills

Provide middle school students with a beginningstudy of self-awareness through Career Day withlocal businesses

• Introduction of newspapers• Modeling skills for Middle School Newspaper• Publishing of monthly middle school newspaper

School District

AtticaLori OrologioLinda Smith716-591-0400

WyomingLinda Alrneter716-495-6222

Genesee ValleyBOCESDeborah Leh716-343-1400

Pavilion MiddleSchoolBarbaraEllingham716-584-3115



IIntermediate

CCommencement

AcademicArea Grade

Level

Social Studies K-l2

CareerExplorationGrade 5 and6

BusinessGrade 7


Building Linkages Between SchoolCommunity: Adopt-A-BusinessProgram Create a link between the busi-ness community and schooldistrict to allow students todevelop an appreciation forbusiness community and allowbusiness community to experi-ence issues facing schools

School Supply Catalog Store Enhance school to work expe-rience and allow students toexperience an awareness of theworld of work, explore careeroptions and related skills, apti-tudes and abilities

Business Awareness Project Acquaint students with theethics and values of the busi-ness community

Sample Activities

7-9: Students will adopt an elementary school gradelevel and work with them and their adopted business

• Logo contest• Career options• Job Descriptions• Determine items to sell• Purchase inventory• Job applications/interview• Ad campaign• Job training/performance• Catalog order business• Training 5th graders• Future goals

Students will meet with department heads from EliAtochem. Representatives from Eli Atochem will visitYork Central. Students will visit Eli Atochem, meetand discuss their observations and develop portfoliosthat will include organizational flowcharts, videos,etc.

School District

Mt. MorrisCentral SchoolRich MlyniecFran SmithSharon BrownDiane Bedient716-658-3331

Pavilion MiddleSchoolSheila J.Stellrecht716-584-3115

York CentralSchoolLynda LoweHean MooseJoe LentnerBarb HigginsJim RogowskiPatrisha GallanaKaren Bryant716-243-2990

SUMMARY OF CURRICULUM DEVELOPED FOR MIDDLE SCHOOL (5-8), continued


AcademicArea Grade

Level

CareerExplorationGrade 6

MathLanguageReadingSocialSkillsComputerArtStudy Skills5-8

Life SkillsMiddleSchool


Appreciating Differences Students visit Dogwood DayTreatment to gain personalexperiences with people withdifferences

Student Store Students will complete jobapplication, participate ininterview, create and followschedule, maintain inventory,take money and make change,work as team, serve customerscorrectly, prioritize schedule,make high academic stan-dards, and promote and adver-tise store

School-based Workshop Students will demonstrate anawareness of different technol-ogy available, how technologyaffects society, demonstrate anunderstanding of how systemperformance relates to goals,need for data, select and com-municate information, demon-strate an awareness of knowl-edge, skills, and resourcesneeded to build simple item,and relate to people of differentages and diverse backgrounds

Sample Activities

Reading/Language Arts Novel Unit forCitizenship/Disability Expectations for DisabilitiesUnit Make the Rights Choice! Handicapped Simulation

Students interested in working in the store will attendinformational meeting, fill out application, have inter-view, provide references. After this process studentswill take inventory and set up store. Scheduling andtraining will be completed. Store will be promoted,Grand Opening will be held, sales and replenishmentof stock will be monitored, weekly inventory anddeposits of money will be conducted.

Class will visit ARC workshop for tour and presenta-tion, decide on products to be sold, design and pro-duce flyers for advertising, take orders for products,produce products by deadline, keep track of individ-ual piecework, set up delivery system, collect andkeep track of money collected, and teach social skillsrelated to workplace.

School District

DansvilleMiddle SchoolJeannie Reakes716-335-4010

Albion MiddleSchoolRalph EnglertMary AnnJablonskiKarenSpierdowis716-589-7033

Albion MiddleSchool716-589-7033


IIntermediate

CCommencement

SUMMARY OF CURRICULUM DEVELOPED FOR MIDDLE SCHOOL (5-8), continued

For more complete information, contact your liaison or the School-To-Work Office.


SUMMARY OF CURRICULUM DEVELOP FOR HIGH SCHOOL (9-12)


IIntermediate

CCommencement

AcademicArea Grade

Level(s)

SocialStudies K-12

LanguageArts9-12

Child-ElderCareProgram SeniorStudents

ResumePortfoliosSeniorStudents


Building Linkages BetweenSchool/Community: Adopt-ABusiness Program Create a link between the busi-ness community and schooldistrict to allow students todevelop an appreciation forbusiness community and allowbusiness community to experi-ence issues facing schools

Books on Tape Performance TaskStudents will use language artsskills to plan, create and imple-ment a promotional campaignto encourage their peers tobecome acquainted with Bookson Tape (BOT) at RichmondLibrary

Workforce Preparation: ChildElder Care Project Project redesigned classroomactivities and projects so theydirectly relate to workplaceapplications

Resume PortfoliosUseful collection of students’work

Summary Activities

10-12: Students will serve as managers for process

BOT Task 1 - student will design and create instruc-tive tool for helping others become familiar withBooks on Tape (BOT) section of Richmond Library; BOT Task 2 - student will produce an annotated bibli-ography; BOT Task 3 - student will produce a bookreview of one of the BOTs; BOT Task 4 - student willscore their performance as a group; and BOT Task 5 -student will create, publish, and present promotionalmaterial that encourages peers to use BOT section oflibrary

Classroom projects and activities include:Worksite Journal WritingDevelopment of Learning CentersWriting Lesson PlansDemonstration of Lesson PlansNewsletters for Parents

Part I - resume, cover letter, evaluations, recommen-dations, etc.Part II - Certificates and awardsPart III - work samples

School District

Mt. MorrisCentral SchoolRich Mlyniec716-658-3331

Batavia HSElizabethFrancher716-343-2480

Genesee ValleyBOCESEllen BennettJanis Weaver716-343-1400

Genesee ValleyBOCESEllen BennettJanis Weaver716-343 1400


AcademicArea Grade

Level(s)

Introduc-tion to Oc-cupationsGrade 9 (mandated)

TechnologyMath BusinessCommunications 9-12

EngineeringIndustryBusinessHealthHumanServicesAgricultureNaturalResources Fine ArtsCommunications Special Ed Grade 9


Introductions to Occupations Career Exploration Modelallows students to movebeyond regular content todevelop their occupationalgoals, personal goals, values,abilities, and desired lifestyles.

Ergonomics in the OfficeEnvironment Project divided into stages. sothat knowledge of ergonomicswill be gained through variouslessons. Each stage interre-lated. Students will work in allfour areas to prepare for finalproject.

Career Clusters Students will develop anawareness of the world ofwork, explore career options,and relate personal skills, apti-tudes and abilities to futurecareers within each of theCareer Clusters.

Summary Activities

Modules will include:Module 1: Business and CommunityModule 2: Financial Resource ManagementModule 3: Career ExplorationModule 4: Career Selection ProcessModule 5: Budgets, Savings, CheckingModule 6: Job Acquisition FormsModule 7: External InfluencesModule 8: Federal & State Income Tax Preparation,

Credit, and Installment BuyingModule 9: Communications SystemsModule 10: Job Adaptability ProcessModule 11: Smart ConsumerismModule 12: Production SystemsModule 13: General V EnterprisesModule 14: General Job Shadowing

Examples of rubrics are Oral Presentation, TechnicalNarrative Group Dynamics, Original and RevisedFloor Plan/Elevation, Survey, Chart, Graphs, BusinessCorrespondence, Statistical Analysis-Measurement,Computation and Terminology, Portfolio Design,Annotated Photo Documentation, Self Assessment,and Daily Log

Examples include: 1. Students will develop an awareness of world of

work, explore career options, and relate per-sonal skills, aptitudes and abilities to futurecareer decisions.

2. Identify educational requirements for variouscareers.

3. Students will develop an understanding thattechnology is the process and product of humanskill and ingenuity in designing and makingthings out of available resources to satisfy per-sonal and societal needs and wants.

4. Students will demonstrate interpersonal compe-tencies which lead to good teamwork and coop-eration in large and small groups.

5. Activities and evaluation methods on CareerCluster Curriculum for Special Educationclasses will be modified.

School District

Mt. MorrisRich MlyniecJean DutchessCraig King(716) 658-33

Warsaw CentralSchoolRuthanneVitagliano716-786-8010

Albion HSAda Grabowksi716-589-5644


IIntermediate

CCommencement

SUMMARY OF CURRICULUM DEVELOPED FOR HIGH SCHOOL (9-12), continued


AcademicArea Grade

Level(s)

Communi-cations Grade 12

Grade 11and 12

AccountingAppliedCommuni-cationsLanguageArtsGrade 11and 12

Introduc-tion to Oc-cupations9-12


Career Search Research Project Students research various jobsto determine education, natureof work, conditions, and salary

Job Acquisition CurriculumThe purpose of this project isto introduce the student to aprocess that almost ALLindi-viduals will have to gothrough in their lives—the JobAcquisition Process

Planning the Business Venture:Writing the Business PlanLocal businesses will be able toinvest in students’ projects;students will be asked to selecta local business person whoseenterprise most clearly resem-bles the kind of venture thestudent intends to design

School-to-Work Career Module Provide the students theopportunity to enrich theircareer awareness and explo-ration

Summary Activities

Students researched Fashion Designers, Free LanceWriters, Interior Decorating, Real Estate Agent,Paralegal, Business Teacher, Financial Services Broker

Aligning parts are: Career Development, UniversalFoundation Skills/Career Options; Job Acquisition,Job Leads; Letter of Application, the Resume, the JobApplication; and the Interview

The business plan will include a description of thebusiness proposed, a consumer profile, a descriptionof operations and schedules, a summary of loanexpenditures, cash flow projections, and a descriptionof the management. The completed plan will be pub-lished and bound as a professional quality document

Content outline is:I. Relationship of Lifestyle to Career ChoiceII. Career PreparationIII. Job PreparationIV. Job Shadow Experience

School District

Batavia HSSharon Messina716-343-2480

Notre DameWayne LazewskiPaul LaValley716-343-2783

BataviaSharon MessinaElizabethFancher716-343-2480

AvonLeigh MajorCatherinePospula716-226-2455


IIntermediate

CCommencement

SUMMARY OF CURRICULUM DEVELOPED FOR HIGH SCHOOL (9-12), continued

For more complete information, contact your liaison or the School-To-Work Office.


Program Task Standard Skill

Students use time cards to “clock” in and out ofclass and get paid in Home and Career Skills, “dol-lars” for full periods of “work.”

“Bonus Bucks” are given for exceptional work orattitude.

Student “paymasters” collect time cards, keepaccounts, and write out and return checks eachweek.

Checks and bonus bucks are stored in “payenvelopes” attached to the student’s Home andCareer Skills portfolio until the end of the quarterwhich forces the student into a weekly self-review ofhis portfolio.

Students get “longevity” raises each year.

Study characteristics and steps in decision-making.

Make group decision on recipe selection based uponlist of restricted available resources.

Study steps in problem-solving.

Select typical teenage problem and apply steps.

Write play that demonstrates problem selected andpossible solutions. Videotape play for class viewingand evaluation.

CDOS 3a

CDOS 3a

CDOS 3a

UniversalFoundationSkills




IIntermediate

CCommencement

Teachers in the Brewster Central School District have constructed a portfo-lio-based Home and Career Skills curriculum to address the standard sfound in Career Development and Occupational Studies. This sampling oftasks includes experiences in self-knowledge, life roles, educational develop-ment, and career exploration during the middle school years.

Source: Brewster Central School District, Brewster, NY.

CDOS

2CDOS

3bCDOS

1Grades 6-8

Work EthicProgram

Decision-Making

Problem-Solving



Comparison of name brand and store brand prod-ucts by blind testing for key factors.

Label interpretation for product use and safety,ingredients, price, and nutritional value. Studentsthen invent a new food product and create labels forit.

Interpretation of consumer research publications.Students read about and report, both orally and inwriting, on a product.

Study supermarket industry and systems, layout ofa typical store, and ways to save money when foodshopping. Students create an accurate shopping listfor an assigned menu.

Examination of advertising techniques and psychol-ogy. Students create multiple ads for one productshowing different techniques.

Study of complaint resolution steps and strategies.Students write a letter of complaint about anassigned consumer problem.

Students run own consumer study comparinghome-made recipe to store products.

Under the supervision of the Home and CareerSkills teacher and the Guidance Counselor, whocomes in to team teach this unit, the students take aself-administered interest inventory test.

Students identify their highest scoring career clus-ters.

Career clusters are examined for the elements theyhave in common and the skills required.

Students identify their highest interest jobs/careerswithin their selected clusters and examine the levelof education recommended for those careers.

Booklet is stored in the Part II portfolio to be workedon further in 8th grade.

CDOS 2

CDOS 1

IntegratedLearning

CareerDevelop-ment


IIntermediate

CCommencement

Con-sumerism

CareerInterestInventory



Students study various credit instruments andsources of credit. They explore characteristics lend-ing institutions look for in issuing credit and prob-lems that arise when credit is not used wisely.

Students study how a checking account operates.Each student is issued a checkbook and register anda list of transactions. All transactions are to be com-pleted and checkbook balanced.

Students examine paycheck deductions and whatdeductions go towards.

Students examine and evaluate various possible jobbenefits at different stages of the life cycle.

Students study a variety of ways to save money andevaluate the benefits and drawbacks of eachmethod. They calculate their present net worth bylisting their current assets and liabilities.

Students examine the insurance industry and con-sider various possible forms of insurance they mayhave to purchase in the future.

Students select an entry level job from the localnewspaper’s employment ads and calculate whattheir take-home pay would be.

Students estimate their flexible expenses for food,clothing, transportation, recreation, medical, etc.,modified by any existing job benefits.

Students estimate their fixed expenses for rent(taken from local newspaper rental ads), utilities,installment purchase payments, savings, etc.

Students summarize their total expenses and com-pare them to income to see if they can stay withintheir budget, or if they must modify their expenses.

Students learn the statistics on skill levels requiredin the current job market and examine the optionsavailable for postsecondary education and training.

Students learn about possible sources of financialaid for postsecondary education and the necessity ofcreating a budget to finance further education.

CDOS 2

CDOS 2

CDOS 1

IntegratedLearning

IntegratedLearning

CareerDevelopment


IIntermediate

CCommencement

MoneyManage-ment

Budgeting

Post-secondaryEducationalPlanning



Students learn to read employment advertisementsand examine them for required skills and character-istics.

Students select an ad for career employment thatrequires some postsecondary education.

Students study interviewing skills and participate ina mock interview.

Students learn how to fill out a job application andcomplete one for their selected job.

Students study resume writing and create a personalresume using accurate personal data and projectededucational and work experience.

Using the Career Interest Inventory results from theprevious year, students research their three selectedjobs on the computer and through the OccupationalOutlook Handbook.

Students write an essay about their top careerchoice, examining required skills, educational level,desirable personal characteristics, outlook foremployment, and match with interests and abilities.

Students examine characteristics of successful entre-preneurs.

Students brainstorm possible businesses they couldstart as a class and generate a list for marketresearch.

Students survey the school and public to select thebusiness with the greatest chance for success.

Students create a corporate structure and select divi-sion heads. They create a business plan and requesta loan from the school.

Students brainstorm and select a charity to benefitfrom any profits they may make.

Students run business for several days, keepingaccounts and paying back loan.

Students close down business and give final reporton results.

CDOS 1

CDOS 1

CDOS 2

CDOS 3

CareerDevelopment

CareerDevelopment

IntegratedLearning



IIntermediate

CCommencement

JobAcquisitionSkills

CareerSearch

Entrepre-neurship


Skill Activity

Allocates Time:Selects relevant, goal-related activities;ranks them in order of importance; allo-cates time to activities; and understands,prepares, and follows schedules.

Allocates Money:Uses or prepares budgets, including costand revenue forecasts; keeps detailedrecords to track budget performance; andmakes appropriate adjustments.

Allocates Material and FacilityResources:A c q u i res, stores, and distributes materi -als, supplies, parts, equipment, space, orfinal products in order to make the bestuse of them.

Allocates Human Resources:Assesses knowledge and skills and dis-tributes work accordingly, evaluates per-formance, and provides feedback.

• Identifies long-term goals based on personal values.

• Estimates/revises time schedule required to complete a project.

• Completes corporate tasks as scheduled.

• Demonstrates ability to accurately complete business-related mathproblems.

• Prepares a personal budget that includes a savings plan.

• Uses fiscal assessments to enhance consumer decision-making.

• Prepares shopping list and schedule for production of corporateproducts.

• Develops and evaluates menus.

• Develops and implements storage plans.

• Designs/implements a plan to attain personal goals based onhuman and economic resources.

• Prepares a self-analysis in relation to a career path.

• Develops a staffing plan.• Writes a job description.

• Conducts a performance evaluation.


IIntermediate

CCommencement

Teachers in the Peekskill City School District have designed a portion of their curriculum to help stu-dents develop the fundamental concepts and skills which will pre p a re them for work and lifelonglearning in the 21st century. The following examples identify the skills and activities used to master theuniversal foundation skills.

Resources

Peekskill City School District, Peekskill, NY.

CDOS

3a


Skill Activity

Acquires and Evaluates Information:Identifies need for data, obtains it fromexisting sources or creates it, and evalu-ates its relevance and accuracy.

Organizes and MaintainsInformation:Organizes, processes, and maintainswritten or computerized records andother forms of information in a systematicfashion.

Interprets and CommunicatesInformation:Selects and analyzes information andcommunicates the results to others usingoral, written, graphic, pictorial, or multi-media methods.

• Researches the benefits and liabilities of labor union activities.

• Conducts career research in the three vocational areas of business,food, and technology and prepares reports.

• Listens to guest speaker(s) and completes an analysis and summary.

• Completes a mosaic identifying personal values and interests.

• Locates classified ad for job that matches personal profile.

• Makes a mock purchase of stock and graphs a price chart for twoweeks.

• Presents an oral annual report (corporate).

• From clippings from the financial section of local newspaper, high-lights “new” industry that will mean additional jobs.

• Demonstrates knowledge of channels of distribution (buying andselling) by preparing the following documents: purchase order, bill,or lading invoice.

• Prepares personal and corporate checkbooks with deposit tickets andcheck registers.

• Reconciles a bank statement.

• Completes a job application/resume.

• Identifies the difference between needs and wants when making pur-chases over a life cycle.

• Explains the use of equipment and utensils, including proper careand storage.

• Prepares a mailable letter of complaint, showing knowledge of con-sumer rights.

• Completes a sales contract.

• Develops a reference referral form.

• Prepares a credit card application, demonstrating knowledge ofcredit rights and responsibilities.

• Prepares a loan application.

• Prepares a 1040EZ income tax form from “wages” earned asWorkforce 2000+ corporate worker.

• Writes a report on stock evaluation.

• Analyzes the use of various products/preparation methods (withregard to quality and use of time, energy, and money).

• Interprets information provided on consumer labels.


IIntermediate

CCommencement

Information


Skill Activity

Participates as a Member of a Team:Works cooperatively with others and con-tributes to group with ideas, suggestions,and effort.

Teaches Others:Help others learn.

Serves Clients/Customers: Works andcommunicates with clients and cus-tomers to satisfy their expectations.

• Demonstrates use of the five communications skills inemployer/employee relationships.

• Participates in a mock stockholders meeting.

• Collaborates with group members to solve a problem.

• Develops strategies for accomplishing team objectives.

• Works through a group conflict situation.

• Prepares and explains a collage on nutritional topics.

• Conducts and reports on a market survey of proposed food productsfor corporate sales.

• Trains a colleague on-the-job.

• Explores possible solutions to a problem in a formal group situation.

• Conducts a market survey regarding a proposed working model; andconducts interviews and gathers data about consumer demand,product feasibility, and product design.

• Plans an advertising campaign for the production company, showingthe six techniques used to persuade a consumer.

• In a group, prepares radio advertisement, television commercial, andposter.

• Deals with a dissatisfied customer in person (role play).

Skill Activity

Uses Computers to ProcessInformation:Employs computers to acquire, organize,analyze, and communicate information.

• Conducts a worker (relative, parent) interview to determine jobduties, education, preparation, opportunities, advantages, and limi-tations.

• Participates in field trip to a manufacturing business.

• Researches a particular mechanical fastening technique and com-pletes a fact sheet on the advantages and limitations of the fastener.

• Prepares reports on raw materials.

• Plans and makes oral presentation (with group) using visuals.

• Prepares mailable letter of application.

• Uses spreadsheet in preparing a budget.

• Prepares a business budget.

• Prepares corporate annual report.


IIntermediate

CCommencement

Interpersonal


Skill Activity

Exercises Leadership: Communicatesthoughts, feelings, and ideas to justifypositions; and encourages, persuades,convinces, or otherwise motivates anindividual or group, including responsi-bly challenging existing procedures, poli-cies, or authority.

Negotiates: Works towards anagreement that may involve exchangingspecific resources or resolving divergentinterests.

Works with Cultural Diversity:Works well with men and women of var-ied ethnic, social, and educational back-grounds.

• Uses specific team-building strategies in a work group.

• Selects and uses an appropriate leadership style for different situa-tions.

• Uses effective delegation techniques.

• Develops an action plan for corporate negotiations.

• Demonstrates an understanding of how people with differing cul-tural/ethnic backgrounds behave in various situations (work, publicplaces, and social gatherings).

• Demonstrates the use of techniques for resolving conflicts.


IIntermediate

CCommencement

Skill Activity

Understands Systems:Knows how social, organizational, andtechnological systems work and operateseffectively within them.

Monitors and Corrects Performance:Distinguishes trends, predicts impact ofactions on system operations, diagnosesdeviations in the function of asystem/organization, and takes necessaryaction to correct performance.

Improves and Designs Systems:Makes suggestions to modify existingsystems to improve products or services,and develops new or alternative systems.

• Answers interview questions (in writing or orally) appropriately.

• Applies bookkeeping procedures to preparation of a business pay-roll.

• Demonstrates and uses safety practices to prevent accidents.

• Demonstrates how to prevent food-borne illnesses.

• Demonstrates how resources change over time and are influenced bygoals, needs, and availability.

• Develops monitoring processes (quality control).

Systems


Skill Activity

Selects Technology:Judges which set of procedures, tools ormachines, including computers and theirprograms, will produce the desiredresults.

Applies Technology to Task:Understands the overall intent and theproper procedures for setting up andoperating machines, including computersand their programming systems.

Maintains and TroubleshootsTechnology:Prevents, identifies, or solves problems inmachines, computers, and other technolo-gies.

• Produces corporate products: serving tray, plant hanger, and/ormetal pan.

• Prepares and evaluates recipes and products.

• Prepares and evaluates products for use in corporate sales.

• Demonstrates basic techniques used to prepare corporate products.

• Demonstrates knowledge and preliminary skill in the operationand/or use of equipment.

• Builds a “competitive engineering project.”

• Demonstrates ability to injection mold.

• Produces a vacuum formed object.

• Uses CAD to design/develop product.

• Follows rules for use of equipment.

• Follows safety checklist.

Technology


IIntermediate

CCommencement



IIntermediate

CCommencement

Sample of Local Curricula: Logistics Operations/Management

The Business and Marketing Education Department at Norman Thomas High School in New YorkCity has organized their Logistics Operations/Management career major program around the skillsassociated with the State standard/performance indicators outlined in the Business/InformationSystems section of Standard 3.b— Career Majors. In addition, the locally-developed curricula rein-forces many of the skills associated with Standard 1— Career Development, Standard 2— IntegratedLearning, and Standard 3.a— Universal Foundation Skills.

The Council of Logistics Management defines logistics as “the process of planning, implementing,and controlling the efficient, effective flow and storage of goods, services, and related informationfrom point of origin to point of consumption for the purpose of conforming to customer require-ments.” The objectives of the program at Norman Thomas are to provide students with the basicskills and competencies necessary to obtain an entry-level job in the logistics career field and, also,to prepare them for successful study in a logistics operations/management postsecondary-levelprogram.

The following curricula content were developed by the faculty of Norman Thomas High Schoolwith assistance and input from postsecondary education representatives, members of the NewYork City business community, and representatives from the New York City Roundtable of theCouncil of Logistics Management. The program is supported by other course work in business/marketing, computer technology, math, science, social studies, English, foreign language, etc.

CDOS

3b

Source: Norman Thomas High School, New York City, NY.

B u s i n e s s /I n f o rm a t i o n

S e rv i c e s


Introduction to Global Trade

- Content Outline - (one unit)


IIntermediate

CCommencement

1 Module 1: The Basics of LogisticsA. The Business Office EnvironmentB. Introduction to Work RelationshipsC. Communications in BusinessD. Business MeetingsE. Basic Economic UnderstandingF. Introduction to Exporting and Importing 2 Module 2: Transportation

A. HistoryB. Logistics Vocabulary/TermsC. United States and Metric MeasurementsD. Ground TransportationE. Air TransportationF. Ocean TransportationG. Postal ServiceH. Storage FacilitiesI. Criteria for Selecting Transportation Services3 Module 3: Finance

A. Commercial BanksB. How Banks Assist Logistics

CustomersC. Payment Methods/Terms

4 Module 4: Important Skill Areas for aLogistics Career

A. Human RelationsB. AttitudeC. Self-EsteemD. Personal AppearanceE. InitiativeF. CreativityG. Confidence/Assertiveness5 Module 5: Principles of Marketing,

Exporting, and ImportingA. MarketingB. ExportingC. Importing

6 Module 6: Government and LogisticsA. Government ObjectivesB. Trade Strategies

7 Module 7: Enhancing Human Relations-RelatedSkills for Logistics Employees

A. Human RelationsB. FeedbackC. Organization SkillsD. Acting ResponsiblyE. Goal Setting 8 Module 8: The Future

A. Reasons for ChangeB. Electronic Data Interchange (EDI)C. Value AddedD. Satellite TrackingE. North American Free Trade

Agreement (NAFTA)F. Your Career in Logistics


Logistics Management

- Content Outline - (one unit)

Following are four sample interdisciplinary instructional strategies collaboratively developed by a business/marketingteacher, an English teacher, a social studies teacher, and a foreign language teacher.


IIntermediate

CCommencement

1 Module 1: Introduction to Logistics Operations andManagement

A. Basic Terms/DefinitionsB. The Evolution of LogisticsC. Logistics Infrastructure/ActivitiesD. Relationships to Other Business/Marketing

Functions and ActivitiesE. Current Trends in Supply-Chain Management

2 Module 2: Procurement ManagementA. Purchasing BasicsB. Purchasing CycleC. Suppliers

3 Module 3: Packaging andMaterials Handling

A. Principles of PackagingB. Materials Handling 4 Module 4: Warehousing Activities

A. Objectives of the WarehousingFunction

B. Menu of ServicesC. Warehouse EquipmentD. Cost Components5 Module 5: Inventory Management

A. Production SupportB. Finished GoodsC. Inventory OperationsD. Cost ComponentsE. Inventory Tracking SystemsF. Stockkeeping PrinciplesG. ReorderingH. Inventory Review/Reduction

6 Module 6: Transportation ManagementA. Physical Distribution Methods/MediaB. Documentation and ContractsC. Equipment

7 Module 7: The Customer Service FunctionA. StrategyB. PerformanceC. InfrastructureD. Measurement

1InstructionalStrategy for use in abusiness/marketing

class:Take the class on a fieldtrip to one of New YorkCity’s three major air-ports to observe andlearn about airfreight/cargo systems.

2InstructionalStrategy for use inan English class:

Have students read thebook Power Shift andthen write a report anddeliver an oral presenta-tion about how technol-ogy will change logisticoperations/managementin the future.

3InstructionalStrategy for use in asocial studies class:

Assign students to role-play economic advisorsto the President and sug-gest strategies for cor-recting the United Statestrade imbalance withJapan.

4InstructionalStrategy for use ina foreign language

class:Have students develop alist, in the language theyare studying, of theproducts that areexported and importedby that country.

Interdisciplinary Instructional Strategies


New Vision Health Exploration Program

New Vision is an exciting new approach to program delivery for eligible high school seniors. It pro-vides an in-depth overview of a chosen professional field by placing the student in an actual workenvironment. New Vision successfully integrates senior English, Anatomy and Physiology andSocial Studies into a meaningful curriculum based on the career interest of health care. It provides asense of closure to the senior year and a directed transition to postsecondary education.


IIntermediate

CCommencement

CDOS

3bH e a l t h

S e rv i c e s

Source: Onondaga, Cortland, and Madison Counties BOCES, Syracuse, NY.

Key Program Elements1. Location - Classroom is strategically located in the Veterans’ Administration Medical

Center in Syracuse.

2. Interdisciplinary Approach - Students study senior level English and Social Studieswithin the context of the course curriculum. This relates their academic knowledge tohealth careers.

Program ObjectivesThe student will:

1. apply previous and new academic knowledge and skills to professional situations

2. expand and apply both written and oral communication skills to effectively communi-cate with persons outside their peer group

3. improve ability to problem solve and think critically

4. develop career plans based on experiential learning

5. begin the transition from high school to college education.

Student EligibilityThe New Vision students must:

1. be a senior from a component high school

2. have met graduation requirements prior to acceptance into the program

3. have demonstrated an interest and desire to enter a health career

4. be academically capable of postsecondary education in a health career

5. exhibit a high level of responsibility and maturity, with the ability to work in a team aswell as individually

6. be conscientious and highly motivated to succeed.


New Vision Health Careers CurriculumIntegration of Government and Economics

1. History of Health Care_____________________________________________________________________________________

2. Health Care Systems Health Care FacilitiesOrganizational StructureInsurance Plans

_____________________________________________________________________________________

3. Trends in Health Care Health Care ReformCost ContainmentDiagnostic Related GroupsHomecare

_____________________________________________________________________________________

4. Health Career Search Qualities of Health Care WorkerHealth Career OpportunitiesPrerequisities for Health Career EducationShadowing Experiences

_____________________________________________________________________________________

5. Related Microbiology AsepsisUniversal Precautions

_____________________________________________________________________________________

6. Legal and Ethical Responsibilities_____________________________________________________________________________________

7. Promotion of Safety_____________________________________________________________________________________

8. Medical Terminology_____________________________________________________________________________________

9. Communication Skills OralWrittenComputer

_____________________________________________________________________________________

10. Human Growth and Development_____________________________________________________________________________________

11. Nutrition NormalTherapeutic

_____________________________________________________________________________________

12. First Aid and CPR


IIntermediate

CCommencement


New Vision Social Studies Curriculum/ActivitiesParticipation in Government

1. Fundamentals of GovernmentForms of Governments

Business, Local, State, Federal, and InternationalRoles of GovernmentRights of Citizens (Bill of Rights versus Patient’s Rights)Financing Government - Taxes

_____________________________________________________________________________________

2. Government Regulations for Medical FacilitiesMedical Ethics (Confidentiality, Patient’s Rights, Biogenetics, and Transplants)Legal Aspects (Professional Liability and Ethical Committee Decisions)OSHARegulationsEuthanasia

_____________________________________________________________________________________

3. Global IssuesGaia’s Principle (Macrocosmos and Human Microcosmos)Human ResponsibilitiesPopulation ControlFamineAIDS Pandemic

_____________________________________________________________________________________

4. Current IssuesViolenceHepatitis BTB OutbreaksRight to Die

_____________________________________________________________________________________

5. MethodsSpeakers/VAPresentationsImmersion with VAMedical Center StaffCurrent Events DiscussionsReportsWorksheetsOpposing ViewpointsComparison of Medical and World Historical Events

_____________________________________________________________________________________


IIntermediate

CCommencement


New Vision Social Studies Curriculum/ActivitiesEconomics

1. Fundamentals of EconomicsScarcityOpportunity Cost and Trade-OffsProductivityEconomic SystemsEconomic Institutions and IncentivesExchange Money and Interdependence

_____________________________________________________________________________________

2. Microeconomic ConceptsMarkets and Prices Supply and DemandCompetition and Market StructureIncome DistributionMarket FailuresGovernment Role

_____________________________________________________________________________________

3. Macroeconomic ConceptsGross National ProductAggregate Supply and DemandUnemploymentInflation and DeflationMonetary and Fiscal Policy

_____________________________________________________________________________________

4. International Economic ConceptsAbsolute and Comparative Advantage and Barriers to TradeBalance of Payments and Exchange RatesInternational Growth and Stability

_____________________________________________________________________________________

5. Measurement ConceptsTablesChartsGraphsRatio and PercentagesAverages

_____________________________________________________________________________________

6. Economic Impact of Current EventsNAFTAHealth Care ReformStock Market Fluctuations

_____________________________________________________________________________________

7. MethodsPersonal Budget PlanningHospital Budget ProjectsOpposing Viewpoint DebatesStock Market GamePeriodical ReviewsSpeakers

_____________________________________________________________________________________


IIntermediate

CCommencement


New Vision Integration of English Curriculum/ActivitiesWriting, Reading, Listening, Speaking

1. Time Management UnitTextbook AnalysisNote Taking MethodsAssignment Planning

_____________________________________________________________________________________

2. Daily JournalNarrative Account of the DayExplanation of Technical Data AcquiredSelf Expression of Experience

_____________________________________________________________________________________

3. Monthly Book ReportsSelections must include:Self Improvement NovelMedical Ethics NonfictionAutobiography Cultural DiversityBiography LiteratureCurrent Event Topic Periodical Review

_____________________________________________________________________________________

4. Written AssignmentsCollege Level Anatomy and Physiology WorkbookWeekly Clinical ObjectivesBook ReportsMajor Senior Term PaperPersuasive EssaysCritical Thinking Essays

_____________________________________________________________________________________

5. DebatesMoral and Ethical Issues in Medicine

_____________________________________________________________________________________

6. Current EventsIssues of Medicine, Economics, and Government Discussed

_____________________________________________________________________________________

7. Interaction One-on-One with Hospital StaffInterviews of ProfessionalsObservations in Hospital Services

_____________________________________________________________________________________

8. Medical Terminology/AbbreviationsWeekly Written Tests

_____________________________________________________________________________________


IIntermediate

CCommencement


9. Films_____________________________________________________________________________________

10. Library SkillsStudents’ Orientation and Use of SUNY Medical Library

_____________________________________________________________________________________

11. Cooperative Learning GroupsStock Investment ActivityAssignments on Research

_____________________________________________________________________________________

12. Computer SkillsIntegration of Computers in Class and Hospital Experiences

_____________________________________________________________________________________

13. Senior Research PaperResearchCompositionDefense Presentation

_____________________________________________________________________________________

14. Recruitment PresentationsPrepare and Give Presentations to High School Junior Class

_____________________________________________________________________________________

15. Portfolio Development

_____________________________________________________________________________________


IIntermediate

CCommencement


New Vision Curriculum For Anatomy and Physiology


IIntermediate

CCommencement

Unit I - Science Interrelationship

A. ChemistryOrganic versus InorganicMatterPhysical and Chemical ChangeHomeostasis

B. PhysicsNewton’s LawEnergyNuclear

C. MicrobiologyOrganism ClassificationsDisease ProcessPathogen Control

Unit II - Body Organization

A. Basic StructuresComponents/Units of the BodyPlanes, Directions, and Cavities

Unit III - Anatomy, Physiology, and Pathology

A. Body SystemsIntegumentarySkeletalMuscularCirculatoryLymphaticNervousSpecial SensesRespiratoryDigestiveExcretoryEndocrineReproductive


Sampling of Internet Sites Related to the CDOS Standards

The Internet sites listed below represent a sampling of sites related to the State standards inCareer Development and Occupational Studies. The sites are included for informationalpurposes only. They are not intended as an endorsement by the New York State Education

Department.

• CDOS Website http://www.nysed.gov/workforce/cdos.html

• NYS School-to-Work http://www.nysed.gov/workforce/stw.html

• Federal School-to-Work Internet Gateway http://www.stw.ed.gov/

• United States Department of Labor http://www.dol.gov

• Training Technology Resource Center U.S. Department of Labor http://www.wdsc.org

• Career and Technology Studies http://ednet.edc.gov.ab.ca/cts

• Instructional Materials Laboratory http://riker.ps.missouri.edu/DH/IML/

• National Center for Research in Vocational Education http://vocserve.berkeley.edu

• United States Department of Education http://www.ed.gov

• American Vocational Association http://www.avaonline.org

• Vocational Industrial Clubs of America (VICA) http://www.vica.org

• Association of Marketing & Management Studies (DECA)

State Website: http://members.aol/nydeca1996/index.htmlNational Website: http://www.deca.org

• Future Business Leaders of America (FBLA) http://www.fbla-pbl.org

• Future Homemakers of America (FHA) http://users.aol.com/arains0418/fhahmpg.htm

• Health Occupations Students of America (HOSA) http://www.hosa.org

• Technology Student Association (TSA) State Website: http://www.nyssi.orgNational Website http://www.tsawww.org

• Future Farmers of America (FFA) http://www.agriculture.com/contents/FFA/index.html

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