Alaska Content Standards
Language Arts (LA) | |
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LA A | A student should be able to speak and write well for a variety of purposes and audiences. |
LA B | A student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of other information. |
LA C | A student should be able to identify and select from multipole strategies in order to complete projects independently and cooperatively. |
LA D | A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information. |
LA E | A student should understand and respect the perspectives of others in order to communicate effectively. |
Mathematics (Math) | |
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Math A | A student should understand mathematical facts, concepts, principles, and theories. |
Math B | A student should understand and be able to select and use a variety of problem-solving strategies. |
Math C | A student should understand and be able to form and use appropriate methods to define and explain mathematical relationships. |
Math D | A student should be able to use logic and reason to solve mathematical problems. |
Math E | A student should be able to apply mathematical concepts and processes to situations within and outside of school. |
Science (SC) | |
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SC A | A student should understand mathematical facts, concepts, principles, and theories. |
SC B | A student should possess and understand the skills of scientific inquiry. |
SC C | A student should understand the nature and history of science. |
SC D | A student should be able to apply scientific knowledge and skills to make reasoned decisions about the use of science and scientific innovations. |
Skills for a Healthy Life (HL) | |
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HL A | A student should be able to acquire a core knowledge related to well-being. |
HL B | A student should be able to demonstrate responsibility for the student’s well-being. |
HL C | A student should understand how well-being is affected by relationships with others. |
HL D | A student should be able to contribute to the well-being of families and communities. |
Technology (Tech) | |
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Tech A | A student should be able to operate technology-based tools. |
Tech B | A student should be able to use technology to locate, select, and manage information. |
Tech C | A student should be able to use technology to explore ideas, solve problems, and derive meaning. |
Tech D | A student should be able to use technology to express ideas and exchange information. |
Tech E | A student should be able to use technology responsibility and understand its impact on individuals and society. |
Acronyms for Occupational Skills Standards
Acronyms | |
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AAAS | American Association for the Advancement of Science |
AKFCS/HE | Alaska State Family & Consumer Sciences/Home Economics Standards (See standards) |
ASE | Automotive Service Excellence Certification (See certification areas) |
AWS | American Welding Society (See standards) |
CADD | Computer Aided Drafting and Design (See standards) |
CLT | American Chemical Society Report on Standards for Technical Workers |
FAR | Federal Aviation Regulations (See standards) |
HMT | Hazardous Materials Management Technology |
HPM | High Performance Manufacturing |
MS | Machining Skills from the National Institute for Metalworking Skills, Inc. |
NBEA | National Business Education Association (See standards) |
NEC | National Electric Code, 1996 |
NSTA | National Science Teachers Association |
ONET | Occupational Network and Cross-Functional Skills, U.S. Dept. of Labor |
OSHA | Occupational Safety and Health Standards, Alaska Dept. of Labor (See standards) |
SCANS | Secretary’s Commission on Achieving Necessary Skills, U.S. Dept. of Labor |
UBC | Uniform Building Code, 1997 |
UMC | Uniform Mechanical Code, 1997 |
UPC | Uniform Plumbing Code, 1997 |
V | Vocational-Technical Education Consortium of States (See standards) |
AK State Family and Consumer Sciences/Home Economics Standards
Child Development, Education, and Parenting Standards | |
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A1 | Analyze factors that impact human growth and development across the life span. |
A2 | Understand the stages of pregnancy from conception to birth and the relationship between nutrition, exercise, lifestyle, and medical care, and the normal development of the fetus. |
A3 | Recognize the development needs of children and adolescents: physical, social, emotional, and cognitive. |
A4 | Implement developmentally appropriate learning, play, and recreational activities that promote language, cognitive, psychomotor, sensory, physical, and emotional development. |
A5 | Identify ways to address the needs and enhance the development of exceptional children who require special services. |
A6 | Access sources of parenting information, support, and assistance. |
A7 | Identify ways in which families, communities, and society can share in providing a safe and nurturing environment for children and adolescents. |
A8 | Determine and apply practices related to nutrition, safety, and sanitation that promote a healthy and safe environment for children. |
A9 | Evaluate parenting practices that maximize human growth and development. |
Personal, Family, and Community Relationship Standards | |
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B2 | Demonstrate qualities and characteristics of healthy, safe, respectful, and caring relationships through all stages of life. |
B4 | Analyze personal needs and expectations affective positive communication in interpersonal relationships. |
Food Science, Wellness, and Nutrition Management | |
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C6 | Determine the relationship of physical, emotional, and mental health to wellness. |
C7 | Apply risk management procedures to food safety, food testing, and sanitation from production through consumption. |
C8 | Demonstrate use of current technology in food product development and marketing. |
C9 | Evaluate the impact of science and technology on food composition, safety, and marketing. |
C10 | Identify and integrate knowledge and skills related to career options in nutrition, food science, and wellness. |
Effective Management of Human, Economic, and Environmental Resources | |
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D2 | Integrate knowledge, skills, and practices required for careers in hospitality, tourism, and recreation; consumer services; housing, interiors, and furnishings; and textiles and apparel. |
D3 | Understand the impact of technology and the environment on all aspects of individual and family life and work. |
D4 | Analyze ways to take responsibility for living in a global environment. |
D6 | Demonstrate management of individual and family resources, including food, clothing, shelter, health care, recreation, and transportation to create and maintain healthy living environments for self and others. |
D7 | Manage resources including finances to meet the goals of individual and families across the life span. |
D9 | Understand consumer rights and responsibilities. |
Career Planning and Employability Focusing on Self, Family, and Community | |
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E2 | Demonstrate transferable and employability skills in community and workplace settings. |
E3 | Apply family and consumer science skills including cooperative work habits, a sense of responsibility, and problem-solving to jobs and careers. |
E4 | Demonstrate teamwork and leadership skills by participating in activities and community service. |
E5 | Demonstrate general procedures and work habits that promote business profitability and career success. |
E6 | Evaluate cultural differences as related to individuals, family, and work. |
E7 | Analyze interests, aptitudes, personality, and education skills necessary for entering various careers. |
E8 | Maintain a personal and work environment that supports the safety and well being of self and others. |
E9 | Examine the occupational outlook for careers to make informed choices. |
E10 | Create a plan that prepares students to meet the training requirements of their career choices. |
Automotive Service Excellence Certification (ASE)
The following eight automobile areas are eligible for Automotive Service Excellence certification:
ASE 1 | Brakes |
ASE 2 | Electrical / Electronic Systems |
ASE 3 | Engine Performance |
ASE 4 | Suspension and Steering |
ASE 5 | Automatic Transmission and Trans-axle |
ASE 6 | Engine Repair |
ASE 7 | Heating and Air Conditioning |
ASE 8 | Manual Drive Train and Axles |
American Welding Society
American Welding Society | |
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National Occupational Skill Standards: CADD
CADD 1 Fundamental Drafting Skills | |
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CADD 1.1.1 | Use drawing media and related drafting materials (e.g. papers, vellum, mylar, plotter pens, and toner cartridges). |
CADD 1.1.2 | Use basic measurement systems (e.g., fractions, decimals, and metric measurements). |
CADD 1.1.3 | Add correct annotation to drawing. |
CADD 1.1.4 | Identify line styles and weights. |
CADD 1.1.5 | Prepare title blocks and other drafting formats. |
CADD 1.2.1 | Identify, create, and place appropriate orthographic views. |
CADD 1.2.2 | Identify, create, and place appropriate auxiliary views. |
CADD 1.3.1 | Identify and create axonometric drawings (e.g., isometric, dimetric, trimetric). |
CADD 1.4.3 | Dimension objects (e.g., lines, arcs, angles, circular). |
CADD 1.4.7 | Use appropriate dual dimensioning standards. |
CADD 1.4.10 | Place tolerance dimensioning and Geometric Dimensioning and Tolerancing (GD&T) when appropriate. |
CADD 2 Fundamental Computer Skills | |
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CADD 2.1.4 | Correct handling and operation of storage media. |
CADD 3 Basic CADD Skills | |
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CADD 3.3.8 | Use grouping techniques. |
CADD 4 Advanced CADD Skills | |
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CADD 4.1.10 | Construct and label exploded assembly drawings. |
CADD 4.5.1 | Perform customization to improve productivity (e.g., customize menus, function keys, script files, macros). |
CADD 4.5.3 | Use template and library files to establish drawing standard presets. |
Federal Aviation Regulations
Federal Aviation Regulations pertaining to the operation of aircraft that are included as occupational skills standards are:
FAR 61. | Private Pilot |
61.109 | Aeronautical experience |
61.105 | Aeronautical knowledge |
FAR 91.27 | Airworthiness Certificate |
FAR 91.33 | Instruments, Aircraft Requirements |
FAR 91.5 | Weather Conditions-basic VFR minimums |
FAR 91.83 | Flight Plan |
National Business Education Association Standards (NBEA)
Accounting Standards (AS) | |
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AS1 | Complete the various steps of the accounting cycle and explain the purpose of each step. |
AS2 | Determine the value of assets, liabilities,and owner’s equity according to generally accepted accounting principles, explaining when and why they are used. |
AS3 | Prepare, interpret, and analyze financial statements using manual and computerized systems for service, merchandising, and manufacturing businesses. |
AS4 | Apply appropriate accounting principles to various forms of ownership, payroll, income taxation, and managerial systems. |
AS5 | Use planning and control principles to evaluate the performance of an organization and apply differential analysis and present value concepts to make decisions. |
Business Law Standards (BLS) | |
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BLS1 | Analyze the relationship between ethics and the law and describe the sources of the law, the structure of the court system, the different classifications of procedural law, and the different classifications of substantive law. |
BLS2 | Analyze the relationships among contract law, law of sales, and consumer law. |
BLS3 | Analyze the role and importance of agency law and employment law as they relate to the conduct of business in the national and international marketplaces. |
BLS4 | Describe the major types of business organizations operating within the socio-economic arena of the national and international marketplace today and in the future. |
BLS5 | Explain the legal rules that apply to personal property and real property. |
BLS6 | Analyze the functions of commercial paper, insurance, secured transactions, and bankruptcy. |
BLS7 | Determine appropriateness of wills and trusts in estate planning. |
BLS8 | Explain the legal rules that apply to marriage, divorce, and child custody. |
BLS9 | Explain the legal rules that apply to environmental law and energy regulation. |
Entrepreneurship Standards (ES)
ES1 | Identify unique characteristics of an entrepreneur and evaluate the degree to which one possesses those characteristics. |
ES2 | Develop marketing plan for an entrepreneurial venture. Apply economic concepts when making decisions for an entrepreneurial venture. |
ES3 | Identify and use the necessary financial competencies needed by an entrepreneur. |
ES4 | Identify, establish, maintain, and analyze appropriate records to make business decisions. |
ES5 | Develop a management plan for an entrepreneurial venture. |
ES6 | Describe how cultural differences, export/import opportunities, and current trends in a global marketplace can affect an entrepreneurial venture. |
ES7 | Describe how ethics, government, and different forms of business ownership affect the entrepreneurial venture. |
ES8 | Develop a business plan. |
Information System Standards (ISS)
Information System Standards (ISS) | |
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ISS 1 | Describe current and emerging computer architecture. |
ISS 2 | Configure, install, and upgrade hardware systems; and diagnose and repair hardware problems. |
ISS 3 | Identify, select, evaluate, use, install, upgrade, and customize application software; diagnose and solve problems occuring from an application software installation and use. |
ISS 4 | Identify, select, evaluate, use, install, upgrade, customize, diagnose, and solve problems with various types of operating systems, environment, and utilities. |
ISS 5 | Enter, sort, and retrieve data from databases; evaluate media and file structures; and plan, develop, and modify file specifications and database schema. |
ISS 6 | Use, select, evaluate, install, customize, plan, design, and diagnose and solve problems with communications and networking systems. |
ISS 7 | Use touch keyboarding skills to enter and manipulate text and data. |
ISS 8 | Select and use word processing, desktop publishing, database, spreadsheet, presentation graphics, multimedia, and imaging software and industry-and-subject-specific software. |
ISS 9 | Plan the selection and acquisition of information systems. |
ISS 10 | Analyze and design formation systems using appropriate development tools. |
ISS 11 | Compare, evaluate, and demonstrate skills in the use of different types and levels of programming languages. |
ISS 12 | Design and implement security plans and procedures for information systems. |
ISS 13 | Establish and use a personal code of ethics for information systems use and management. |
ISS 14 | Assess the impact of information systems on society. |
ISS 15 | Select and apply information systems across the curriculum. |
ISS 16 | Describe positions and career paths in information systems. |
Marketing Standards
Marketing Standards (MS) | |
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MS 1 | Identify the roles of marketing and analyze the impact of marketing on the individual, business, and society. |
MS 2 | Identify and explain how external factors influence/dictate marketing decisions. |
MS 3 | Apply distribution processes and methods to develop distribution plans. |
MS 4 | Identify the four general forms of promotion and determine how each contributes to successful marketing. |
MS 5 | Develop, implement, and evaluate a marketing research project. |
MS 6 | Identify numerous marketing variables and strategies in dealing with a diversified marketplace. |
MS 7 | Develop a marketing plan encompassing all of the necessary components. |
MS 8 | Apply forecasting principles and methods to determine sales potential for specific products. |
Occupational Safety and Health Standards (OSHA)
General Safety Code | |
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Article 1 | General Safety and Health Considerations |
Article 2 | Powered Platforms |
Article 3 | Hazardous Materials |
Article 4 | Personal Protective Equipment |
Article 5 | Medical and First Aid |
Article 6 | Compressed Gas and Compressed Air Equipment |
Article 7 | Materials Handling and Storage |
Article 8 | Machinery and Machine Guarding |
Article 9 | Hand and Portable Powered Tools and Other Hand-Held Equipment |
Article 10 | Welding, Cutting, and Brazing |
Article 11 | Walking and Working Services |
Article 12 | Marking of Hazards |
Article 13 | Fire Protection – General |
Article 15 | Hazard Communication |
Vocational – Technical Education Consortium of State Standards
V701 Manufacturing Core Task List | |
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C.5.01 | Comply with shop and equipment safety rules |
V702 Duties/Tasks and Standards for Electronics Engineering Technology | |
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V704 Management Core Task List | |
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S-13 | A secure, safe and healthy work place must be provided for all employees and customers. Procedures for reporting accidents, for emergencies, for handling thefts and other issues necessary to comply with occupational health and safety practices and regulations, must be written and distributed to all employees. Step by step procedures must be readily available for quick reaction by all employees. Any reports necessary must be filled out without error and provided to the appropriate person for review and action. |
V706 Manufacturing Core Standards | |
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EE | Business Planning and Operation – Given acceptable minimum industry practices in the following areas, analyze
markets locally and globally, select products that fit with goals and objectives of company, put in place business
systems and reporting mechanisms to ensure quality and efficiency goals are obtained. Select and train properly
skilled personnel to run manufacturing facilities, and put in place mechanisms that search for continuous
improvement by:
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Alaska Content Standards: Employability
Employability Standard A A student should be able to develop and be able to use employability skills in order to effectively make the transition from school to work and life-long learning. | |
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A student who meets the content standard should: |
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Employability Standard B A student should be able to identify career interests and plan for career options. | |
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A student who meets the content standard should: |
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Alaska Cultural Standards
Cultural Standard A Culturally-knowledgable students are well grounded in the cultural heritage and traditions of their community. | |
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Students who meet this cultural standard are able to: |
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Cultural Standard B Culturally-knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal academic success throughout life. | |
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Students who meet this cultural standard are able to: |
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Cultural Standard C Culturally-knowledgable students are able to actively participate in various cultural environments. | |
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Students who meet this cultural standard are able to: |
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Cultural Standard D Culturally-knowledgable students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning. | |
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Students who meet this cultural standard are able to: |
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Cultural Standard E Culturally-knowledgable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. | |
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Students who meet this cultural standard are able to: |
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