Lorain County JVS
15181 State Route 58
Oberlin, Ohio 44074
440-774-1051
May 2012
Career Based Intervention
Course of Study
9th-10th Grade
Course of Study
For
Lorain County Joint Vocational School
Career Based Intervention Programs
Developed by:
Mr. Mathias L. Hauck
Career Based Intervention Coordinator
Lorain County Joint Vocational School
Oberlin, OH
2
Acknowledgments
Lorain County Joint Vocational School
Career Based Intervention
Sincere appreciation goes to the following school district individuals for their support and
cooperation in preparing this course of study:
Mr. John Nolan, Superintendent, Lorain County JVS
Mrs. Jill Petitti, Principal, Lorain County JVS
Mr. Charlie Warthling, Program Supervisor, Lorain County JVS
Ms. Valerie Watring, Curriculum Director, Lorain County JVS
Board Members:
Mr. Rex Engle, Amherst
Mr. Art Goforth, Avon
Mrs. P. Ohradzansky, Avon Lake
Dr. Richard Marcucci, Clearview
Ms. Brenda Buchanan, Columbia
Ms. Kathryn Karpus, Elyria
Mr. Dwayne Becker, Firelands
Ms. Deborah Melda, Keystone
Mr. Jim Barnhart, Midview
Ms. Kelly McCarthy, N. Ridgeville
Mr. Barry Richard, Oberlin
Ms. Sandra Jensen, Sheffield
Mrs. Sally Stewart, Wellington
Mr. C. Thompson, Treasurer, LCJVS
Sincere appreciation goes to the following LCJVS CBI Coordinators for their suggestions
and support in preparing this course of study:
Ms. Debra Dohner
Mr. Chris Frank
Mr. Jeffrey Keck
Mr. Mark Kovi
Mr. John Lengen
Mr. Charles Morgan
Mr. Greg Morgan
Mr. Jeremy Peth
Mr. Eric Robson
Mr. Michael Walsh
Mr. Jack Whaley
For their helpful suggestions and encouragement; Eric Landversicht, CBI Consultant,
Ohio Department of Education; and Mrs. Kathy Truster, CBI Coordinator/State Board
President, Butler Tech.
3
Table of Contents
Career Based Intervention Programs
Approval of Board……………………………………………………...5
District Philosophy……………………………………………………..6
District Goals…………………………………………………………...7
Program Philosophy…………………………………………………….8
Program Goals…………………………………………………………..8
Program Description and Design………………………………………..9
LCJVS CBIP Overview…………………………………………….......12
Curriculum Map…………………………………………..…………….14
Succeeding in the World of Work Correlation………………………….15
Scope and Sequence…………………………………………………….34
Student Assessment Policy……………………………………………..48
4
Statement of the Approval of the Board of Education
I have examined the course of study content submitted for the Career Based Intervention
Program and found it to be in satisfactory order, and therefore approve it.
_____________________________________
Charlie Warthling, Program Supervisor
_______________________
_____________________________________
Valerie Watring, Curriculum Director
_______________________
Resolution
WHEREAS, this Course of Study is based upon the Ohio Department of Education’s
Career-Based Intervention Technical Content Standards and
WHEREAS, the Career Based Intervention Advisory Committee has reviewed these state
competencies and added competencies to further address local academic and work based
learning needs.
NOW, THEREFORE, BE IT RESOLVED, that The Board of Education of the Lorain
County JVS District believes that this course of study meets the requirements of the Ohio
Department of Education. We have reviewed its contents and approve of its use.
___________________________________
Cory Thompson, Treasurer
________________________________
Kathryn Karpus, Board President
___________________________________
John Nolan, District Superintendent
___________________________________
Approval date
5
District Philosophy
The Board provides the Lorain County JVS with a skilled and responsible workforce
made up of high school students pursuing initial employment, as well as adult students
who are in need of training, retraining or advancement.
The Joint Vocational School sees itself as a facilitator and contributor to the overall
growth of Lorain County. In serving that vision, we recognize our commitment to
building internal communities of students, teachers, administrators and support personnel
working together to create opportunities for lifelong learning.
To complement that vision, we are also committed to building external stakeholders
consisting of parents, home-schools, businesses, industries and agencies working together
to meet their ever-changing educational and economic needs.
To carry out our philosophy, we support a Joint Vocational School educational culture
that provides quality job training, balanced with applied skills in communications, math,
science, critical thinking and problem solving. In addressing a holistic concept of people,
we also promote the development of positive self-worth, responsible actions, team
cooperation and pride in workmanship.
By supporting these ideals, the Lorain County JVS encourages the growth of students and
staff by providing an atmosphere that recognizes the concerns and needs of the
individual, as well as providing the Lorain County economic community with individuals
who are both qualified and well rounded.
6
District Goals
1. Develop Mastery of Basic Skills - to promote the acquisition of basic comprehension,
communication and computation skills to the greatest extent possible for each
student. Every effort will be made to offer each student the opportunity to master the
basic skills needed to pursue his/her chosen goals.
2. Gain Knowledge and Experience in Field of Study - to provide, on a continuing basis,
the opportunity and encouragement for each student to gain knowledge and experience in
their field of study to enter the workforce.
3. Develop a Positive Self-Image - to respond to each student's need to develop a
positive self-image and cultivate within students the ability to determine, understand and
examine their own capabilities, interests and goals
4. Develop Skills of Constructive and Critical Thinking and Problem Solving - to foster
skills of constructive and critical thinking, in order to enable each student to deal
effectively with situations and problems in an independent, self-fulfilling and responsible
manner.
5. Develop Skills Appropriate to a Technological Society - to provide to each student
knowledge necessary to function in a rapidly changing workplace.
6. Develop Respect for Others and the Law and Citizenship Responsibilities - to promote
the development of students who are mature, responsible citizens with respect for the
rights of others, the law and the privileges and responsibilities of citizens.
7. Gain Understanding of Value Systems, Cultures and Heritage - to provide for each
student a knowledge and understanding of social skills, so that he/she is prepared to
participate responsibly and successfully in an ever-changing society.
8. Gain Understanding of Economic Roles in Society - to help each student gain a
critical understanding of his/her role as a producer and consumer of goods and services
and of the principles involved in the production of goods and services.
9. Gain Knowledge and Understanding of the Environment - to develop within students
respect for and appreciation of the maintenance, protection and improvement of the
physical environment.
10. Develop Within the Community a Sense of Pride in Their Schools - to provide
communication with the community, highlighting the strengths of the educational
program and inviting the community to participate in school functions.
11. Continual Evaluation and Revision of Curriculum - to provide, through constant
evaluation, curriculum that is pertinent to student needs and reflects community business
and industry.
12. Develop work ethics that reflect the expectations of the Lorain County Community.
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Career Based Intervention Program Philosophy
All students have the ability to learn, to establish a career plan and carry out their career
path to gain success in their lives. Career Based Intervention Programs are designed to
assist students who possess barriers to career and academic success to establish a career
path by using work based learning experiences and gaining competencies to achieve a
successful path to career options and postsecondary training. CBI is based on the key
principles of higher student expectations, studying the common curriculum of the school,
provide authentic learning opportunities, have supportive structures, establishing a sense
of belonging, exhibit continuous student academic improvement with proper
identification and selection of students. Career Based Intervention instruction and
intervention is to be delivered by a caring instructor in an atmosphere where the student
gains a sense of belonging in an education environment. Coordinators need to establish
support systems using the school administration and staff, the community and student
family members to meet the needs of the student.
Career Based Intervention Goals
Career Based Intervention (CBI) programs help students with barriers to career and
academic success improve academic competencies, graduate from high school, develop
employability skills, implement a career plan, and participate in a career pathway in
preparation for postsecondary education and careers.
CBI programs provide combined educational and work-based learning opportunities for
students in grades 7 through 12 who demonstrate academic and/or social maturity
difficulties in school. The number of years a student spends in a CBI program is
determined locally by the program design and individual student needs. The following
seven key principals are intended to guide CBI program design and delivery to best meet
student needs. The key principals are: Higher Expectations, Common Curriculum,
Authentic Learning, Supportive Structures, Sense of Belonging, Continuous
Improvement, and Student Identification.
Academics
Career Based Intervention Related instruction must be based on the Core Integrated
Technical and Academic Competencies (ITACs) with academic intervention and workbased learning. Academic credit classes must use established academic courses of study.
Instruction of Core Integrated Technical and Academic Competencies, work based
learning and academic intervention or academic credit instruction must be based on the
key principals of Career Based Intervention.
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Career Based Intervention Program
Description and Design
A. Mission
To raise expectations, build capacity, and improve results of Career Based Intervention
Programs by expanding and integrating academic and work-based learning experiences
for students with barriers to career and academic success.
B. Description
The Career-Based Intervention (CBI) program is a Career-Technical Education Program designed
for students ages 12-21 in grades 7-12 who are identified as disadvantaged (either academically
or economically or both) or students with disabilities and who have barriers to achieving
academic and career success. The program is to help students improve academic competence,
graduate from high school, develop employability skills, implement a career plan and participate
in a career pathway in preparation for postsecondary education and/or careers.
The CBI program provides a combination of educational and work-based learning opportunities
for student success. The number of years a student spends in the CBI program is determined by
the local program design and individual student needs. CBI programs are recommended to have a
minimum of 15 and a maximum of 25 students per class and all CBI students must have
scheduled related instruction. CBI program models can be single period which is referred to as
Connections (or Career Connections) or programs may be multi period in which students have
separately scheduled related instruction and work-based learning periods. Academic instruction
(for credits) by the CBI instructor is not a program requirement but is recommended if the
instructor is age and subject appropriately certified/licensed. All programs must provide academic
intervention to assist the student with study skills, assist with academic progress and success and
prepare for appropriate standardized testing.
The following key principals are based on seven of 10 High Schools That Work research-based
key practices linked to student achievement and the integration of academic and career- technical
skills and are intended to guide CBI program design and delivery to best meet student needs.
The seven key principles used as a guide for program designs are:
Higher Expectations - Partnering with administrators, teachers, counselors, parents and
community to support a belief system that all learners will achieve academic success, establish a
career pathway and become contributing members of society.
Common Curriculum - Engaging learners in the common curriculum of the school that provides
opportunities for graduation and links with school district and state curriculum and performance
expectations.
Authentic Learning - Providing appropriate and effective instruction by meeting student needs
through active learner engagement and relating subject matter to life and work.
Supportive Structures - Achieving optimum conditions for learning through a student-teacher
ratio that promotes effective interaction and instruction, physical location to develop
psychological and social identity and instructional resources and technology to meet individual
learner needs.
Sense of Belonging - Providing activities and a classroom/community environment that lead to
increased positive social interaction, citizenship practices and leadership development.
Continuous Improvement - Monitoring and improving classroom achievement by using student
assessment and program data in relation to the district's continuous improvement plan.
Student Identification - In partnership with administrators, counselors, teachers and parents,
selecting students who have barriers to career and academic success.
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C. Structure
Ohio Career Based Intervention (CBI) –The Model
CBI Definition: Work-based learning and academic intervention programs for students (ages 12-21)
identified as disadvantaged and having barriers to career and academic success
Historical Overview
•
Career Based Intervention (CBI) is a program that has served students at risk of
academic failure for more than 45 years. 1 CBI students receive a minimum of 118 hours
of annual instruction (can be a multi-year program) and access a wide range of services
tailored to their needs.
•
Through CBI, students identified as disadvantaged (economic, academic or both) receive
assistance in six areas: academic intervention; employability skills; career exploration;
implementation of a career plan; work-based learning (paid, unpaid or a combination of
both); and participation in a career pathway with options for both further education and
jobs.
•
CBI programs adhere to seven key principles: Higher Expectations, Common
Curriculum, Authentic Learning, Supportive Structures, Sense of Belonging,
Continuous Improvement and Student Identification.
The Model
The Ohio Department of Education (ODE) has data indicating that disproportionately students are
retained in Grade 9 and after to earn sufficient credit in one or more of the academic subjects of
mathematics, science, English and social studies. CBI is a key strategy to help students progress to
Grade 10, demonstrate proficiency on the Ohio Graduation Tests and gain access to the challenging
coursework that prepares them for life after high school. The CBI program emphasizes:
1.
Reaching students earlier –CBI is available to Grade 7 to 12 students and increasingly
supports programs targeting middle-grade students as young as age 12 with the purpose
of increasing their success in high school.
2.
Teaming to support higher standards – CBI teachers are encouraged to build
connections with the entire school community, including academic and technical
instructors who have CBI students in their classes. This occurs both at the current grade
level and with follow-up in subsequent grades so that students need no intervention. CBI
Instructors also provide high-quality instruction aligned to the state’s academic
content standards (technical content standards for Ohio’s 16 career fields).
CBI keeps students from becoming disengaged and dropping out of school and provides students with
opportunities for college and careers.
Accountability
Data related to the two key changes noted in the new CBI model include:
•
In FY2008 (the 2007-2008 school year), 28,050 (unduplicated count) CBI students were
served. Sixty percent of the CBI class of 2008 graduated.
•
In FY2008, 8.8 percent of all CBI students were in Grades 7 and 8 – a 5.3 percent
increase over two years.
For more information, go to www.education.ohio.gov and search keyword CBI or contact:
eric.landversicht@ode.state.oh.us.
10
E. Program Design
The following program designs are provided to assist in program planning to meet the
required CBI components at LCJVS. Each CBI Teacher will follow a six period model
that is approved by their satellite school and program supervisor. To maximize the
benefit of the CBI program, each class will be structured for 24 students per instructional
period.
Below are examples of approved CBI instruction.
Non-Academic Model
1. Planning
2. CBI Related 9
3. CBI Related 9
4. CBI Lab 9
5. LUNCH
6. CBI Lab 9
7. CBI Related 10
8. CBI Related 10
Academic Model
1. Planning
2. CBI Related 9
3. CBI Academic 9
4. CBI Lab 9
5. LUNCH
6. CBI Related 10
7. CBI Academic 10
8. CBI Lab 10
11
Elective Model
1. Planning
2. CBI Related 9
3. CBI Related 9
4. CBI Related 9
5. LUNCH
6. CBI Related 10
7. CBI Related 10
8. CBI Related 10
LCJVS CBI Program Overview
Topics included in class:
-Self-Assessment
-Exploring Careers
-Finding a Job
-Joining the Workforce
-Professional Development
-Life Skills
-Lifelong Learning
-Service Learning
Population to be Served
All students that are in the 9th and 10th grades and are categorized as disadvantaged and interested
in employment
Housing of the Program
Taught in the classroom and implemented in the work force
Supervisor of the Program
CBI Coordinator and Supervisor
Occupations Addressed by the Program
Prepares students for entry-level positions in the world of work
Entry into a LCJVS CTE Program
Basic Program Operations
Lab and related experiences taught in and out of school
Develops fundamental skills for work knowledge, skills, values, abilities, and world attitudes
Labor Laws
Adhere to Ohio Minor Labor Laws regarding restrictions on employment
Will apply for a variance when needed
Facilitate meeting if student feels they are being asked to perform an illegal task
Articulation Agreements
This program is approved under the Ohio Department of Education
Academics
Academic support and credit recovery are core to the CBI Program’s philosophy
Technology
Technology is an ever-changing part of the program as it is in the world of work
Promotes knowledge and skills needed to be competitive
Student Leadership
Encourages student participation in CBI leadership positions
Encourages student participation in out-of-school leadership, citizenship, cooperation activities,
and service learning
Critical Thinking and Decision Making
Develops the use of critical thinking skills in making wise decisions as an integral part of
classroom instruction and work experience
Teaches decision making techniques through the problem-solving approach, which includes
identification of options, the selection and testing of an option, and determination of solution or
conclusion
Disclaimer Statement
This course of study conforms to all federal, state, and local laws and regulations including
Title IX and nondiscrimination against any student because of race, color, creed, sex, religion,
citizenship, economic status, married status, pregnancy, handicap, other physical characteristics,
age, or national origin. This policy of nondiscrimination shall also apply to otherwise qualified
handicapped individuals.
Program Curriculum Maps
9TH Grade
Career Choices
10TH Grade
Succeeding in the World of Work
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1st Nine Weeks
Related 1-3
Who Am I?
Envisioning Your Future
How Do You Define Success?
Your Personal Profile
Getting What You Want
Knowing Who You Are
Lifestyles of the Satisfied and Happy
Keeping Balance and Perspective
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1st Nine Weeks
1-5
Self Assessment
You and the World of Work
Getting to Know Yourself
Exploring Careers
Researching Careers
Entrepreneurship
Developing an Individual Career Plan
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2nd Nine Weeks
Related 4-6
What This Lifestyle Costs
Lifestyle Math
Sacrifice and Rewards
Finding the Ideal Career
Considering More Than Just the Work
Career Research
Job Shadowing
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2nd Nine Weeks
6-12
Finding a Job
Applying for a Job
Interviewing
Beginning a New Job
Workplace Ethics
Developing a Positive Attitude
Workplace Health and Safety
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3rd Nine Weeks
Related 7-9
Decision Making
Choosing What’s Best
Setting Goals and Solving Problems
Skills for Successful Living
Avoiding Detours and Roadblocks
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3rd Nine Weeks
13-18
Professional Development
Interpersonal Relationships
Teamwork and Leadership
Professional Communication Skills
Thinking Skills on the Job
Technology in the Workplace
Time and Information Management
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4th Nine Weeks
19-25
Economics and the Consumer
Managing Your Money
Banking and Credit
Understanding Insurance
Taxes and Social Security
Lifelong Learning
Adapting to Change
Balancing Work and Personal Life
4th Nine Weeks
Related 10-12
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Attitude in the Workplace
Learning to Accentuate the Positive
Getting Experience
Finding a Job
Writing a 10 Year Plan
Student Presentations of 10 Year Plans
Career-Based Intervention
Pathway
© 2013
PAGE REFERENCES
COMPETENCY
CAREER-BASED INTERVENTION
TECHNICAL CONTENT STANDARDS
Unit 1: Social and Emotional Skills
1.1
Manage one’s own emotions and
behavior.
Student Edition:
118-121, 126-129, 133
Ethics Check 180, 215
Project Discovery 123, 135
Section 9.2 Wrap Up 121 #2
Section 10.2 Wrap Up 133 #1-#2
Skills Spotlight 127
Unit 4 Review 160 #3
Ohio
COMPETENCY
PAGE REFERENCES
1.2
Recognize character traits and external
supports for best performance.
Student Edition:
47, 58-59, 114-117, 166-169, 180, 182-184
Assessment 174 #3
Discovery Project 123, 175, 187
Discovery Project Connections 169
Figure 4.1 48
Figure 5.1 60
Figure 14.1 183
Section 9.1 Wrap Up 117
Section 13.1 Wrap Up 169 #1-2
Skills Spotlight 115, 168, 183
1.3
Demonstrate skills related to achieving
personal and academic goals.
Student Edition:
19-21, 62-64, 116, 179-180, 254
Assessment 66 #5-#6
Discovery Project 67
Discovery Project Connections 65
Figure 2.1 20
Section 14.1 Wrap Up 181 #2
Setting Goals 62
Skills Spotlight 13, 58, 183
Unit 1 Review 28 #9
1.4
Recognize and respect the feelings and
perspective of others.
Student Edition:
120, 168, 170, 172, 180
Assessment 134 #9
Section 13.1 Wrap Up #3
Teamwork on the Job 226
1.5
Discuss individual and group similarities
and differences.
Student Edition:
172-173
Assessment 174 #7
Diversity 172
Discovery Project 175
Discovery Project Connections 173
Section 13.2 Wrap Up 173 #3
COMPETENCY
PAGE REFERENCES
1.6
Resolve interpersonal conflicts in a
constructive way.
Student Edition:
171-172
Assessment 174 #6
Discovery Project 175
Discovery Project Connections 173
Ethics Check 151
Real-World Connection 207
1.7
Apply decision-making skills to handle
daily academic and social situations.
Student Edition:
202-205
Assessment 210 #9
Discovery Project 211
Discovery Project Connections 205
Figure 16.1 204
Section 16.1 Wrap Up 205
Skills Spotlight 204
1.8
Contribute to the well-being of one’s
school and community.
Student Edition:
130-133, 172-173, 178-180, 182-184
Accepting Criticism 132
Assessment 134 #5-#6
Discovery Project 187
Discovery Project Connections 181
Professionalism 130
Skills Spotlight 153, 183
Teamwork 178
1.9
Develop personal traits to foster career
advancement.
Student Edition:
114-117, 126-129, 166-169, 180, 182-184
Asserting Yourself 128
Assessment 134 #2-#4, #8; 174 #4
Cooperation 114
Discovery Project 123, 135, 175, 187
Discovery Project Connections 169
Figure 14.1 183
Reading Check 167
Section 10.1 Wrap Up 129 #1
Skills Spotlight 115, 168, 312
Showing Initiative 116
Using Tact 166
COMPETENCY
PAGE REFERENCES
1.10
Describe how conflict originates and
impacts behavior.
Student Edition:
172-172
Ethics Check 171
1.11
Describe different responses to conflict
as they relate to results.
Student Edition:
171-172
Achieving Resolution 171
Assessment 174 #6, #9, #10
Ethics Check 171
1.12
Embrace change as an opportunity.
Student Edition:
310-313
Changing Jobs 306
Discovery Project 315
Discovery Project Connections 313
1.13
Develop and use networking techniques
to create professional relationships.
Student Edition:
74-75
Building a Network 75
Figure 6.1 75
Skills Spotlight 20
Unit 2 Review 160 #3
1.14
Manage stressful situations.
Student Edition:
102, 140-141
Assessment 146 #5
Discovery Project 147
Discovery Project Connections 141
Ethics Check 141
Section 11.1 Wrap Up 141
1.15
Implement teamwork techniques.
Student Edition:
180-181
Assessment 14 #10; 186 #4, #10
Discovery Project 187
Discovery Project Connections 181
Real-World Connection 179
COMPETENCY
PAGE REFERENCES
1.16
Employ leadership skills.
Student Edition:
182-185
Assessment 186 #10, 314 #10
Discovery Project 187
Figure 14.1 183
Section 14.2 Wrap Up 185
Skills Spotlight 183
1.17
Manage internal and external
relationships to foster positive
interactions.
Student Edition:
167-169, 193
Discovery Project 175
Discovery Project Connections 169
Real-World Connection 167, 191, 207
Section 13.1 Wrap Up 169 #3
Skills Spotlight 168
Teamwork on the Job 226
Unit 2: Postsecondary and Career Preparation
2.1
Explore time management strategies
related to personal, educational and
workplace goals.
Student Edition:
226-229
Assessment 210 #9; 234 #3-#4, #8
Discovery Project 235
Discovery Project Connections 229
Figure 18.1 228
Real-World Connection 36, 63
Section 18.1 Wrap Up 229
Skills Spotlight 228
Time-Management Tools 228
Unit 1 Review 28 #9
2.2
Develop a plan for on-time graduation.
Student Edition:
Programs of Study xix
COMPETENCY
PAGE REFERENCES
2.3
Describe workforce, workplace and
personal issues impacting careers.
Student Edition:
10-13, 215, 306-307, 310-313
Assessment 26 #8-#9
Career Cluster 39
Challenge Project 161
Changing Jobs 306
Discovery Project 15, 315
Discovery Project Connections 313
Ethics Check 308
Job Dissatisfaction 310
Job Loss 312
Global Trade 10
Section 1.2 13 #2-#3
2.4
Describe career opportunities in each of
the 16 career fields.
Student Edition:
34
Assessment 14 #10
Career Clusters 11, 19, 39, 53, 65, 80, 93, 120,
155, 170, 209, 221, 232
Career Clusters Appendix 330-337
Challenge Project 69
Figure 3.1 35
2.5
Identify career interests, skills and
aptitudes for career readiness.
Student Edition:
6-7, 23-24, 58-59
Assessment 14 #4, #10
Career Clusters 53, 65, 93, 120, 155, 170, 209,
221, 232
Challenge Project 69
Discovery Project 15, 27, 43, 67
Discovery Project Connections 25
Education/Training 59
Figure 2.2 25
Section 1.1 Wrap Up 9 #2
Section 1.2 Wrap Up 13 #1
Section 3.2 Wrap Up 41
Skills Spotlight 13
Unit 1 28 #5
COMPETENCY
PAGE REFERENCES
2.6
Complete additional research on
selected career interests.
Student Edition:
35-36, 38-40
Assessment 14 #10; 42 #5, #9
Challenge Project 69
College and Career Readiness 12, 21, 35, 77,
157, 169, 185, 205, 217
College and Career Readiness Mobile Website 3,
31, 71, 99, 163, 239, 303
Discovery Project 43
Figure 3.2 41
Real-World Connection 7, 23
Section 3.1 Wrap Up 37 #1, #2, #3
2.7
Create opportunities to gain additional
career-related experiences.
Student Edition:
37
Assessment 42 #4
Programs of Study xix
2.8
Explain apprenticeships. (Individualize if
needed)
Student Edition:
65
2.9
Explore postsecondary education options
related to career interests.
Student Edition:
64-65
Assessment 66 #7
College and Career Readiness 12, 21, 35, 77,
157, 169, 185, 205, 217
College and Career Readiness Mobile Website 3,
31, 71, 99, 163, 239, 303
Discovery Project 67
Programs of Study xix
Section 5.2 Wrap Up 65 #3
2.10
Describe the process for enrolling in a
postsecondary institution.
Student Edition:
The Suggested Program of Study (page xix) can
be used as a discussion starter for the
postsecondary application process.
2.11
Develop an individual academic and
career plan for on-time graduation and
career success.
Student Edition:
Programs of Study xix
COMPETENCY
PAGE REFERENCES
2.12
Implement job search skills.
Student Edition:
76-77
Assessment 82 #9; 94 #8
Challenge Project 97
Cold Calls 76
Discovery Project 83
Discovery Project Connections 77
Section 6.1 Wrap Up 77 #3
2.13
Develop orientation skills for a new job.
Student Edition:
104-105
Assessment 160 #1
Discovery Project 111
Discovery Project Connections 105
Section 8.1 Wrap Up 105 #2
2.14
Prepare for career advancement.
Student Edition:
307-309
Keeping Pace 308
Section 24.1 Wrap Up 309 #2
2.15
Display responsible behaviors at work to
retain employment.
Student Edition:
114-121
Assessment 122 #4
Confidentiality 120
Discovery Project 123
Discovery Project Connections 117
Section 9.1 Wrap Up 117
Showing Initiative 116
Skills Spotlight 115
2.16
Describe ways to balance work and
family responsibilities.
Student Edition:
322-325
Assessment 326 #5-#7, #9
Challenge Project 329
Discovery Project 327
Discovery Project Connections 325
Role as a Parent 322
Section 25.2 Wrap Up 325
2.17
Describe appropriate processes for
resigning from employment.
Student Edition:
The section Making the Change (page 311) can
be a springboard for discussion on the appropriate
processes for resigning a position.
COMPETENCY
PAGE REFERENCES
2.18
Student Edition:
307-309
Keeping Pace 308
Programs of Study xix
Section 24.1 Wrap Up 309 #1
Develop an ongoing career plan.
Unit 3: Financial Literacy
3.1
Describe the fundamental principles of
money needed to make financial
exchanges.
Student Edition:
270-273
Assessment 274 #10
Discovery Project 275
Discovery Project Connections 273
Real-World Connection 256
Section 21.2 Wrap Up 273
3.2
Analyze personal financial needs and
goals.
Student Edition:
254
Needs and Goals 254
Real-World Connection 256
3.3
Describe work-related finances.
Student Edition:
50, 53
Assessment 54 #6, #9
Discovery Project 55
Discovery Project Connections 53
3.4
Manage personal finances.
Student Edition:
254-261
Assessment 262 #4-6, #8-10
Building a Budget 257
Discovery Project 263, 275
Discovery Project Connections 257, 261, 273
Real-World Connection 323
Section 20.2 Wrap Up 261 #2
Section 21.2 Wrap Up 273 #3
COMPETENCY
PAGE REFERENCES
3.5
Explain the use of financial services
providers.
Student Edition:
260-261
Assessment 262 #7
Discovery Project 263
Discovery Project Connections 261
Discovery Project Preview 265
Financial Planning 258
Section 20.2 Wrap Up 261 #3
3.6
Identify investment strategies to ensure
personal financial well-being.
Student Edition:
266-269
Account Fees 266
Discovery Project 275
Discovery Project Connections 269
Planning Ahead 268
Section 21.1 Wrap Up 269
3.7
Describe the concept of wealth building.
Student Edition:
Wealth building can be introduced with Section
21.1 Savings and Investing (pages 266-269)
during teacher/class discussion.
3.8
Describe basic financial concepts of
business.
Student Edition:
53
Assessment 54 #9
Discovery Project 55
Discovery Project Connections 53
Unit 4: Information, Media and Technological Literacy
4.1
Use computer systems.
Student Edition:
Assessment 14 #10; 26 #10; 82 #9-#10; 110 #10;
122 #10; 146 #10
Digital Tools 3, 31, 71, 99, 163, 239, 303
Program Overview xx-xxii
Skills Spotlight 20
4.2
Describe aspects of the Internet.
Student Edition:
219-222
Internet Privacy 220
COMPETENCY
PAGE REFERENCES
Competency
4.3
Use computer applications.
Student Edition:
36, 218-219
Assessment 14 #10; 26 #10; 110 #10; 122 #10;
222 #10
Connect xx-xxii
Digital Tools 3, 31, 71, 99, 163, 239, 303
4.4
Use advanced computer applications.
Student Edition:
218-219
Assessment 26 #10; 122 #10; 298 #10
College and Career Readiness Mobile Website 3,
31, 71, 99, 163, 239, 303
Connect xx-xxii
4.5
Demonstrate creative thinking to develop
innovative products and processes using
technology.
Student Edition:
Discovery Project 223
4.6
Use digital media to communicate and
work collaboratively, including at a
distance.
Student Edition:
Assessment 14 #10
Digital Tools 3, 31, 71, 99, 163, 239, 303
4.7
Demonstrate knowledge of technology
concepts, systems and operations.
Student Edition:
Assessment 14 #10
Discovery Project 223
4.8
Use information accurately and creatively
to solve problems.
Student Edition:
Discovery Project 223
4.9
Analyze media messages.
Student Edition:
246-248
Discovery Project 251
Discovery Project Connections 249
Section 19.2 Wrap Up 249
Unit 5: Health and Wellness Literacy
5.1
Use critical thinking skills related to
personal wellness and health.
Student Edition:
Assessment 146 #3-#5, #10
Discovery Project 147
My Plate 138
Real-World Connection 139
Section 11.1 Wrap Up 141 #1
Skills Spotlight 140
COMPETENCY
PAGE REFERENCES
5.2
Demonstrate goal setting for personal
health and well being.
Student Edition:
Personal goals for health and well being can
be set using the information in Section 11.1
Becoming a Health Worker (pages 138-144).
5.3
Demonstrate behaviors that foster
healthy, active lifestyles.
Student Edition:
138
Assessment 146 #10
Exercise Benefits 139
My Plate 138
Sleeping Well 140
Skills Spotlight 140
5.4
Identify characteristics of physical and
psychological abuse and unhealthy
relationships. (teacher recommended)
Student Edition:
120-121, 153
Unit 6: Business Readiness Skills
6.1
Discuss basic business concepts.
Student Edition:
181
6.2
Describe business functions.
Student Edition:
This concept can be introduced through
classroom discussion and the information on
business ownership (pages 52-53).
6.3
Discuss the environmental impact of
business.
Student Edition:
This concept can be introduced through
classroom discussion and the information on
business ownership (pages 52-53).
6.4
Describe systems in organizations.
Student Edition:
This concept can be introduced through
classroom discussion and the information on
business ownership (pages 52-53).
6.5
Describe organizational structures.
Student Edition:
179
6.6
Practice continuous improvement.
Student Edition:
181
6.7
Discuss the global environment in which
businesses operate.
Student Edition:
11, 215
Section 17.1 Wrap Up 217 #2
6.8
Explain the role of global trade.
Student Edition:
215
Section 17.1 Wrap Up 217 #2
COMPETENCY
PAGE REFERENCES
Unit 7: Ethics and Legal Practices
7.1
Make decisions within an ethical
framework.
Student Edition:
Discovery Project 123
Discovery Project Connections 121
Ethics Check 24, 37, 49, 75, 92, 104, 119, 121,
141, 151, 171, 203, 227, 247, 255
Ethical Behavior 118
Real-World Connection 119
Section 9.2 Wrap Up 121 #2-#3
7.2
Assess the implications of ethical and
unethical behavior.
Student Edition:
118-120
Assessment 122 #8
Section 9.2 Wrap Up 121 #1
7.3
Research mandated standards, policies,
legislation and legal practices.
Student Edition:
150-157
Assessment 158
Civil Law 154
Discovery Project 159
Discovery Project Connections 153, 157
Lawyer 156
Section 12.1 Wrap Up 153 #1-#2
Section 12.2 Wrap Up 157
Unit 8: Safety
8.1
Promote a safe workplace.
Student Edition:
142-145
Assessment 146 #6, #10
Discovery Project 147
Discovery Project Connections 145
Table 143
8.2
Evaluate the ergonomic factors in the
workplace.
Student Edition:
143
Ergonomic Chairs 144
Section 11.2 Wrap Up 145
8.3
Explain emergency response plans in a
variety of industry settings.
Student Edition:
144-145
Assessment 146 #7
Discovery Project 147
Discovery Project Connections 145
COMPETENCY
PAGE REFERENCES
8.4
Identify the requirements for First Aid and
CPR certifications.
Student Edition:
145
Section 11.1 Wrap Up 145 #3
8.5
Examine entrance and exit procedures.
Student Edition:
144
Discovery Project 147
Discovery Project Connections 145
Unit 9: Communication Skills
9.1
Explain effective communications.
Student Edition:
190-193
Discovery Project 199
Discovery Project 193
Section 15.1 Wrap Up 193 #1-#2
9.2
Apply active listening skills.
Student Edition:
192-193
Assessment 198 #5, #9, #10
Discovery Project 199
Discovery Project Connections 193
Full Attention 192
Section 15.1 Wrap Up 193 #3
Skills Spotlight 41
9.3
Apply appropriate verbal skills in
business situations.
Student Edition:
91-92
Assessment 198 #4, #8
Cold Calls 76
Discovery Project 95, 199
Discovery Project Connections 193
Real-World Connection 207
Skills Spotlight 76, 168
9.4
Use appropriate social skills to interact
effectively with others.
Student Edition:
Assessment 198 #4, #10
Discovery Project 199
Real-World Connection 191
Skills Spotlight 41, 76, 168
9.5
Make oral presentations.
Student Edition:
Assessment 14 #10; 42 #10; 94 #10; 174 #10
Discovery Project 199
COMPETENCY
PAGE REFERENCES
9.6
Engage in active observation.
Student Edition:
Assessment 198 #10
Sending Signals 190
9.7
Utilize effective written communication.
Student Edition:
80-81, 93, 194-196
Ask for Help 194
Assessment 198 #6-#7
Discovery Project 83, 95, 199
Discovery Project Connections 197
Real-World Connection 81
Section 15.2 Wrap Up 197 #1-#2
Skills Spotlight 195
9.8
Use correct grammar and vocabulary.
Student Edition:
195
Assessment 94 #10; 198 #4, #8, #10
Discovery Project 95, 199
Skills Spotlight 76, 195
9.9
Use communication tools.
Student Edition:
76-77, 195
Assessment 26 #10; 94 #10
Discovery Project 199
Reading Skills Handbook xxvi-xxv
Skills Spotlight 76
9.10
Read to acquire meaning from written
material.
Student Edition:
197
Discovery Project 199
Discovery Project Connections 197
Reading Skills Handbook xxvi-xxv
9.11
Follow company guidelines in the
business environment.
Student Edition:
Assessment 198 #7-#8
Ethics Check 196, 203
Real-World Connection 207
COMPETENCY
PAGE REFERENCES
9.12
Student Edition:
76-77, 80-81, 91-92
Assessment 94 #10
Cold Calls 76
Discovery Project 83, 95
Ethics Check 203
Real-World Connection 81, 207
Skills Spotlight 76, 88, 168
Use communication skills to inform and
influence others.
Unit 10: Customer Service
10.1
Explain the role of customer service.
Student Edition:
191
10.2
Respond appropriately and in a timely
manner to internal and external
customers to foster positive relationships.
Student Edition:
Chapter 19 (pages 242-248) can be used as a
springboard for discussion on customer relations.
10.3
Analyze product and service offerings for
a business.
Student Edition:
Real-World Connection 309
10.4
Establish a relationship with
customer/client.
Student Edition:
Chapter 19 Economic Systems (pages 242-248)
can be used as a springboard for discussion on
customer relations.
10.5
Assess customer needs.
Student Edition:
Chapter 19 Economic Systems (pages 242-248)
can be used as a springboard for discussion on
customer relations.
10.6
Educate customer about products and
services.
Student Edition:
Chapter 19 Economic Systems (pages 242-248)
can be used as a springboard for discussion on
customer relations.
Unit 11: Economics
11.1
Explain fundamental economic concepts
to obtain a foundation for employment in
business.
Student Edition:
242-245
Discovery Project 251
Discovery Project Connections 245
Section 19.1 Wrap Up 245
COMPETENCY
PAGE REFERENCES
11.2
Discuss the interactions of supply,
demand and price.
Student Edition:
243-244
Discovery Project 251
Discovery Project Connections 245
Free Enterprise 242
Section 19.1 Wrap Up 245
11.3
Describe the nature of business to show
its contributions to society.
Information about the nature and importance of
business can be covered during teacher/class
discussion when using Section 19.1 Economic
Systems (pages 242-244).
Competency
11.4
Differentiate among economic systems to
understand the environments in which
business function.
Student Edition:
Information about free enterprise
(pages 242-245) could be used in conjunction with
classroom discussion to analyze economic
systems.
11.5
Discuss productivity to understand its
impact on business decision-making.
Student Edition:
178, 181
Assessment 222 #10
11.6
Explain economic indicators to measure
economic trends and conditions.
Student Edition:
244-245
Assessment 250 #5
Discovery Project 251
Discovery Project Connections 245
Section 19.1 Wrap Up 245 #3
Unit 12: Entrepreneurial Concepts.
12.1
Describe the role of entrepreneurship.
Student Edition:
47
Taking Responsibility 48
Unit 2 Review 68 #2
12.2
Evaluate personal entrepreneurial
potential.
Student Edition:
47, 49
Discovery Project 55
Figure 4.1 48
Section 4.1 Wrap Up 49 #3
Skills Spotlight 47
You’re in Charge 50
COMPETENCY
PAGE REFERENCES
12.3
Describe types of ownership.
Student Edition:
52-53
Assessment 54 #5
Partnership 52
Section 4.2 Wrap Up 53 #3
12.4
Identify and explore entrepreneurial
opportunities.
Student Edition:
50-52
Real-World Connection 51
12.5
Determine viability of the business
opportunity.
Student Edition:
Real-World Connection 51
12.6
Describe the importance of business
planning.
Student Edition:
Owning and Operating a Business (pages 52-53)
could be used with classroom discussion to meet
this competency.
Unit 13: Problem-Solving and Critical Thinking
13.1
Employ problem-solving skills to
formulate solutions.
Student Edition:
206-209
Assessment 210 #10
Covering the Bases 208
Discovery Project 211
Discovery Project Connection 209
Group Creativity 206
Section 16.2 Wrap Up 209
13.2
Demonstrate critical thinking techniques.
Student Edition:
206-209
Assessment 210 #10
Discovery Project 211
13.3
Combine critical thinking and team
building skills to solve problems.
Student Edition:
206-209
Assessment 210 #10
Discovery Project 211
Discovery Project Connection 209
13.4
Evaluate and adopt plans and schedules
to respond to unexpected events and
conditions.
Student Edition:
Section 16.2 Wrap Up 209 #2
COMPETENCY
PAGE REFERENCES
13.5
Use creativity and innovation.
Student Edition:
207
Assessment 210 #10
Discovery Project 211
Discovery Project Connection 209
13.6
Analyze methods to learn how to learn.
Student Edition:
24
Assessment 26 #7
Discovery Project 27
Discovery Project Connections 25
Figure 2.2 25
Reading Skills Handbook xxv
Section 2.2 25 #3
13.7
Apply learning skills in new contexts.
Student Edition:
In addition to using the references from
Competency 13.6, learning skills in new contexts
can be gained by using the Discovery Projects
found in every chapter of the text.
Scope and Sequence
Career field technical content standards define the knowledge and skills students need in order to be
successful in a given career field.
Career-Based Intervention
Pathway
Technical Content
Standards Document
May 2011
Table of Contents
Introduction to Career-Based Intervention ................................................................................................ ii
Career-Based Intervention Technical Content Standards ......................................................................... iii
Business Review Panel ............................................................................................................................. iv
Educator Review Panel.............................................................................................................................. v
Purpose and Use of Technical Content Standards .................................................................................... vi
Career-Based Intervention Competency Chart ........................................................................................ vii
Unit 1: Social and Emotional Skills
................................................................ 1
Unit 2: Postsecondary and Career Preparation .......................................................................................... 7
Unit 3: Financial Literacy ........................................................................................................................ 13
Unit 4: Information, Media and Technological Literacy ......................................................................... 16
Unit 5: Health and Wellness Literacy...................................................................................................... 19
Unit 6: Business Readiness Skills ........................................................................................................... 21
Unit 7: Ethics and Legal Practices ........................................................................................................... 24
Unit 8: Safety ........................................................................................................................................... 25
Unit 9: Communication Skills ................................................................................................................. 27
Unit 10: Customer Service ...................................................................................................................... 32
Unit 11: Economics ................................................................................................................................. 34
Unit 12: Entrepreneurial Concepts .......................................................................................................... 36
Unit 13: Problem Solving and Critical Thinking ..................................................................................... 38
i
Introduction to Career-Based Intervention
The Career-Based Intervention (CBI) program is a Career-Technical Education Program designed for
students ages 12-21 in grades 7-12 who are identified as disadvantaged (either academically or economically
or both) or students with disabilities and who have barriers to achieving academic and career success. The
program is to help students improve academic competence, graduate from high school, develop
employability skills, implement a career plan and participate in a career pathway in preparation for
postsecondary education and/or careers.
The CBI program provides a combination of educational and work-based learning opportunities for student
success. The number of years a student spends in the CBI program is determined by the local program design
and individual student needs. CBI programs are recommended to have a minimum of 15 and a maximum of
25 students per class and all CBI students must have scheduled related instruction. CBI program models can
be single period which is referred to as Connections (or Career Connections) or programs may be multi
period in which students have separately scheduled related instruction and work-based learning periods.
Academic instruction (for credits) by the CBI instructor is not a program requirement but is recommended if
the instructor is age and subject appropriately certified/licensed. All programs must provide academic
intervention to assist the student with study skills, assist with academic progress and success and prepare for
appropriate standardized testing.
The following key principals are based on seven of 10 High Schools That Work research-based key practices
linked to student achievement and the integration of academic and career- technical skills and are intended to
guide CBI program design and delivery to best meet student needs.
The seven key principles used as a guide for program designs are:
Higher Expectations - Partnering with administrators, teachers, counselors, parents and community to
support a belief system that all learners will achieve academic success, establish a career pathway and
become contributing members of society.
Common Curriculum - Engaging learners in the common curriculum of the school that provides
opportunities for graduation and links with school district and state curriculum and performance
expectations.
Authentic Learning - Providing appropriate and effective instruction by meeting student needs through
active learner engagement and relating subject matter to life and work.
Supportive Structures - Achieving optimum conditions for learning through a student-teacher ratio that
promotes effective interaction and instruction, physical location to develop psychological and social identity
and instructional resources and technology to meet individual learner needs.
Sense of Belonging - Providing activities and a classroom/community environment that lead to increased
positive social interaction, citizenship practices and leadership development.
Continuous Improvement - Monitoring and improving classroom achievement by using student assessment
and program data in relation to the district's continuous improvement plan.
Student Identification - In partnership with administrators, counselors, teachers and parents, selecting
students who have barriers to career and academic success.
ii
CAREER-BASED INTERVENTION
TECHNICAL CONTENT STANDARDS
The development process for the Career-Based Intervention Technical Content Standards began with
extensive research of technical content standards from programs both National and International sources.
The research also included a review of current standards for programs within Career-Technical Education in
Ohio, 21st Century Skills and various articles from employment journals. The research resulted in the
development of a guidance document that was submitted to a business review panel for validation and
culminated with the work of a panel of educators specializing in Career-Based Intervention. During 2010,
businesspersons and educators from across the state of Ohio took part in the formal development process.
The following summarizes the various stages of the development process.
Business Review Panel
Eight Ohio business partners participated on the panel. Drawn from diverse businesses, the panel identified
what skills are essential for success in the workplace. Using a draft document based on national standards
and recent literature, the panel added, deleted and changed units, competencies and descriptors to reflect
current practice in business. The review panel plays a critical role in the creation of technical content
standards, ensuring that the standards are current, comprehensive and necessary to ensure student success in
the working world.
Educator Review Panel
This panel was composed of educators from secondary and postsecondary institutions across Ohio. The panel
reviewed the standards within the conceptual framework of Career-Based Intervention. In addition, the
educator panel members recommended additions and editorial changes to the draft document.
iii
Business Review Panel
Chris Anderson
AVP, Talent Acquisition
Nationwide Insurance
Columbus, Ohio
Cheryl Hardy
President/Owner
Hardy Communications
Perrysburg, Ohio
SFC Jamie Clevenger
Recruiting and Retention NCO
Ohio Army National Guard
Columbus, Ohio
Jason Keys
District Manager
Lincoln Electric
Columbus, Ohio
Chuck Bonacci
Recruiting Specialist
Louis Stokes Cleveland VA Medical Center
Brecksville, Ohio
Peter S. Macrae, AIA
President
Triad Architects
Westerville, Ohio
David Grafmiller
Partner/Programmer
MFCD, LLC.
Upper Sandusky, Ohio
Bill Tacon
Sr. Director, Workforce Education
BioOhio
Columbus, Ohio
iv
Educator Review Panel
Brian Bachtel
Career Technical Education Director
Kent Theodore Roosevelt High School
Kent, Ohio
Kathryn Truster
CBI Coordinator
Butler Tech
Hamilton, Ohio
E. Jane Donehue
CBI Coordinator
Buckeye Career Center
New Philadelphia, Ohio
Leah Wasburn-Moses
Assistant Professor
Miami University
Oxford, Ohio
Amy Ervin
CBI Coordinator
Pickaway – Ross Career and Technology
Center
Chillicothe, Ohio
Dr. Kimberly Wolfe, Ph.D.
Career & Technical Education Coordinator
Focus Learning Academies of Columbus
Columbus, Ohio
John Feltman
CBI Supervisor
Knox County Career Center
Mt. Vernon, Ohio
Clint Woodward
Assistant Principal
Project Rebuild High School
Canton, Ohio
William Klucinec
CBI Coordinator
Salem High School
Salem, Ohio
Nicki Wright
CBI Coordinator
Delaware Area Career Center
Delaware, Ohio
Lesley Snyder
CBI Coordinator
Jefferson Junior High School
Toledo, Ohio
Steve Zink
CBI Instructor
Great Oaks Institute of Technology & Career
Development
Cincinnati, Ohio
Joe Statt
Supervisor of Alternative Programs
Butler Technology and Career Dev. Schools
Hamilton, Ohio
v
Purpose and Use of Technical Content Standards
These technical content standards determine the minimum content that must be taught in a CBI program.
Teachers may choose to add additional competencies based on the input of their local advisory committee
and/or postsecondary partners. Content Standards should be used to develop the scope and sequence section
of a local course of study. Teachers should create a sequenced competency guide that organizes the
competencies (not the units) by weeks or grading periods for the entire length of the program.
The units and competencies have not been identified in any sequenced structure in this document. It is the
responsibility of the teacher to complete the sequencing. Sequencing by competency, and not unit, creates an
interdisciplinary approach that best reflects how the competencies will actually be used in the workplace. It
also enables the teacher to develop realistic projects to challenge students to apply the competencies in the
same way that they will when they are in the workplace.
Structure and Format
The Career-Based Intervention Technical Content Standards document is composed of a series of units,
competencies and descriptors as follows:

Units are a grouping of competencies sharing a common subject or theme;

Competencies are specific knowledge and skill statements that outline the knowledge and skills
needed for career success; and

Descriptors follow each competency and serve to define what is meant by the related competency.
Importance of Competencies
All of the competencies in this document represent the minimum requirements for a CBI program as
determined by an extensive review of the literature and the input from a panel of Ohio business partners. It is
the responsibility of the local consortia to further define and/or expand, as needed, the descriptors for each
competency.
Explanation of Codes
Essential (E) Competency Code
A panel of business partners reviewed the draft document and identified the competencies that were needed
by a student entering the workforce to be successful. All competencies identified in the document with an E
were considered essential for career place success. The business community determined what should be
taught in the program.
Recommended (R) Competency Code
All competencies identified in the document with the code R were recommended for career place success but
not considered essential.
vi
Sample Competency
Business Panel
(Business, Industry, Labor)
BIL:
Competency is essential
E
Competency 1.1:
Manage one’s own emotions and behavior.
Descriptors:
1.1.1
Describe factors that create stress or motivate successful performance.
1.1.2
Apply strategies to motivate successful performance and to manage stress.
1.1.3
Analyze how thoughts and emotions affect decision making and responsible behavior.
1.1.4
Evaluate how expressing one’s own emotions in different situations affects others.
1.1.5
Develop methods to control impulses.
1.1.6
Generate ways to develop positive attitudes.
1.1.7
Discuss how expressing positive attitudes influences others.
Descriptor Number
Descriptors lead to
competency proficiency.
Competency Number
Unit Number
vii
Career-Based Intervention Competency Chart
The Business, Industry, and Labor (BIL) partnership validated each competency: BIL: E = Essential.
Competency
Unit 1: Social and Emotional Skills
1.1
Manage one’s own emotions and behavior.
1.2
Recognize character traits and external supports for best performance.
1.3
Demonstrate skills related to achieving personal and academic goals.
1.4
Recognize and respect the feelings and perspective of others.
1.5
Discuss individual and group similarities and differences.
1.6
Resolve interpersonal conflicts in a constructive way.
1.7
Apply decision-making skills to handle daily academic and social situations.
1.8
Contribute to the well-being of one’s school and community.
1.9
Develop personal traits to foster career advancement.
1.10 Describe how conflict originates and impacts behavior.
1.11 Describe different responses to conflict as they relate to results.
1.12 Embrace change as an opportunity.
1.13 Develop and use networking techniques to create professional relationships.
1.14 Manage stressful situations.
1.15 Implement teamwork techniques.
1.16 Employ leadership skills.
1.17 Manage internal and external relationships to foster positive interactions.
Unit 2: Postsecondary and Career Preparation
2.1
Explore time management strategies related to personal, educational and workplace goals.
2.2
Develop a plan for on-time graduation.
2.3
Describe workforce, workplace and personal issues impacting careers.
2.4
Describe career opportunities in each of the 16 career fields.
2.5
Identify career interests, skills and aptitudes for career readiness.
2.6
Complete additional research on selected career interests.
2.7
Create opportunities to gain additional career-related experiences.
2.8
Explain apprenticeships. (Individualize if needed)
2.9
Explore postsecondary education options related to career interests.
2.10 Describe the process for enrolling in a postsecondary institution.
2.11 Develop an individual academic and career plan for on-time graduation and career success.
2.12 Implement job search skills.
2.13 Develop orientation skills for a new job.
2.14 Prepare for career advancement.
2.15 Display responsible behaviors at work to retain employment.
2.16 Describe ways to balance work and family responsibilities.
2.17 Describe appropriate processes for resigning from employment.
2.18 Develop an ongoing career plan.
Unit 3: Financial Literacy
3.1
Describe the fundamental principles of money needed to make financial exchanges.
3.2
Analyze personal financial needs and goals.
3.3
Describe work-related finances.
3.4
Manage personal finances.
3.5
Explain the use of financial services providers.
3.6
Identify investment strategies to ensure personal financial well-being.
3.7
Describe the concept of wealth building.
3.8
Describe basic financial concepts of business.
Unit 4: Information, Media and Technological Literacy
4.1
Use computer systems.
4.2
Describe aspects of the Internet.
4.3
Use computer applications.
4.4
Use advanced computer applications.
viii
BIL
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
Competency
4.5
Demonstrate creative thinking to develop innovative products and processes using technology.
4.6
Use digital media to communicate and work collaboratively, including at a distance.
4.7
Demonstrate knowledge of technology concepts, systems and operations.
4.8
Use information accurately and creatively to solve problems.
4.9
Analyze media messages.
Unit 5: Health and Wellness Literacy
5.1
Use critical thinking skills related to personal wellness and health.
5.2
Demonstrate goal setting for personal health and well being.
5.3
Demonstrate behaviors that foster healthy, active lifestyles.
5.4
Identify characteristics of physical and psychological abuse and unhealthy relationships. (teacher recommended)
Unit 6: Business Readiness Skills
6.1
Discuss basic business concepts.
6.2
Describe business functions.
6.3
Discuss the environmental impact of business.
6.4
Describe systems in organizations.
6.5
Describe organizational structures.
6.6
Practice continuous improvement.
6.7
Discuss the global environment in which businesses operate.
6.8
Explain the role of global trade.
Unit 7: Ethics and Legal Practices
7.1
Make decisions within an ethical framework.
7.2
Assess the implications of ethical and unethical behavior.
7.3
Research mandated standards, policies, legislation and legal practices.
Unit 8: Safety
8.1
Promote a safe workplace.
8.2
Evaluate the ergonomic factors in the workplace.
8.3
Explain emergency response plans in a variety of industry settings.
8.4
Identify the requirements for First Aid and CPR certifications.
8.5
Examine entrance and exit procedures.
Unit 9: Communication Skills
9.1
Explain effective communications.
9.2
Apply active listening skills.
9.3
Apply appropriate verbal skills in business situations.
9.4
Use appropriate social skills to interact effectively with others.
9.5
Make oral presentations.
9.6
Engage in active observation.
9.7
Utilize effective written communication.
9.8
Use correct grammar and vocabulary.
9.9
Use communication tools.
9.10
Read to acquire meaning from written material.
9.11
Follow company guidelines in the business environment.
9.12
Use communication skills to inform and influence others.
Unit 10: Customer Service
10.1
Explain the role of customer service.
10.2
Respond appropriately and in a timely manner to internal and external customers to foster positive
relationships.
10.3
Analyze product and service offerings for a business.
10.4
Establish a relationship with customer/client.
10.5
Assess customer needs.
10.6
Educate customer about products and services.
Unit 11: Economics
11.1
Explain fundamental economic concepts to obtain a foundation for employment in business.
11.2
Discuss the interactions of supply, demand and price.
11.3
Describe the nature of business to show its contributions to society.
11.4
Differentiate among economic systems to understand the environments in which business function.
11.5
Discuss productivity to understand its impact on business decision-making.
ix
BIL
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
Competency
11.6
Explain economic indicators to measure economic trends and conditions.
Unit 12: Entrepreneurial Concepts.
12.1
Describe the role of entrepreneurship.
12.2
Evaluate personal entrepreneurial potential.
12.3
Describe types of ownership.
12.4
Identify and explore entrepreneurial opportunities.
12.5
Determine viability of the business opportunity.
12.6
Describe the importance of business planning.
Unit 13: Problem-Solving and Critical Thinking
13.1
Employ problem-solving skills to formulate solutions.
13.2
Demonstrate critical thinking techniques.
13.3
Combine critical thinking and team building skills to solve problems.
13.4
Evaluate and adopt plans and schedules to respond to unexpected events and conditions.
13.5
Use creativity and innovation.
13.6
Analyze methods to learn how to learn.
13.7
Apply learning skills in new contexts.
Unit 1: Social and Emotional Skills
BIL:
E
Competency 1.1:
Manage one’s own emotions and behavior.
Descriptors:
1.1.1
Describe factors that create stress or motivate successful performance.
1.1.2
Apply strategies to motivate successful performance and to manage stress.
1.1.3
Analyze how thoughts and emotions affect decision making and responsible
behavior.
1.1.4
Evaluate how expressing one’s own emotions in different situations affects
others.
1.1.5
Develop methods and implement strategies to control impulses.
1.1.6
Generate ways to develop positive attitudes and develop replacement
strategies.
1.1.7
Discuss how expressing positive attitudes influences others.
1.1.8
Channel emotions into something more positive.
1.1.9
Resolve conflicts to maximize positive outcomes.
1.1.10
Describe the nature of emotional intelligence.
BIL:
Competency 1.2:
E
Recognize character traits and external supports for best
performance.
Descriptors:
1.2.1
Describe how character traits influence choices and successes.
1.2.2
Describe how making use of school and community supports and opportunities
can contribute to school and life success.
1.2.3
Build personal strengths and identify areas for improvement.
x
BIL
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
1.2.4
1.2.5
1.2.6
Explain, develop and utilize positive adult role models and support systems
contribute to school and life success.
Implement a plan to build on strengths, meet a personal need or address a
challenge.
Evaluate how developing interests and filling useful roles support school and
life success.
BIL:
E
Competency 1.3:
Demonstrate skills related to achieving personal and academic
goals.
Descriptors:
1.3.1
Set a short-term goal and make a plan for achieving it.
1.3.2
Identify strategies to make use of resources and overcome obstacles to achieve
goals.
1.3.3
Apply strategies to overcome obstacles to achieve goal.
1.3.4
Monitor progress toward achieving a goal.
1.3.5
Evaluate performance against identified criteria.
1.3.6
Analyze why the goal was achieved or not achieved.
BIL:
E
Competency 1.4:
Recognize and respect the feelings and perspectives of others.
Descriptors:
1.4.1
Predict others’ feelings and perspectives in a variety of situations.
1.4.2
Analyze how one’s behavior may impact others.
1.4.3
Analyze similarities and differences between one’s own and others’
perspectives.
1.4.4
Use conversation skills to understand others’ feeling and perspectives.
1.4.5
Demonstrate how to express understanding of those who hold different
opinions.
1.4.6
Demonstrate ways to express empathy for others.
1.4.7
Respect the privacy of others.
1.4.8
Explain how cultural differences can impact people’s perspectives.
BIL:
E
Competency 1.5:
Discuss individual and group similarities and differences.
Descriptors:
1.5.1
Explain how individual, social and cultural differences may lead to conflict and
discuss how to address this.
1.5.2
Describe how personal choice influences others.
1.5.3
Explain the origins and negative effects of stereotyping and prejudice.
1.5.4
Demonstrate respect for individuals’ social and cultural groups.
11
1.5.5
1.5.6
1.5.7
1.5.8
Identify strategies for being respectful of others and opposing stereotyping and
prejudice.
Describe how advocacy for the rights of others contribute to the common good.
Value the differences in others.
Exhibit cultural sensitivity.
BIL:
E
Competency 1.6:
Resolve interpersonal conflicts in a constructive way.
Descriptors:
1.6.1
Use strategies for preventing and resolving interpersonal problems.
1.6.2
Define peer pressure and evaluate strategies for dealing with it.
1.6.3
Describe how listening and communicating effectively help in resolving
conflicts.
1.6.4
Discuss how conflict-resolution skills contribute to work within a group.
1.6.5
Describe the effects of using negotiation skills to reach solutions.
1.6.6
Identify current conflict-resolution skills and plan how to improve them.
BIL:
Competency 1.7:
E
Apply decision-making skills to handle daily academic and
social situations.
Descriptors:
1.7.1
Describe how decision-making skills improve study habits and academic skills
to establish responsible social and work relationships.
1.7.2
Evaluate personal abilities to gather information, generate alternatives, and
anticipate the consequences of decisions.
1.7.3
Apply decision-making skills to establish responsible social and work
relationships.
1.7.4
Describe how present decision-making affects college and career choices.
1.7.5
Explain how responsible decision-making affects interpersonal and group
relationships.
BIL:
E
Competency 1.8:
Contribute to the well-being of one’s school and community.
Descriptors:
1.8.1
Review one’s school and community service participation.
1.8.2
Plan, implement and evaluate one’s participation in activities and organizations
that improve school climate and contribute to one’s local community.
1.8.3
Work cooperatively with others to plan, implement and evaluate a community
or school service project.
12
BIL:
E
Competency 1.9:
Develop personal traits to foster career advancement.
Descriptors:
1.9.1
Identify desirable personality traits important to business.
1.9.2
Exhibit self-confidence without arrogance.
1.9.3
Demonstrate interest and enthusiasm.
1.9.4
Demonstrate initiative.
1.9.5
Explain the concept of self-esteem.
1.9.6
Demonstrate responsible behavior.
1.9.7
Demonstrate honesty and integrity.
1.9.8
Demonstrate ethical work habits.
1.9.9
Explain energy and passion for work.
1.9.10
Demonstrate a willingness to learn.
BIL:
Competency 1.10:
E
Describe how conflict originates and impacts behavior.
Descriptors:
1.10.1
Identify the basic psychological needs that motivate behavior (e.g. belonging,
power, freedom).
1.10.2
Discuss the roles that different values play in generating conflict.
1.10.3
Identify how the effects of substance abuse, mental health, personality,
economics, education and disabilities can create conflict.
BIL:
Competency 1.11:
E
Describe different responses to conflict as they relate to results.
Descriptors:
1.11.1
Describe the soft response approach (e.g. avoidance, compromise and
accommodation) and the typical reasons for using that approach.
1.11.2
Describe the hard response approach (e.g. force, threats, aggression and anger)
and the typical reasons for using that approach.
1.11.3
Describe the principled response approach (e.g. good communication skills,
problem solving skills and the ability to see the problem from more than one
perspective) and the typical reasons for using that approach.
1.11.4
Describe ways to anticipate conflict before it arises in order to avoid dealing
with it.
1.11.5
Recognize that conflict can be positive and an opportunity for better decisionmaking.
1.11.6
Resolve conflicts with diplomacy to maximize positive outcomes.
BIL:
E
13
Competency 1.12: Embrace change as an opportunity.
Descriptors:
1.12.1
Discuss how change can be an opportunity.
1.12.2
Demonstrate optimism in a changing environment.
1.12.3
Recognize rapid, constant change as the “new normal.”
1.12.4
Identify ways to take advantages of change.
BIL:
Competency 1.13:
E
Develop and use networking techniques to create professional
relationships.
Descriptors:
1.13.1
Explain the importance of professional networking.
1.13.2
Identify ways that people network.
1.13.3
Utilize a personal pitch or “elevator speech.”
1.13.4
Use social media to network.
1.13.5
Demonstrate networking skills.
1.13.6
Develop a personal message to communicate your value.
1.13.7
Describe negative consequences that can occur from personal data placed on
social networking sites.
BIL:
E
Competency 1.14: Manage stressful situations.
Descriptors:
1.14.1
Explain the nature of stress management.
1.14.2
Apply stress management techniques to the appropriate situation.
1.14.3
Recognize that most negative situations are not meant as personal affronts.
1.14.4
Recognize that a person’s perception is her/his reality.
1.14.5
Focus on the person’s perspective during stressful situations.
1.14.6
Use appropriate assertiveness.
1.14.7
Identify the positive components of stress.
1.14.8
Use stress effectively.
BIL:
E
Competency 1.15: Implement teamwork techniques.
Descriptors:
1.15.1
Define teamwork as it occurs in various situations.
1.15.2
Identify characteristics of a team player.
1.15.3
Participate as a team member.
1.15.4
Acknowledge other team members’ contributions.
1.15.5
Add to other team members’ contributions.
1.15.6
Assist team members as needed.
14
1.15.7
1.15.8
1.15.9
1.15.10
1.15.11
1.15.12
1.15.13
1.15.14
Use consensus building skills.
Create trust.
Negotiate agreements.
Evaluate team processes.
Encourage team building.
Motivate team members.
Use facilitation skills in a team environment.
Identify a team mission.
BIL:
E
Competency 1.16: Employ leadership skills.
Descriptors:
1.16.1
Explain the concept of leadership.
1.16.2
Distinguish between leadership and management.
1.16.3
Determine personal vision.
1.16.4
Demonstrate adaptability.
1.16.5
Demonstrate a goal orientation.
1.16.6
Demonstrate skills to lead positive, needed changes.
1.16.7
Develop an action plan to accomplish benchmarks.
1.16.8
Lead by example.
1.16.9
Enlist others in working toward a shared vision.
1.16.10 Demonstrate entrepreneurial spirit in personal and professional life (e.g.
innovation, creativity, initiative).
1.16.11 Investigate the benefits and risks of having an entrepreneurial spirit.
1.16.12 Know when to lead and when to follow.
1.16.13 Recognize the contributions of all employees to the greater good.
BIL:
Competency 1.17:
E
Manage internal and external relationships to foster positive
interactions.
Descriptors:
1.17.1
Treat others fairly.
1.17.2
Describe ethics in human resources issues.
1.17.3
Foster positive relationships.
1.17.4
Embrace diversity (e.g. personality, age, gender, religion).
1.17.5
Maintain collaborative partnerships with colleagues.
1.17.6
Explain the impact of culture within an organization.
15
Unit 2: Postsecondary and Career Preparation
BIL:
Competency 2.1:
E
Explore time management strategies related to personal,
educational and workplace goals.
Descriptor:
2.1.1
Identify time management techniques that help meet goals (e.g. setting
priorities, using schedules and planners, avoiding procrastination, multitasking).
2.1.2
Describe barriers and choices that prevent or interfere with time management
(e.g. procrastination).
2.1.3
Differentiate discretionary and non-discretionary time use.
2.1.4
Describe various time management systems.
2.1.5
Utilize time management strategies to meet education and workplace needs.
BIL:
E
Competency 2.2 :
Develop a plan for on-time graduation.
Descriptors:
2.2.1
Identify graduation requirements (assessments, courses, etc.).
2.2.2
Identify current status related to graduation coursework.
2.2.3
Compare current status to graduation requirements.
2.2.4
Identify strengths and weaknesses related to academic coursework.
2.2.5
Determine academic areas where assistance may be needed.
2.2.6
Identify resources for assistance.
2.2.7
Seek assistance as needed.
2.2.8
Take responsibility for your actions and your goals.
2.2.9
Explain why on-time graduation is important (i.e. earnings, quality of life).
BIL:
E
Competency 2.3:
Describe workforce, workplace and personal issues impacting
careers.
Descriptors:
2.3.1
Identify social, economic and global trends impacting employment
opportunities including: outsourcing; minimum wage; multi-cultural
expectations and understandings; and changes in pensions and social security.
2.3.2
Explain implications of life and work changes (e.g. multiple careers in a
lifetime, work-from home technologies, emerging careers, barriers and
failures).
2.3.3
Describe the impact of factors such as population, climate, employment trends
and geographic location on occupational opportunities.
16
2.3.4
2.3.5
Demonstrate knowledge of consequences of personal actions (family, friends,
crime, goal achievement, etc.).
Recognize the need to be personally responsible for retirement.
BIL:
E
Competency 2.4:
Describe career opportunities in each of the 16 career fields.
Descriptors:
2.4.1
Describe career opportunities in agricultural and environmental systems.
2.4.2
Describe career opportunities in arts and communications.
2.4.3
Describe career opportunities in business and administrative services.
2.4.4
Describe career opportunities in construction technologies.
2.4.5
Describe career opportunities in education and training.
2.4.6
Describe career opportunities in engineering and science technologies.
2.4.7
Describe career opportunities in finance.
2.4.8
Describe career opportunities in government and public administration.
2.4.9
Describe career opportunities in health science.
2.4.10
Describe career opportunities in hospitality and tourism.
2.4.11
Describe career opportunities in human services.
2.4.12
Describe career opportunities in information technology.
2.4.13
Describe career opportunities in law and public safety.
2.4.14
Describe career opportunities in manufacturing technologies.
2.4.15
Describe career opportunities in marketing.
2.4.16
Describe career opportunities in transportation systems.
2.4.17
Describe trends in career opportunities.
2.4.18
Describe emerging career opportunities.
2.4.19
Continually research and evaluate career opportunities.
2.4.20
Identify career opportunities that cross career fields.
BIL:
E
Competency 2.5:
Identify career interests, skills, and aptitudes for career
readiness.
Descriptors:
2.5.1
Develop profile of interests, attitudes, goals, skills, aptitudes and expectations
related to career options.
2.5.2
Identify career information resources (e.g. Ohio Career Information System
[OCIS]).
2.5.3
Complete career-related assessments.
2.5.4
Use a range of resources to obtain career information.
2.5.5
Recognize factors affecting career choices.
2.5.6
Match career fields to personal interests, talents, goals and abilities.
BIL:
E
17
Competency 2.6:
Complete additional research on selected career interests.
Descriptors:
2.6.1
Describe labor market projections for career interests.
2.6.2
Identify education and training needed.
2.6.3
Identify wages and benefits.
2.6.4
Describe working conditions.
2.6.5
Describe physical, mental and emotional requirements of career.
2.6.6
Determine where jobs in various career fields are primarily located.
2.6.7
Identify licensure, certifications, and/or credentials needed for career.
BIL:
Competency 2.7:
E
Create opportunities to gain additional career-related
experiences.
Descriptors:
2.7.1
Describe opportunities to obtain career-related experience (volunteering, job
shadowing, mentoring, interviews, internships, etc.).
2.7.2
Develop a plan to obtain career-related experience in areas of career interests.
2.7.3
Maintain a record of career-related experiences.
BIL:
E (Individualize If Needed)
Competency 2.8:
Explain apprenticeships
Descriptors:
2.8.1
Define apprentice, apprenticeships, and apprenticeable occupations (e.g.
Architectural Internship Development Program- AIDP, Engineer in TrainingEIT).
2.8.2
Define journeyperson and indentured.
2.8.3
Contrast registered and non-registered apprenticeships.
2.8.4
Distinguish related instruction from on-the-job training in an apprenticeship
pathway.
2.8.5
Identify the advantages and disadvantages of apprenticeships.
BIL:
E
Competency 2.9:
Explore postsecondary education options related to career
interests.
Descriptors:
2.9.1
Identify academic, communication and interpersonal skills and knowledge
associated with a successful postsecondary experience.
2.9.2
Identify postsecondary coursework needed for career interests.
2.9.3
List postsecondary institutions offering necessary coursework and credentials.
2.9.4
Describe requirements for enrolling in postsecondary institutions.
18
BIL:
E
Competency 2.10: Describe the process for enrolling in a postsecondary
institution.
Descriptors:
2.10.1
Identify variables associated with making a postsecondary education decision
(e.g. tuition and living costs, location, majors/programs, financial aid,
scholarships, institution size and reputation, living arrangements, security,
child care).
2.10.2
Acquire and assess pertinent information on postsecondary institutions.
2.10.3
Compare and contrast placement services, internships and employment
opportunities.
2.10.4
Describe admission documents and processes.
BIL:
E
Competency 2.11 :
Develop an individual academic and career plan for on-time
graduation and career success.
Descriptors:
2.11.1
Complete an academic plan for on-time graduation and career entry.
2.11.2
Complete a career plan to enter and advance in career chosen (i.e. Ohio Career
Information System ).
2.11.3
Develop options and alternatives as part of the academic and career plan.
BIL:
E
Competency 2.12 : Implement job search skills.
Descriptors:
2.12.1
Develop (i.e. video, written) resumes that meet employer expectations.
2.12.2
Recognize possible job search resources (e.g. family, neighbors, friends).
2.12.3
Explore career possibilities through volunteer activities, a national data base
and one stop career centers.
2.12.4
Cite examples of jobs and the required qualifications or background.
2.12.5
Explore employment opportunities locally, nationally, and globally.
2.12.6
Utilize job hunting skills (e.g. finding job postings, sending out resumes,
scheduling interviews).
2.12.7
Develop effective interview skills and recognize and respond to discriminatory
questions and practices.
2.12.8
Use networking skills to assist in job search.
2.12.9
Describe the concept of “flexible workplaces.”
BIL:
Competency 2.13:
E
Develop orientation skills for a new job.
19
Descriptors:
2.13.1
Utilize formal and informal sources of information for new employees that
explain rules and procedures.
2.13.2
Identify requirements of on-the-job training.
2.13.3
Describe the purpose of a probationary period of employment.
2.13.4
Describe the importance of the workplace chain of command.
2.13.5
Describe the importance of listening and asking questions while orienting to a
new job.
2.13.6
Describe the importance of human relations in orienting successfully to a new
job.
2.13.7
Identify appropriate persons and departments to answer various types of
questions.
2.13.8
Complete entry paperwork.
2.13.9
Identify appropriate use of electronic communications (texting, email, etc.).
2.13.10 Identify the timeline for enrollment in benefit programs.
BIL:
Competency 2.14:
Descriptors:
2.14.1
2.14.2
2.14.3
2.14.4
2.14.5
2.14.6
2.14.7
2.14.8
2.14.9
E
Prepare for career advancement
Identify advancement opportunities (i.e., internally and externally).
Demonstrate quality work.
Describe the career ladder requirements for various occupations.
Explain the employment issues associated with promotions.
Discuss the need to enroll and complete training programs.
Maintain a résumé, a list of references and a portfolio.
Advocate for self.
Be proactive in advancing in a career.
Demonstrate continuous improvement.
BIL:
E
Competency 2.15: Display responsible behaviors at work to retain employment.
Descriptors:
2.15.1
Demonstrate integrity.
2.15.2
Demonstrate promptness and willingness to work.
2.15.3
Take responsibility for prioritizing and completing work assignments
accurately, on time, efficiently and to a high standard.
2.15.4
Show initiative in carrying out assignments.
2.15.5
Demonstrate self-management skills.
2.15.6
Avoid absenteeism and call in appropriately.
2.15.7
Maintain appropriate grooming and hygiene.
2.15.8
Follow company policies related to personal business in the job setting.
2.15.9
Adapt to varied roles and responsibility and demonstrate flexibility.
20
2.15.10
2.15.11
2.15.12
2.15.13
2.15.14
Work effectively in a climate of ambiguity and changing priorities.
Demonstrate appropriate risk-taking and learn from mistakes.
Demonstrate dedication, enthusiasm, passion and energy for the job.
Demonstrate ways to adapt to change.
Demonstrate the ability to work without supervision and to work in flexible
environments (home-based, travel-based, flexible time, flat work place without
supervision).
BIL:
E
Competency 2.16: Describe ways to balance work and family responsibilities.
Descriptors:
2.16.1
Describe the types of family issues that can impact work.
2.16.2
Describe the types of work issues that can impact family.
2.16.3
Identify workplace offerings that assist with family and personal issues.
2.16.4
Describe ways to handle conflicts between work and family.
2.16.5
Use technology to help manage work and life.
BIL:
E
Competency 2.17: Describe appropriate processes for resigning from
employment.
Descriptors:
2.17.1
Identify employer policies for resigning employment.
2.17.2
Describe the components of a resignation letter.
2.17.3
Describe the consequences of leaving a job without following appropriate
resignation processes.
2.17.4
Describe employer policies regarding compensation of leave, pay, and possible
extension of insurance benefits.
2.17.5
Discuss employment contracts versus at-will employment.
2.17.6
Exit employment in a positive manner.
BIL:
E
Competency 2.18: Develop an ongoing career plan.
Descriptors:
2.18.1
Demonstrate ability to analyze past experiences in a constructive manner to
improve future workplace success.
2.18.2
Identify ways to evaluate personal and professional skill sets and
accomplishments.
2.18.3
Explain the importance of workplace skills that cross career areas.
2.18.4
Describe the importance of continual reflection on job productivity and
effectiveness.
2.18.5
Describe the importance of continual learning on the job.
21
2.18.6
2.18.7
Unit 3:
Update career plan frequently.
Document successes.
Financial Literacy
BIL:
Competency 3.1:
E
Describe the fundamental principles of money needed to make
financial exchanges.
Descriptors:
3.1.1
Explain forms of financial exchange (cash, credit, debit, electronic funds
transfer).
3.1.2
Identify types of currency (paper money, coins, bank notes, government bonds
and treasury notes).
3.1.3
Explain essential elements of a negotiable instrument.
3.1.4
Describe functions of money (medium of exchange, unit of measure, store of
value).
3.1.5
Describe sources of income (wages/salaries, interest, rent, dividends, transfer
payments).
3.1.6
Explain the time value of money.
3.1.7
Explain the purposes for and importance of credit.
3.1.8
Explain legal responsibilities associated with financial exchanges.
BIL:
E
Competency 3.2:
Analyze personal financial needs and goals.
Descriptors:
3.2.1
Describe common financial needs (e.g. college, retirement, rent, utilities,
insurance).
3.2.2
Explain basic financial vocabulary (credit, debt, profit, loss, bottom line).
3.2.3
Identify personal income and expenses.
3.2.4
Explain how income affects lifestyle and spending choices.
3.2.5
Explain a balanced spending plan and create a personal budget.
3.2.6
Evaluate and identify appropriate risk management options (i.e. types of
insurance, savings).
3.2.7
Explain importance of legal and written documentation to protect individuals.
3.2.8
Set financial goals.
3.2.9
Explain the impact of personal finances on employment.
3.2.10
Explain the consequences of bankruptcy.
3.2.11
Interpret a credit report and validate credit history.
22
BIL:
E
Competency 3.3:
Describe work-related finances.
Descriptors:
3.3.1
Identify parts of a paycheck.
3.3.2
Identify and explain the reason for payroll deductions.
3.3.3
Describe how payroll deductions can be changed.
3.3.4
Identify the components of a benefit plan.
3.3.5
Describe the worth of benefits.
3.3.6
Describe various compensation options to determine which best fits individual
needs.
3.3.7
Explain and compute interest rates.
3.3.8
Locate and use resources if questions arise.
3.3.9
Explain electronic deposits.
BIL:
E
Competency 3.4:
Manage personal finances.
Descriptors:
3.4.1
Describe tax liabilities.
3.4.2
Maintain financial records.
3.4.3
Read and reconcile bank statements.
3.4.4
Describe the impact of bank account and credit card fees and charges.
3.4.5
Demonstrate the wise use of credit.
3.4.6
Validate credit history.
3.4.7
Discuss why and how a loan is obtained.
3.4.8
Protect against identity theft.
3.4.9
Prepare personal income tax forms.
BIL:
E
Competency 3.5:
Explain the use of financial services providers.
Descriptors:
3.5.1
Describe types of financial services providers (banks, credit unions, loan
services).
3.5.2
Discuss considerations in selecting a financial services provider.
23
BIL:
Competency 3.6:
E
Identify investment strategies to ensure personal financial wellbeing.
Descriptors:
3.6.1
Explain types of investments.
3.6.2
Assess the many factors that influence financial planning.
3.6.3
Adjust the financial plan to accommodate changes in funds.
3.6.4
Explain how and why investments are important.
3.6.5
Describe the power of compounding interest.
3.6.6
Establish investment goals and objectives.
BIL:
E
Competency 3.7:
Describe the concept of wealth building.
Descriptors:
3.7.1
Identify the level of risk involved with investment options.
3.7.2
Identify the potential returns related to investment options.
3.7.3
Describe the differences between renting and buying.
3.7.4
Describe the reasons to have insurance.
3.7.5
Identify ways to maximize contributions to pre-tax retirement plans.
BIL:
E
Competency 3.8:
Describe basic financial concepts of business.
Descriptors:
3.8.1
Identify an organization’s revenue sources and expenditures.
3.8.2
Compare a personal budget to a business budget.
3.8.3
Identify and explain parts of a business budget.
3.8.4
Identify and explain parts of a profit-and-loss statement.
3.8.5
Explain how quality and customer satisfaction affect profit.
3.8.6
Explain the impact of budget constraints.
24
Unit 4:
Information, Media and Technological Literacy
BIL:
E
Competency 4.1:
Use computer systems.
Descriptors:
4.1.1.
Discuss the scope of computer systems.
4.1.2
Explain the scope of data communications tools.
4.1.3
Explain the use of basic operating systems.
4.1.4
Develop a system to manage files.
4.1.5
Compress or alter files.
4.1.6
Use control panel components.
4.1.7
Access data through various computer drives.
BIL:
E
Competency 4.2:
Describe aspects of the Internet.
Descriptors:
4.2.1
Explain the extension designations of domain names.
4.2.2
Discuss the role of organizations in administering Internet activities.
4.2.3
Explain the role of internet service providers (ISPs).
4.2.4
Describe types of resources that can be accessed through the Internet (e.g. Web
pages, social media, USENET newsgroups, listservs, files and programs,
email).
4.2.5
Discuss the use of bookmarks.
4.2.6
Explain how to organize bookmarks.
4.2.7
Describe tools useful for navigating the Internet.
4.2.8
Identify the risks involved in using the Internet.
4.2.9
Explain the complete lack of privacy for Internet interactions.
25
BIL:
E
Competency 4.3:
Use computer applications.
Descriptors:
4.3.1
Demonstrate basic Web search skills to obtain needed information.
4.3.2
Demonstrate basic email functions.
4.3.3
Demonstrate use of personal information management and productivity
applications.
4.3.4
Demonstrate word processing skills.
4.3.5
Use advanced word processing features.
4.3.6
Use design and presentation software.
4.3.7
Use writing/publishing software.
4.3.8
Create and use databases.
4.3.9
Demonstrate basic spreadsheet applications.
4.3.10
Use email appropriately.
4.2.11
Identify when email is appropriate and when it is not.
BIL:
E
Competency 4.4:
Use advanced computer applications.
Descriptors:
4.4.1
Use advanced spreadsheet functions.
4.4.2
Use integrated business software application packages (e.g. accounting and
payroll).
4.4.3
Utilize collaborative/groupware applications (wikis, google docs, shareware).
4.4.4
Use digital skills to network and create an appropriate online presence (e.g.
web page, blogs, social media, mobile).
4.4.5
Use digital technologies, communication/networking tools and social networks
appropriately to access and manage information.
BIL:
Competency 4.5:
E
Demonstrate creative thinking to develop innovative products
and processes using technology.
Descriptors:
4.5.1
Apply existing knowledge to generate new ideas, products or processes.
4.5.2
Create original, media-rich products.
4.5.3
Identify technology-oriented trends and forecast possibilities.
26
BIL:
Competency 4.6:
E
Use digital media to communicate and work collaboratively,
including at a distance.
Descriptors:
4.6.1
Publish work-related digital products.
4.6.2
Communicate information and ideas using technology tools and resources.
4.6.3
Contribute to team projects to produce original works or solve problems using
technological tools and resources.
4.6.4
Analyze data using technological tools to identify trends, solutions and make
informed decisions.
4.6.5
Use online resources to collaborate, research, publicize, communicate, and
increase productivity.
BIL:
Competency 4.7:
E
Demonstrate knowledge of technology concepts, systems and
operations.
Descriptors:
4.7.1
Use technology as a tool to research, organize, evaluate and communicate
information.
4.7.2
Select and use applications effectively to complete work.
4.7.3
Use appropriate resources to troubleshoot systems and applications.
4.7.4
Transfer current knowledge to learning of new technologies.
BIL:
E
Competency 4.8:
Use information accurately and creatively to solve problems.
Descriptors:
4.8.1
Access information efficiently and effectively.
4.8.2
Evaluate information used.
4.8.3
Manage the flow of information from a variety of sources.
4.8.4
Describe the ethical and legal issues surrounding access and use of
information.
BIL:
E
Competency 4.9:
Analyze media messages.
Descriptors:
4.9.1
Demonstrate knowledge of how and why media messages are constructed.
4.9.2
Identify the purposes of media messages and assess messages for potential
bias.
4.9.3
Describe how individuals interpret media messages differently.
4.9.4
Evaluate how media can influence beliefs and behaviors.
4.9.5
Describe the legal and ethical issues surrounding access and use of media.
27
4.9.6
4.9.7
4.9.8
Use the most appropriate media creation tools to create media products and
messages.
Recognize that media messages are opinions.
Validate messages before taking actions.
Unit 5: HEALTH AND WELLNESS LITERACY
BIL:
E
Competency 5.1:
Use critical thinking skills related to personal wellness and
health.
Descriptors:
5.1.1
Evaluate healthy and unhealthy alternatives in decision-making.
5.1.2
Evaluate effectiveness of health-related decisions.
5.1.3
Use knowledge of relevant terminology (i.e. deductible, co-pay, catastrophic,
coverage).
5.1.4
Seek multiple perspectives when asking for assistance to make health-related
decisions.
5.1.5
Consider impact of health- related decisions.
5.1.6
Analyze the influence of family, peers, health professionals, culture, media,
and technology.
5.1.7
Determine reliability, accuracy and dependability of health information
sources.
5.1.8
Access valid information about health products and services.
5.1.9
Describe long-term and short-term disability options.
5.1.10
Explain employer drug screening and disclose medications appropriately.
5.1.11
Explain the consequences of contract labor on health decisions.
5.1.12
Describe the impact of poor health decisions (drugs, alcohol, nicotine) on
health and employment, including potential insurance and employment
consequences.
5.1.13
Ask questions and be assertive when receiving medical advice.
5.1.14
Determine the costs of benefits provided by an employer.
5.1.15
Explain the health impact of a loss of benefits.
BIL:
E
Competency 5.2:
Demonstrate goal setting for personal health and well being.
Descriptors:
5.2.1
Evaluate health status and develop goals to enhance health.
5.2.2
Engage in an ongoing cycle of goal-setting, implementation, evaluation and
readjustment to enhance health and well being.
5.2.3
Explain personal finance decisions that need to be made for family planning.
28
BIL:
E
Competency 5.3:
Demonstrate behaviors that foster healthy, active lifestyles.
Descriptors:
5.3.1
Monitor current physical health to meet fitness goals.
5.3.2
Engage in activities to maintain appropriate levels of physical activity.
5.3.3
Practice preventive health behaviors.
5.3.4
Engage in behaviors that promote risk avoidance.
5.3.5
Identify factors that influence healthy eating.
5.3.6
Establish healthy eating behaviors.
5.3.7
Engage in behaviors that promote positive mental and emotional health.
BIL:
Did not review
Teacher Recommended
Competency 5.4: Identify characteristics of physical and psychological abuse and
unhealthy relationships.
Descriptors:
5.4.1
Define types of abuse and unhealthy relationships.
5.4.2
Describe signs of abusive and unhealthy relationships.
Unit 6:
Business Readiness Skills
BIL:
E
Competency 6.1:
Discuss basic business concepts.
Descriptors:
6.1.1
Explain the role of business in society.
6.1.2
Describe types of business activities (e.g. marketing and public relations,
operations, research and development, accounting, finance, community service,
etc.).
6.1.3
Explain types of businesses.
6.1.4
Explain opportunities for creating added value.
6.1.5
Describe crucial elements of a quality culture/continuous quality improvement.
6.1.6
Describe the role of management in the achievement of quality.
6.1.7
Describe the need for and impact of ethical business practices.
6.1.8
Explain the importance of focusing on the customer.
6.1.9
Identify the goals of business (shareholder value, profit, etc.).
6.1.10
Explain the benefit to business of participating in community service.
29
BIL:
E
Competency 6.2:
Describe business functions.
Descriptors:
6.2.1
Explain the concept of marketing.
6.2.2
Explain the nature and scope of operations.
6.2.3
Explain the concept of management.
6.2.4
Explain the concept of financial management.
6.2.5
Explain the concept of human resources.
6.2.6
Explain the concept of risk management.
6.2.7
Explain the concept of strategic management.
6.2.8
Explain the concept of research and development.
6.2.9
Describe how an entry-level employee fits into the overall business functions.
6.2.10
Describe the need for legal counseling.
BIL:
E
Competency 6.3: Discuss the environmental impact of business.
Descriptors:
6.3.1
Discuss the role of sustainable business practices (i.e., going green).
6.3.2
Discuss why businesses may choose to implement sustainable business
practices.
6.3.3
Describe types of environmentally sustainable products and services.
6.3.4
Explain the concept of environmentally responsible supply chains.
6.3.5
Identify ways to reduce a company’s impact on the environment at the local,
community, global and planet levels.
BIL:
E
Competency 6.4:
Describe systems in organizations.
Descriptors
6.4.1
Describe how one’s own performance impacts the success of an organization.
6.4.2
Explain how one’s work is connected to other work units within an
organization.
6.4.3
Explain organizational mission.
6.4.4
Comply with organizational policies and procedures in a consistent manner.
6.4.5
Describe company guidelines regarding personal and professional interaction,
appropriate dress and health and safety.
6.4.6
Describe quality and health standards set by external sources, including unions,
OSHA and other national and international organizations.
6.4.7
Identify situations when approval from a supervisor, team lead, etc. may be
needed.
6.4.8
Seek approval from the appropriate source when needed.
30
BIL:
E
Competency 6.5:
Describe organizational structures.
Descriptors:
6.5.1
Identify organized, at-will, contract, and temporary labor’s role within
organizations.
6.5.2
Lists typical steps to follow for a grievance or dispute in the workplace.
6.5.3
Be aware of organizational structure (chain-of-command).
BIL:
E
Competency 6.6:
Practice continuous improvement.
Descriptors:
6.6.1
Explain workers’ role in quality control.
6.6.2
Recognize when a work process needs improvement.
6.6.3
Recommend improvements to team or supervisor when appropriate.
6.6.4
Describe the importance and types of quality initiatives in the work place.
6.6.5
Identify ways quality initiatives minimize work costs, rework and production
time.
6.6.6
Describe types of industry standards related to quality.
BIL:
E
Competency 6.7:
Discuss the global environment in which businesses operate.
Descriptors:
6.7.1
Discuss the impact of globalization on businesses.
6.7.2
Explain factors driving the existence of a global business environment.
6.7.3
Describe forces that maintain differences between countries and regions.
6.7.4
Describe reasons why businesses go abroad and reasons they stay domestic.
6.7.5
Describe the economic regions of the world.
BIL:
E
Competency 6.8:
Explain the role of global trade.
Descriptors:
6.8.1
Define the following terms: imports, exports, and international trade.
6.8.2
Describe reasons that international trade takes place.
6.8.3
List gains from international trade.
6.8.4
Identify ways in which the U.S. economy is affected by international trade.
6.8.5
Explain the importance of currency exchange rates.
6.8.6
Explain reasons why companies may maintain offshore accounts.
31
Unit 7:
Ethics and Legal Practices
BIL:
E
Competency 7.1:
Make decisions within an ethical framework.
Descriptors:
7.1.1.
Define “ethics.”
7.1.2
Identify codes of ethics within the professions.
7.1.3
Develop an individual ethical framework.
7.1.4
Demonstrate ethical behavior when interacting with others.
7.1.5
Explain the difference between legal and ethical issues.
BIL:
Competency 7.2:
Assess the implications of ethical and unethical behavior.
Descriptors:
7.2.1
Describe the influence of family, peers, health professionals, culture, media,
and technology on behavior.
7.2.2
Determine reliability, accuracy and dependability of information sources.
7.2.3
Compare and contrast personal, professional and organizational ethics.
7.2.4
Demonstrate respect for the property of others.
7.2.5
Resolve issues relating to any potential conflicts of interest between personal
and organizational ethics.
7.2.6
Identify strategies for responding to the unethical actions of individuals and
organizations.
7.2.7
Identify the consequences of unethical actions.
BIL:
Competency 7.3:
E
Research mandated standards, policies, legislation, and
legal practices.
Descriptors:
7.3.1
Describe mandated standards for harassment, labor and employment laws and
violence in the workplace (e.g. minor labor laws).
7.3.2
Identify the consequences of non-compliance for both employee and employer.
7.3.3
Explain the role of the Family and Medical Leave Act, Americans with
Disabilities Act and Health Insurance Portability and Accountability Act of
1996 in the workplace.
7.3.4
Define discrimination.
7.3.5
Discuss the Equal Opportunity Commission’s role related to the workplace.
7.3.6
Describe how civil service law impacts the workplace.
7.3.7
Describe issues related to overtime compensation.
7.3.8
Define liability and negligence.
32
7.3.9
7.3.10
Unit 8:
Discuss protections against liability.
Explain the Bureau of Workers’ Compensation’s role in workplace injuries
Safety
BIL:
E
Competency 8.1:
Promote a safe workplace.
Descriptors:
8.1.1
Use materials properly and safely.
8.1.2
Store materials properly and safely.
8.1.3
Practice appropriate waste disposal or recycling procedures.
8.1.4
Recognize common physical, chemical or biological hazards.
8.1.5
Implement a job-specific safety plan.
8.1.6
Recognize and follow safety signs.
8.1.7
Explain the proper use of a Material Safety Data Sheet (MSDS).
BIL:
E
Competency 8.2:
Evaluate the ergonomic factors in the workplace.
Descriptors:
8.2.1
Identify work associated with lifting, moving, and placing heavy objects and
materials.
8.2.2
Demonstrate appropriate body mechanics in lifting and moving heavy objects.
8.2.3
Describe the ergonomic importance of properly operating various types of
equipment and using various tools.
8.2.4
Describe the ergonomics of the workplace.
BIL:
Competency 8.3:
E
Explain emergency response plans in a variety of industry
settings.
Descriptors:
8.3.1
Describe different types of emergency response plans.
8.3.2
Explain the procedures to be followed in the event of an emergency response.
8.3.3
Practice universal precautions to protect self and others against blood-born
pathogens.
8.3.4
Discuss procedures for violence in the workplace.
8.3.5
Explain types of workplace emergencies.
33
BIL:
E
Competency 8.4:
Identify the requirements for First Aid and CPR certification.
Descriptors:
8.4.1
Identify first aid training and certification requirements.
8.4.2
Identify cardiopulmonary resuscitation (CPR) training requirements and
certification options.
8.4.3
Identify Automated External Defibrillator (AED) training requirements and
usage.
BIL:
E
Competency 8.5 :
Examine entrance and exit procedures.
Descriptors:
8.5.1
Examine various activities and tasks and the appropriate entrance and exit
devices, fire safety, and structural safety components.
8.5.2
Discuss various accident conditions associated with exit and entrance.
8.5.3
Describe various federal, state and local safety regulations associated with
entrance and exit.
Unit 9:
Communication Skills
BIL:
E
Competency 9.1:
Explain effective communications.
Descriptors:
9.1.1
Explain the importance of effective communication in business.
9.1.2
Identify barriers to effective communication.
9.1.3
Describe techniques for overcoming barriers to effective communication.
9.1.4
Discuss issues involving digital and/or electronic communications (e.g. lack of
body language, lack of verbal cues, potential for forwarding information).
9.1.5
Explain reasons for avoiding multitasking (e.g. avoid texting and emailing
while engaged in face-to-face communications).
BIL:
Competency 9.2:
Descriptors:
E
Apply active listening skills.
34
9.2.1
9.2.2
9.2.3
9.2.4
9.2.5
9.2.6
Explain communication techniques that support and encourage a speaker.
Use paraphrasing strategies.
Summarize another person’s key points.
Probe to clarify the speaker’s thinking.
Use body language to show interest in what a speaker is saying.
Take notes in business meetings.
BIL:
E
Competency 9.3:
Apply appropriate verbal skills in business situations.
Descriptors:
9.3.1
Explain characteristics of effective verbal communications.
9.3.2
Describe how nonverbal communication affects verbal messages.
9.3.3
Interpret others’ nonverbal cues.
9.3.4
Explain the importance of voice in communicating with others.
9.3.5
Identify situations in which employees need to address others in a businesslike
manner.
9.3.6
Address people properly.
9.3.7
Participate in staff meetings.
9.3.8
Develop awareness of speech habits.
9.3.9
Communicate in an objective, balanced, thoughtful way.
BIL:
E
Competency 9.4:
Use appropriate social skills to interact effectively with others.
Descriptors:
9.4.1
Determine ways to establish positive relationships with others.
9.4.2
Demonstrate cooperation and teamwork to promote group effectiveness.
9.4.3
Describe the effects of requesting support from and providing support to
others.
9.4.4
Evaluate one’s own contribution in groups as a member and leader.
9.4.5
Use communication and social skills in daily interaction with others.
9.4.6
Plan, implement and evaluate participation in a group project.
9.4.7
Practice the use of informal conversation topics.
9.4.8
Respect “personal space.”
9.4.9
Use eye contact effectively.
9.4.10
Identify appropriate and inappropriate touching.
BIL:
Competency 9.5:
Descriptors:
E
Make oral presentations.
35
9.5.1
9.5.2
9.5.3
9.5.4
9.5.5
9.5.6
9.5.7
Identify occasions when oral presentations are required.
Explain the importance of communication skills in oral presentations (e.g.
speaking clearly, using standard grammar, using appropriate gestures with
audience).
Describe characteristics of effective oral presentations.
Discuss the role of visual support in making oral presentations.
Demonstrate procedures for making oral presentations.
Use technology to enhance oral presentations.
Use the appropriate message for the appropriate audience.
BIL:
E
Competency 9.6:
Engage in active observation.
Descriptors:
9.6.1
Be aware of people, place and environment.
9.6.2
Recognize and control bias when entering a new situation.
9.6.3
Maintain situational awareness.
BIL:
E
Competency 9.7:
Utilize effective written communication.
Descriptors:
9.7.1
Explain the importance of effective written communications.
9.7.2
Identify types of written communication used in business.
9.7.3
Identify characteristics of effective written communication (e.g. brevity,
neatness, accuracy).
9.7.4
Select and utilize appropriate formats for professional writing.
9.7.5
Plan, edit and revise written work consistent with professional standards.
9.7.6
Write business letters.
9.7.8
Write informational messages.
9.7.9
Write inquiries.
9.7.10
Write persuasive messages.
9.7.11
Write executive summaries.
9.7.12
Prepare simple written reports.
9.7.13
Write emails appropriately and with caution.
9.7.14
Use appropriate technology in appropriate communication situations (text,
email, phone).
BIL:
E
Competency 9.8:
Use correct grammar and vocabulary.
Descriptors:
9.8.1
Use correct subject/verb agreement in sentences.
9.8.2
Use correct noun/pronoun agreement in sentences.
36
9.8.3
9.8.4
9.8.5
9.8.6
9.8.7
9.8.8
Use correct use of adverbs and adjectives in sentences.
Use correct word usage in sentences.
Explain the importance of a technical vocabulary.
Explain the consequences of excessive use of jargon.
Explain the relationship of business success to proper grammar.
Use appropriate spelling.
BIL:
E
Competency 9.9:
Use communication tools.
Descriptors:
9.9.1
Describe proper verbal skills needed for handling telephone calls.
9.9.2
Explain standard procedures for handling telephone calls in a businesslike
manner (e.g. professionalism, consider inflection in voice, attitude conveyed).
9.9.3
Identify company policies regarding use of web and telecommunications tools
(telephone answering machine, voice mail, email, teleconferencing system).
9.9.4
Identify appropriate etiquette for each type of communications tool.
9.9.5
Operate communications equipment in accordance with company policy.
9.9.6
Communicate via telephone, voice mail, email, smart phone, tablet, facsimile,
Web and teleconferencing system.
9.9.7
Keep up to date concerning new and emerging communications technologies.
9.9.8
Take complete and accurate telephone messages.
9.9.9
Deliver phone messages according to the criticality of the message.
9.9.10
Follow established telephone etiquette.
BIL:
Competency 9.10:
Descriptors:
E
Read to acquire meaning from written material.
37
9.10.1
9.10.2
9.10.3
9.10.4
9.10.5
9.10.6
9.10.7
9.10.8
9.10.9
9.10.10
Identify sources that provide relevant, valid written material.
Discriminate among types of information (e.g. essential, important, critical,
nice to know).
Differentiate among fact, judgment and inference.
Interpret written information, including handbooks, job descriptions, graphs,
schedules, maps and job postings.
Utilize appropriate reading skills for information needs (e.g. skim,
comprehend, analyze).
Gather relevant information from written materials.
Locate key points, main ideas, relevant, details, facts and specifications in
written materials.
Apply written directions to achieve tasks.
Read company resources to ascertain policies and procedures.
Determine the accuracy of written information.
BIL:
E
Competency 9.11: Follow company guidelines in the business environment.
Descriptors:
9.11.1
Describe guidelines for communicating with other employees (e.g. protocol of
communications, types of information transmitted via different channels, staff
communications).
9.11.2
Explain ethical considerations in providing information.
9.11.3
Explain use of interdepartmental/company communication.
9.11.4
Follow directions.
9.11.5
Use appropriate manners in accordance with established protocols and
company policies.
9.11.6
Describe situations when you should not follow orders.
BIL:
E
Competency 9.12: Use communication skills to inform and influence others.
Descriptors:
9.12.1
Use communication tools to persuade others.
9.12.2
Demonstrate negotiation skills in communicating.
9.12.3
Use communication tools to present a point of view.
9.12.4
Use communication tools to sell products.
38
Unit 10: Customer Service
BIL:
Competency 10.1: Explain the role of customer service.
Descriptors:
10.1.1
Explain how customer service excellence improves the image of the company.
10.1.2
Describe how customer service facilitates sales.
10.1.3
Identify the customer for a product or business center (both internal and
external customers).
10.1.4
Identify how entry-level employees are involved in customer service.
BIL:
Competency 10.2:
E
Respond appropriately and in a timely manner to internal and
external customers to foster positive relationships.
Descriptors:
10.2.1
Explain the nature of positive customer relations.
10.2.2
Demonstrate a customer service mindset.
10.2.3
Reinforce service orientation through communication.
10.2.4
Respond to customer inquiries appropriately and with correct verbiage.
10.2.5
Respond appropriately to situations when a customer is at fault.
10.2.6
Appropriately interpret business policies to customer.
10.2.7
Handle difficult customers and customer/client complaints.
10.2.8
Identify ways to recover from difficult customer situations.
BIL:
E
Competency 10.3: Analyze product and service offerings for a business.
Descriptors:
10.3.1
Identify types and sources of product and service offerings.
10.3.2
Describe guidelines to follow when acquiring product and service offerings.
10.3.3
Analyze product and service offerings to determine when it is appropriate to
use each choice.
10.3.4
Explain the features and benefits of products and services.
39
BIL:
E
Competency 10.4: Establish a relationship with customer/client.
Descriptors:
10.4.1
Describe the importance of establishing relationships with customers/clients.
10.4.2
Explain techniques and procedures for establishing relationships.
10.4.3
Demonstrate the process of developing a relationship with a customer.
BIL:
E
Competency 10.5: Assess customer needs.
Descriptors:
10.5.1
Describe reasons for asking questions.
10.5.2
Explain the importance of questioning and listening to assess customer needs.
10.5.3
Explain the importance of timing in asking questions.
10.5.4
Describe types of questions (open-ended, probing, etc.) and when they are best
used.
10.5.5
Question customers to assess needs.
BIL:
E
Competency 10.6: Educate customer about products and services.
Descriptors:
10.6.1
Match customer needs to appropriate products and services.
10.6.2
Relate product and service benefits and features to the customer.
10.6.3
Provide product and service information to customer.
10.6.4
Follow policies in providing product and service information.
10.6.5
Recommend a solution to customer needs.
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Unit 11: Economics
BIL:
E
Competency 11.1: Explain fundamental economic concepts to obtain a foundation
for employment in business.
Descriptors:
11.1.1
Distinguish between economic goods and services.
11.1.2
Explain the concept of economic resources.
11.1.3
Describe the concepts of economic scarcity, choice and economic activities.
11.1.4
Determine economic utilities created by business activities.
BIL:
E
Competency 11.2: Discuss the interactions of supply, demand and price.
Descriptors:
11.2.1
Explain how scarce resources are allocated.
11.2.2
Discuss the concepts of opportunity cost.
11.2.3
Explain how consumers make choices.
11.2.4
Explain the principles of supply and demand.
11.2.5
Discuss the impact of elasticity on demand.
11.2.6
Describe the functions of prices in markets.
11.2.7
Explain the concept of equilibrium.
BIL:
E
Competency 11.3: Describe the nature of business to show its contributions to
society.
Descriptors:
11.3.1
Explain the role of business in society.
11.3.2
Describe types of business activities.
11.3.3
Determine the relationship between government and business.
11.3.4
Determine the relationship between business and community.
BIL:
Competency 11.4:
E
Differentiate among economic systems to understand the
environments in which businesses function.
Descriptors:
41
11.4.1
11.4.2
11.4.3
11.4.4
11.4.5
Explain the types of economic systems.
Explain the concept of private enterprise.
Identify factors affecting a business’ profit.
Determine factors affecting business risk.
Explain the concept of competition.
BIL:
Competency 11.5:
E
Discuss productivity to understand its impact on business
decision-making.
Descriptors:
11.5.1
Explain the concept of productivity.
11.5.2
Describe the concept of economies of scale.
11.5.3
Describe the individual’s role in improving productivity.
BIL:
Competency 11.6:
E
Explain economic indicators to measure economic trends and
conditions.
Descriptors:
11.6.1
Explain measures used to analyze economic conditions, including the
unemployment rate, the inflation rate, productivity and the rate of interest.
11.6.2
Discuss the measure of consumer spending as an economic indicator.
11.6.3
Discuss the impact of a nation’s unemployment rates.
11.6.4
Describe the economic impact of inflation on business.
11.6.5
Explain the economic impact of interest rate fluctuations.
42
Unit 12: Entrepreneurial Concepts
BIL:
E
Competency 12.1: Describe the role of entrepreneurship.
Descriptors:
12.1.1
Define “entrepreneurship” and discuss its scope.
12.1.2
Examine the long-term impact of entrepreneurship on the economy.
12.1.3
Identify the factors that contribute to the success and failure of entrepreneurial
ventures.
12.1.4
Assess the roles of social, non-profit and for-profit businesses.
12.1.5
Describe the history of entrepreneurship.
12.1.6
Discuss the personal stories of entrepreneurs.
12.1.7
Describe life cycles of an entrepreneurial business and an entrepreneur.
BIL:
E
Competency 12.2: Evaluate personal entrepreneurial potential.
Descriptors:
12.2.1
Examine abilities and skills needed by entrepreneurs.
12.2.2
Identify the advantages and disadvantages of becoming an entrepreneur.
12.2.3
Explain ways that people become entrepreneurs.
12.2.4
Determine personal interests.
12.2.5
Assess personal strengths and weaknesses.
12.2.6
Assess skills, abilities, financing and timing.
12.2.7
Identify personal goals and objectives.
12.2.8
Conduct self-assessment to determine entrepreneurial potential.
BIL:
E
Competency 12.3: Describe types of business ownership.
Descriptors:
12.3.1
Identify types of business ownership.
43
12.3.2
12.3.3
12.3.4
12.3.5
12.3.6
12.3.7
12.3.8
12.3.9
12.3.10
12.3.11
12.3.12
12.3.13
12.3.14
12.3.15
Describe a sole proprietorship form of ownership.
Explain the purposes of forming a partnership.
Describe types of partnership arrangements (e.g. majority or minority
ownership, silent partnership).
Describe the process for forming a corporation.
Describe forms of corporations.
Explain ways in which corporations grow.
Describe the role of franchises in our society.
Describe the role of and process for forming limited liability companies
(LLCs).
Describe the advantages and disadvantages of sole proprietorships.
Describe the advantages and disadvantages of partnerships.
Discuss the advantages and disadvantages of corporations.
Describe the advantages and disadvantages of limited liability companies.
Explain the advantages and disadvantages of franchises.
Describe global business options.
BIL:
E
Competency 12.4: Identify and explore entrepreneurial opportunities.
Descriptors:
12.4.1
Explore local, state, national and global trends and opportunities.
12.4.2
Explore environmental and technological changes and trends.
12.4.3
Consider innovation in current business products or strategies.
12.4.4
Describe idea-generation methods (e.g. brainstorming, creativity activities,
research).
12.4.5
Identify emerging markets.
12.4.6
Generate venture ideas.
12.4.7
Determine feasibility of ideas.
12.4.8
Identify and assess opportunities for entrepreneurial ventures.
BIL:
E
Competency 12.5: Determine viability of the business opportunity.
Descriptors:
12.5.1
Determine feasibility of ideas.
12.5.2
Identify and assess opportunities for entrepreneurial ventures.
12.5.3
Describe entrepreneurial planning considerations (e.g. time commitment,
money available, competition, size of the business, the idea itself).
12.5.4
Explain tools and resources used by entrepreneurs for venture planning (e.g.
market research, local organizations, SCORE, chamber of commerce).
12.5.5
Assess risks and benefits associated with venture.
12.5.6
Assess whether external resources should be used to determine business
opportunity’s viability.
44
12.5.7
12.5.8
Describe the differences involved when considering the viability of an internet
business.
Embrace failure and learn from it.
BIL:
Competency 12.6: Describe the importance of business planning.
Descriptors:
12.6.1
Explain why businesses develop short-term and long-term plans.
12.6.2
Describe the components of a business plan.
12.6.3
Describe why business plans are important to a new business.
12.6.4
Explain how a business plan is used by an entrepreneur.
12.6.5
Explain how a business plan is used by a bank and investors.
Unit 13: Problem-Solving and Critical Thinking
BIL:
E
Competency 13.1: Employ problem-solving skills to formulate solutions.
Descriptors:
13.1.1
Identify steps to effective problem-solving.
13.1.2
State the problem completely and precisely.
13.1.3
Assemble and examine pertinent information.
13.1.4
Brainstorm potential solutions.
13.1.5
Interpret consequences to each possible solution.
13.1.6
Compare and contrast consequences and discuss underlying assumptions.
13.1.7
Identify the best solution based on risks, costs, ethics, laws and benefits.
13.1.8
Apply the best solution to the problem.
BIL:
E
Competency 13.2: Demonstrate critical thinking techniques.
Descriptors:
13.2.1
Identify critical thinking techniques (e.g. challenging ideas, asking questions,
points of view, contexts).
13.2.2
Make connections between things that seem unrelated.
13.2.3
Develop tools to recognize false, poorly reasoned or improbable information.
13.2.4
Clarify assumptions when thinking critically.
13.2.5
Identify the importance of transferring skills to multiple situations.
13.2.6
Identify ways to improve logic and reasoning skills.
45
BIL:
Competency 13.3:
E
Combine critical thinking and team building skills to solve problems.
Descriptors:
13.3.1
Collaborate with others to define problems.
13.3.2
Share ideas, facts, information and/or data with others.
13.3.3
State personal positions clearly and respect conflicting positions.
13.3.4
Accept and support group decisions even when different from a personal
solution.
13.3.5
Build upon the ideas of others.
13.3.6
Capitalize on strengths and weaknesses of each team member.
BIL:
Competency 13.4:
E
Evaluate and adapt plans and schedules to respond to
unexpected events and conditions.
Descriptors:
13.4.1
Identify potential events and conditions that disrupt the completion of a job.
13.4.2
Incorporate potential job disruptions into planning time lines.
13.4.3
Solve situational problems involved with unexpected events and conditions.
13.4.4
Identify and assess critical situations and implement appropriate responses.
13.4.5
Adjust plans and schedules to reflect an unexpected change.
13.4.6
Provide a project update to track changes.
BIL:
E
Competency 13.5: Use creativity and innovation.
Descriptors:
13.5.1
Use a wide range of idea creation techniques (brainstorming, etc).
13.5.2
Create new and worthwhile ideas.
13.5.3
Review ideas to elaborate and refine them as needed.
13.5.4
Demonstrate originality and inventiveness in solving problems.
13.5.5
Embrace failure as an opportunity to learn.
13.5.6
Respond appropriately to diverse perspectives.
13.5.7
Act on creative ideas when appropriate.
BIL:
E
Competency 13.6: Analyze methods to learn how to learn.
Descriptors:
13.6.1
Set clear and realistic goals.
13.6.2
Seek opportunities to update skills.
13.6.3
Demonstrate persistence when learning is difficult.
13.6.4
Identify strengths and weaknesses.
46
13.6.5
13.6.6
13.6.7
13.6.8
13.6.9
13.6.10
13.6.11
Identify learning styles and preferences.
Identify and use study strategies.
Identify and work to remove personal barriers to learning.
Use memory aids (notes, tape recorder).
Explain the connection between education and employment.
Explain importance of lifelong learning.
Learn new, additional skills related to a job.
BIL:
E
Competency 13.7: Apply learning skills in new contexts.
Descriptors:
13.7.1
Demonstrate willingness to apply new skills and knowledge.
13.7.2
Explain the process of applying new skills in different contexts.
13.7.3
Work with others to apply new skills and knowledge on an assignment.
13.7.4
Analyze how one transfers skills and knowledge to new situations.
13.7.5
Use performance evaluation and feedback to create new learning opportunities.
13.7.6
Use skills to evaluate your own performance.
13.7.7
Analyze generational differences in learning skills.
13.7.8
Use new skills in situations with diverse groups.
47
Student Assessment Policy
Assessment is a continuing process that provides feedback for the students, the teachers,
and the parents. This systematic assessment will include the basic considerations of
evaluating both the achievement of the students and the attainment of the goals,
objectives and competencies for the program.
The student shall perform competencies and competency builders in a manner acceptable
to the business community. The standards set for these competencies are recommended
by the advisory committee members and employers in the business community and
evaluated by the teacher following these guidelines. Competencies will be identified
which must be mastered in order to receive credit for the course.
In order to measure the progress of each student in the program and to measure the
effectiveness of the total program, the following evaluation procedures may be used:


















Pretests and Post tests
Rubrics and checklists
Teacher observation and evaluations
Authentic Assessments
Quizzes
Classroom assignments
Individual and/or group demonstrations
Interviews
Teamwork opportunities
Graded CTSO: Career Technical Student Organization activities and contests
Project development
Oral tests
Work/Field experiences
Work based learning
Placement
Daily behavioral performance
Displays
Lab appropriate dress
48
Measurement will be an ongoing activity with emphasis on laboratory activities and
competency improvement. Evaluation will be accomplished through frequent formative
assessment: oral, visual and written, and summative evaluations to determine mastery of
competencies. The number of competencies mastered will be translated into appropriate
grades consistent with the school’s grading system and consistent with district and school
policy.






90-100
80-89
70-79
60-69
0-59
A
B
C
D
F
I
School
Business
Outstanding
Above average
Average
Below average
Failing work
Incomplete
Promotion, Raise
Promotion, Raise
No promotion
Potential Layoff
Fired
49