Standards Appendix

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Annaleah Karron

College & Career Coordinator

AKarron@kpbsd.k12.ak.us
Office: 907.260.2370
Mobile: 907.422.7060

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    Alaska Content Standards

    Language Arts (LA)
    LA AA student should be able to speak and write well for a variety of purposes and audiences.
    LA BA student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of other information.
    LA CA student should be able to identify and select from multipole strategies in order to complete projects independently and cooperatively.
    LA DA student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information.
    LA EA student should understand and respect the perspectives of others in order to communicate effectively.
    Mathematics (Math)
    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 CA student should understand and be able to form and use appropriate methods to define and explain mathematical relationships.
    Math DA student should be able to use logic and reason to solve mathematical problems.
    Math EA student should be able to apply mathematical concepts and processes to situations within and outside of school.
    Science (SC)
    SC A A student should understand mathematical facts, concepts, principles, and theories.
    SC BA student should possess and understand the skills of scientific inquiry.
    SC CA student should understand the nature and history of science.
    SC DA 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)
    HL A A student should be able to acquire a core knowledge related to well-being.
    HL BA student should be able to demonstrate responsibility for the student’s well-being.
    HL CA student should understand how well-being is affected by relationships with others.
    HL DA student should be able to contribute to the well-being of families and communities.
    Technology (Tech)
    Tech AA 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 CA student should be able to use technology to explore ideas, solve problems, and derive meaning.
    Tech DA student should be able to use technology to express ideas and exchange information.
    Tech EA student should be able to use technology responsibility and understand its impact on individuals and society.

    Acronyms for Occupational Skills Standards

    Acronyms
    AAASAmerican Association for the Advancement of Science
    AKFCS/HE Alaska State Family & Consumer Sciences/Home Economics Standards (See standards)
    ASEAutomotive Service Excellence Certification (See certification areas)
    AWSAmerican Welding Society (See standards)
    CADDComputer Aided Drafting and Design (See standards)
    CLTAmerican Chemical Society Report on Standards for Technical Workers
    FARFederal Aviation Regulations (See standards)
    HMTHazardous Materials Management Technology
    HPMHigh Performance Manufacturing
    MSMachining Skills from the National Institute for Metalworking Skills, Inc.
    NBEANational Business Education Association (See standards)
    NECNational Electric Code, 1996
    NSTANational Science Teachers Association
    ONETOccupational Network and Cross-Functional Skills, U.S. Dept. of Labor
    OSHAOccupational Safety and Health Standards, Alaska Dept. of Labor (See standards)
    SCANSSecretary’s Commission on Achieving Necessary Skills, U.S. Dept. of Labor
    UBCUniform Building Code, 1997
    UMCUniform Mechanical Code, 1997
    UPCUniform Plumbing Code, 1997
    VVocational-Technical Education Consortium of States (See standards)

    AK State Family and Consumer Sciences/Home Economics Standards

    Child Development, Education, and Parenting Standards
    A1Analyze factors that impact human growth and development across the life span.
    A2Understand 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.
    A3Recognize the development needs of children and adolescents: physical, social, emotional, and cognitive.
    A4Implement developmentally appropriate learning, play, and recreational activities that promote language, cognitive, psychomotor, sensory, physical, and emotional development.
    A5Identify ways to address the needs and enhance the development of exceptional children who require special services.
    A6Access sources of parenting information, support, and assistance.
    A7Identify ways in which families, communities, and society can share in providing a safe and nurturing environment for children and adolescents.
    A8Determine 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
    B2 Demonstrate qualities and characteristics of healthy, safe, respectful, and caring relationships through all stages of life.
    B4Analyze personal needs and expectations affective positive communication in interpersonal relationships.
    Food Science, Wellness, and Nutrition Management
    C6Determine the relationship of physical, emotional, and mental health to wellness.
    C7Apply risk management procedures to food safety, food testing, and sanitation from production through consumption.
    C8Demonstrate use of current technology in food product development and marketing.
    C9Evaluate 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
    D2Integrate knowledge, skills, and practices required for careers in hospitality, tourism, and recreation; consumer services; housing, interiors, and furnishings; and textiles and apparel.
    D3Understand the impact of technology and the environment on all aspects of individual and family life and work.
    D4Analyze ways to take responsibility for living in a global environment.
    D6Demonstrate 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.
    D7Manage 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
    E2Demonstrate transferable and employability skills in community and workplace settings.
    E3Apply family and consumer science skills including cooperative work habits, a sense of responsibility, and problem-solving to jobs and careers.
    E4Demonstrate teamwork and leadership skills by participating in activities and community service.
    E5Demonstrate general procedures and work habits that promote business profitability and career success.
    E6Evaluate cultural differences as related to individuals, family, and work.
    E7Analyze interests, aptitudes, personality, and education skills necessary for entering various careers.
    E8Maintain a personal and work environment that supports the safety and well being of self and others.
    E9Examine 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 1Brakes
    ASE 2Electrical / Electronic Systems
    ASE 3Engine Performance
    ASE 4Suspension and Steering
    ASE 5Automatic Transmission and Trans-axle
    ASE 6Engine Repair
    ASE 7Heating and Air Conditioning
    ASE 8Manual Drive Train and Axles

    American Welding Society

    American Welding Society

    National Occupational Skill Standards: CADD

    CADD 1 Fundamental Drafting Skills
    CADD 1.1.1Use drawing media and related drafting materials (e.g. papers, vellum, mylar, plotter pens, and toner cartridges).
    CADD 1.1.2Use basic measurement systems (e.g., fractions, decimals, and metric measurements).
    CADD 1.1.3Add correct annotation to drawing.
    CADD 1.1.4Identify line styles and weights.
    CADD 1.1.5Prepare title blocks and other drafting formats.
    CADD 1.2.1Identify, create, and place appropriate orthographic views.
    CADD 1.2.2Identify, create, and place appropriate auxiliary views.
    CADD 1.3.1Identify and create axonometric drawings (e.g., isometric, dimetric, trimetric).
    CADD 1.4.3Dimension objects (e.g., lines, arcs, angles, circular).
    CADD 1.4.7Use appropriate dual dimensioning standards.
    CADD 1.4.10Place tolerance dimensioning and Geometric Dimensioning and Tolerancing (GD&T) when appropriate.
    CADD 2 Fundamental Computer Skills
    CADD 2.1.4Correct handling and operation of storage media.
    CADD 3 Basic CADD Skills
    CADD 3.3.8Use grouping techniques.
    CADD 4 Advanced CADD Skills
    CADD 4.1.10Construct and label exploded assembly drawings.
    CADD 4.5.1Perform customization to improve productivity (e.g., customize menus, function keys, script files, macros).
    CADD 4.5.3Use 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
    61.109Aeronautical experience
    61.105Aeronautical knowledge
    FAR 91.27Airworthiness Certificate
    FAR 91.33Instruments, Aircraft Requirements
    FAR 91.5Weather Conditions-basic VFR minimums
    FAR 91.83Flight Plan

    National Business Education Association Standards (NBEA)

    Accounting Standards (AS)
    AS1Complete the various steps of the accounting cycle and explain the purpose of each step.
    AS2Determine the value of assets, liabilities,and owner’s equity according to generally accepted accounting principles, explaining when and why they are used.
    AS3Prepare, interpret, and analyze financial statements using manual and computerized systems for service, merchandising, and manufacturing businesses.
    AS4Apply appropriate accounting principles to various forms of ownership, payroll, income taxation, and managerial systems.
    AS5Use 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)
    BLS1Analyze 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.
    BLS2Analyze the relationships among contract law, law of sales, and consumer law.
    BLS3Analyze the role and importance of agency law and employment law as they relate to the conduct of business in the national and international marketplaces.
    BLS4Describe the major types of business organizations operating within the socio-economic arena of the national and international marketplace today and in the future.
    BLS5Explain the legal rules that apply to personal property and real property.
    BLS6Analyze the functions of commercial paper, insurance, secured transactions, and bankruptcy.
    BLS7Determine appropriateness of wills and trusts in estate planning.
    BLS8Explain the legal rules that apply to marriage, divorce, and child custody.
    BLS9Explain the legal rules that apply to environmental law and energy regulation.

    Entrepreneurship Standards (ES)

    ES1Identify unique characteristics of an entrepreneur and evaluate the degree to which one possesses those characteristics.
    ES2Develop marketing plan for an entrepreneurial venture. Apply economic concepts when making decisions for an entrepreneurial venture.
    ES3Identify and use the necessary financial competencies needed by an entrepreneur.
    ES4Identify, establish, maintain, and analyze appropriate records to make business decisions.
    ES5Develop a management plan for an entrepreneurial venture.
    ES6Describe how cultural differences, export/import opportunities, and current trends in a global marketplace can affect an entrepreneurial venture.
    ES7Describe how ethics, government, and different forms of business ownership affect the entrepreneurial venture.
    ES8Develop a business plan.

    Information System Standards (ISS)

    Information System Standards (ISS)
    ISS 1Describe current and emerging computer architecture.
    ISS 2Configure, install, and upgrade hardware systems; and diagnose and repair hardware problems.
    ISS 3Identify, select, evaluate, use, install, upgrade, and customize application software; diagnose and solve problems occuring from an application software installation and use.
    ISS 4Identify, select, evaluate, use, install, upgrade, customize, diagnose, and solve problems with various types of operating systems, environment, and utilities.
    ISS 5Enter, sort, and retrieve data from databases; evaluate media and file structures; and plan, develop, and modify file specifications and database schema.
    ISS 6Use, select, evaluate, install, customize, plan, design, and diagnose and solve problems with communications and networking systems.
    ISS 7Use touch keyboarding skills to enter and manipulate text and data.
    ISS 8Select and use word processing, desktop publishing, database, spreadsheet, presentation graphics, multimedia, and imaging software and industry-and-subject-specific software.
    ISS 9Plan the selection and acquisition of information systems.
    ISS 10Analyze and design formation systems using appropriate development tools.
    ISS 11Compare, evaluate, and demonstrate skills in the use of different types and levels of programming languages.
    ISS 12Design and implement security plans and procedures for information systems.
    ISS 13Establish and use a personal code of ethics for information systems use and management.
    ISS 14Assess the impact of information systems on society.
    ISS 15Select and apply information systems across the curriculum.
    ISS 16Describe positions and career paths in information systems.

    Marketing Standards

    Marketing Standards (MS)
    MS 1Identify the roles of marketing and analyze the impact of marketing on the individual, business, and society.
    MS 2Identify and explain how external factors influence/dictate marketing decisions.
    MS 3Apply distribution processes and methods to develop distribution plans.
    MS 4Identify the four general forms of promotion and determine how each contributes to successful marketing.
    MS 5Develop, implement, and evaluate a marketing research project.
    MS 6Identify numerous marketing variables and strategies in dealing with a diversified marketplace.
    MS 7Develop a marketing plan encompassing all of the necessary components.
    MS 8Apply forecasting principles and methods to determine sales potential for specific products.

    Occupational Safety and Health Standards (OSHA)

    General Safety Code
    Article 1General Safety and Health Considerations
    Article 2Powered Platforms
    Article 3Hazardous Materials
    Article 4Personal Protective Equipment
    Article 5Medical and First Aid
    Article 6Compressed Gas and Compressed Air Equipment
    Article 7Materials Handling and Storage
    Article 8Machinery and Machine Guarding
    Article 9Hand and Portable Powered Tools and Other Hand-Held Equipment
    Article 10Welding, Cutting, and Brazing
    Article 11Walking and Working Services
    Article 12Marking of Hazards
    Article 13Fire Protection – General
    Article 15Hazard Communication

    Vocational – Technical Education Consortium of State Standards

    V701 Manufacturing Core Task List
    C.5.01Comply with shop and equipment safety rules
    V702 Duties/Tasks and Standards for Electronics Engineering Technology
    V704 Management Core Task List
    S-13A 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
    EEBusiness 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:
    1. Demonstrated ability to analyze social, cultural, and governmental landscapes;
    2. Demonstrated ability to think critically and logically when assessing “what-ifs”;
    3. Demonstrated ability to perform estimating and quotation tasks;
    4. Demonstrated ability to relate/translate ideas into real products and services;
    5. Demonstrated ability to perform risk assessments;
    6. Demonstrated negotiation skills; and
    7. Demonstrated ability to work with different time horizons in generating business plan.

    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.
    A student who meets the content standard should:
    1. develop and maintain a work ethic necessary for success in the workplace
    2. that includes honesty, integrity, dependability, punctuality, self discipline, initiative, reliability, accuracy, productivity, respect and perseverance;
    3. understand how to apply skills and academic knowledge in a variety of work settings;
    4. understand the process for seeking employment including resume development, application completion, interview skills and appropriate dress for work settings;
    5. understand the process for developing self-employment opportunities including marketing studies, business plan development, and managing business finances;
    6. understand how an individual job fits into the overall organization and how the organization fits into the overall economy;
    7. understand the need for safe practices in workplaces, and;
    8. understand employer and employee rights and responsibilities.
    Employability Standard B
    A student should be able to identify career interests and plan for career options.
    A student who meets the content standard should:
    1. identify and appreciate personal interests, aptitudes, abilities, and priorities;
    2. identify possible career options, considering both employment and self employment and understand how changes in the workplace affect career choice;
    3. use labor market information to identify occupational and economic trends and opportunities, and evaluate possible career options;
    4. identify education and/or training needed for career options and advancement, and develop a career plan, and;
    5. identify resources available to support education and training related to career possibilities.

    Alaska Cultural Standards

    Cultural Standard A
    Culturally-knowledgable students are well grounded in the cultural heritage and traditions of their community.
    Students who meet this cultural standard are able to:
    1. assume responsibilities for their role in relation to the well being of the cultural community and their life-long obligations as a community member;
    2. recount their own genealogy and family history;
    3. acquire and pass on the traditions of their community through oral and written history;
    4. practice their traditional responsibilities to the surrounding environment;
    5. reflect through their own actions the critical role that the local heritage language plays in fostering a sense of who they are and how they understand the world around them;
    6. live a life in accordance with the cultural values and traditions of the local community and integrate them into their everyday behavior, and;
    7. determine the place of their cultural community in the regional, state, national, and international political and economic systems.
    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.
    Students who meet this cultural standard are able to:
    1. acquire insights from other cultures without diminishing the integrity of their own;
    2. make effective use of the knowledge, skills, and ways of knowing from their own cultural traditions to learn about the larger world in which they live;
    3. make appropriate choices regarding the long-term consequences of their actions, and;
    4. identify appropriate forms of technology and anticipate the consequences of their use for improving the quality of life in the community.
    Cultural Standard C
    Culturally-knowledgable students are able to actively participate in various cultural environments.
    Students who meet this cultural standard are able to:
    1. perform subsistence activities in ways that are appropriate to local cultural traditions;
    2. make constructive contributions to the governance of their community and the well-being of their family;
    3. attain a healthy lifestyle through which they are able to maintain their social, emotional, physical, intellectual, and spiritual well-being, and;
    4. enter into and function effectively in a variety of cultural settings.
    Cultural Standard D
    Culturally-knowledgable students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning.
    Students who meet this cultural standard are able to:
    1. acquire in-depth cultural knowledge through active participation and meaningful interaction with Elders;
    2. participate in and make constructive contributions to the learning activities associated with a traditional camp environment;
    3. interact with Elders in a loving and respectful way that demonstrates an appreciation of their role as culture-bearers and educators in the community;
    4. gather oral and written history information for the local community and provide an appropriate interpretation of its cultural meaning and significance;
    5. identify and utilize appropriate sources of cultural knowledge to find solutions to everyday problems, and;
    6. engage in a realistic self-assessment to identify strengths and needs and make appropriate decisions to enhance life skills.
    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.
    Students who meet this cultural standard are able to:
    1. recognize and build upon the inter-relationships that exist among the spiritual, natural and human realms in the world around them, as reflected in their own cultural traditions and beliefs as well as those of others;
    2. understand the ecology and geography of the bioregion they inhabit;
    3. demonstrate an understanding of the relationship between world view and the way knowledge is formed and used;
    4. determine how ideas and concepts from one knowledge system relate to those derived from other knowledge systems;
    5. recognize how and why cultures change over time;
    6. anticipate the changes that occur when different cultural systems come in contact with one another;
    7. etermine how cultural values and beliefs influence the interactions of people from different cultural backgrounds, and;
    8. identify and appreciate who they are and their place in the world.