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AUTHOR Bouchillon, Wally S. HolmesTITLE Preparing All Learners for Tomorrow's Work Force. Florida's

Applied Technology Curriculum Planning Companion for theSunshine State Standards.

INSTITUTION Florida State Dept. of Education, Tallahassee. Div. ofApplied Tech., Adult, and Community Education.

PUB DATE 1996-00-00NOTE 402p.

AVAILABLE FROM Division of Applied Technology, Adult and CommunityEducation, Florida Department of Education, Room 644,Turlington Bldg., 325 West Gaines Street, Tallahassee, FL32399-0400; phone: 800-342-9271 (order no. CE332 BK96).

PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC17 Plus Postage.DESCRIPTORS Adult Education; Behavioral Objectives; Cultural

Differences; Disabilities; *Education Work Relationship;Educational Change; Educational Environment; *EducationalImprovement; Educational Legislation; EducationalObjectives; Elementary Education; English (Second Language);High Risk Students; *Instructional Development; IntegratedCurriculum; Junior High Schools; Professional Development;Secondary Education; Special Needs Students; StateCurriculum Guides; State Legislation; *State Standards;*Statewide Planning; Student Evaluation; TeacherImprovement; Teaching Methods; *Technology Education; TwoYear Colleges

IDENTIFIERS *Florida

ABSTRACTThis document is designed to help local Florida communities

and applied technology educators restructure their applied technologiesprograms to support development of the essential skills described inFlorida's school-to-work initiatives. Among the topics discussed are thefollowing: principles of Florida's School Improvement and AccountabilityInitiative; visioning (the importance of a local vision, applied technologyvision statement); goal 3 standards as common processes and abilities forapplied technology's content areas; applied technology strands, standards,and benchmarks; learning and teaching (new approaches, teaching to studentdiversity); curricular connections through instruction (models for curricularconnections in instruction, organizational models for instructionalintegration, interdisciplinary units); assessment; the learning environment;professional development; and applied technology program improvement.Appendixes constituting approximately 60% of this document contain thefollowing: Florida's applied technology vision, mission, and aim statements;Florida's School Improvement and Accountability Act goal 3 connectionsbetween student and teacher roles and standard outcomes; applied technology's"all aspects of the industry" developmental framework; applied technology'ssample performance descriptions; instructional strategies for a 21st centuryapplied technology classroom; English-as-a-second-language teachingstrategies for all students; strategies for at-risk students to improvelearning; and Florida state standard connections between applied technologyand academic skills. (MN)

I A

C

Florida's Applied

Technology Curriculum

Planning Companion

for the Sunshine

State Standards

I

U DEPARTMENT OF EDUCATIONOff of Educational Research and Improvement

ED ATIONAL RESOURCES INFORMATIONCENTER (ERIC)

7This document has been reproduced asreceived from the person or organizationoriginating itMinor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy

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TO THE EDUCATION L RESOURCESINFORMATION CENTER (ERIC)

PreK-2

Grades 3-5

Grades 6.8

Grades 9-12

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BEST COPY AVAILABLE

Florida Department of Education Sunshine State Standards

I2

Preparing All LearnersforTomorrow's Work Force:

Florida'sApplied TechnologyCurriculum PlanningCompanionfor the Sunshine State Standards

Principal Investigator and AuthorWally S. Holmes Bouchillon, Ph.D.The University of West Florida

Co-Investigators and Curriculum DesignersGlenn Thomas, Bureau of Special Projects and Grants DevelopmentLoretta Costin, Bureau of System Implementation and Technical Assistance

Writing Credit for Common Chapter TemplateSunshine State Standards Writing Team Members directed byMike Tremor, Martha Green, and David Ashburn

Project Manager and GraphicsTerry MeyerThe University of West Florida

Project CoordinatorDr. Bill Wargo, Bureau of System Implementation and Technical Assistance

Word Processors

Chih-Ling Chao and Terry CastleberryThe University of West Florida

Reviewers

Glenn Thomas, Bureau of Special Projects and Grants DevelopmentJudy Conlin, Bureau of System Implementation and Technical AssistanceJanet Adams, Bureau of System Implementation and Technical AssistanceBarbara Shapley, Bureau of System Implementation and Technical Assistance

Sponsored and Published ByDivision of Applied Technology, Adult and Community EducationJoseph E. Stephens, DirectorFlorida Department of EducationFrank T. Brogan, Commissioner

For Additional Copies, CONTACT

Florida Department of EducationDivision of Applied Technology, Adult and Community EducationBureau of Special Projects and Grants DevelopmentProduct DistributionRoom 644, Turlington Building325 W. Gaines StreetTallahassee, FL 32399-0400(800) 342-9271(904) 488-0400

Order No. CE332 BK96

©State of Florida, Department of State, 1996

Authorization for reproduction is hereby granted to the State System ofPublic Education in 228.041(1), Florida Statutes. No authorization isgranted for distribution or reproduction outside the State System of PublicEducation without prior approval in writing.

4

Acknowledgments

Many business representatives, parents, teachers, administrators, and teacher educators wereinvolved in providing input and recommendations for Florida's Applied Technology "All Aspects of theIndustry" document. Several groups of individuals throughout Florida gave up considerable time fromtheir work and personal life schedules to provide input through focus group meetings, workshopsessions, writing and editing team participation, and validation of the content that emerged in thisdocument. While it is impossible to recognize all of the participants, the steering committee whoworked together for two years and others who met for extended periods of time throughout the state arecited below. Sincere appreciation of the project staff and Division of Applied Technology and AdultEducation is expressed for the efforts of all.

* Bailey, Winston - St. Lucie CountyBaxley, Debbie - Gulf CountyBeightol, Shawn - Dade CountyBermudel, Pedro R. - Dade CountyBouchillon, Chris - Santa Rosa CountyBowers, Barbara - Okaloosa CountyBresette, Michael - Orange CountyBrawer, Michael - DOE, DATAEByerly, David - St. Lucie CountyCarter, Ginger G. - Orange CountyChant, Cheryl - Santa Rosa CountyCharko, Debbie - Baker CountyComerford, Linnie Sue - Palm Beach County

* Copeland, Sheryl - Hillsborough CountyCorbin, Jackie - Pasco County

* Daniels, JoAnn - Wakulla CountyDeeds, Barbara - Bay County

* Denmark, John - DOE/DATAEDickents, Margaret - Marion CountyDixon, Betty - University of West FloridaEckman, Linda - Hillsborough CountyEdwards, Suzanne - Wakulla CountyErdvig, Nancy - Dade CountyGentry, Jacquelyn B. - Pasco County

* Green, Martha - DOE/DPSGreene, Ruth - Santa Rosa County

* Hamm, Doris E. - Orange CountyHancock, Francine - Pasco CountyHill, Thomas - Baker CountyHowell, Myrtle Elizabeth - Gulf CountyHusband Lawrence, Linda - Gulf CountyHuter, Mark - St. Lucie County

* Jeffres, Myra - Merritt Brown Middle School* Jensen, Mariann - Broward County* Johnson, Ann - Pasco County.

Jones, Craig - University of West FloridaKenney, Janet - Orange CountyKey, Vicki - Pasco CountyLavery, Tillie - Marion County

* Lee, Hyo - Florida State UniversityLepisto, Susan - Pasco CountyManley, Gail - DOE, DATAEMann, Wendy - Orange County

* Project Steering Committee

Masztal, Janas - Dade CountyMcCall, Janeen - Marion CountyMeyer, Jo Anne - Escambia CountyMiller, Carl - DOE, DATAEMiller, Heather - Marion CountyMiller, Merita - Bay CountyMiller, Elizabeth - Ornage CountyMiller, Everal A. - Dade County

* Miracola, John - Broward CountyMoore, John - Cutler Ridge Middle SchoolMyrold, Sharon W. - Orange CountyOwsley, Carolyn - Palm Beach CountyPadrick, Kerry - St. Lucie CountyParker, Jim - University of West FloridaPearson, Peggy - Hillsborough CountyPerry, Becky - Bay County

* Petrashek, John - Pasco County Schools* Pino, Santo - Manatee Education "Center

Preuss, Kenneth R. - Bay CountyPucci-Ray, Lorenda Ann - Hillsboropgh CountyRaley, Beverly S. - Hillsborough CountyReed, Phillip - St. Lucie CountyReeder, Patricia - Pasco CountySmith, Tommy - Bay County

* Strathie, Paul - Marion CountySullivan, Cathleen - Broward CountySzymanski, Marsha - Hillsborough County

* Taranto, Suzanne - DOE/DPSTaylor, Betty - Baker CountyTrapani, Michael - Orange CountyTremor, Mike -DOE/DPSTurner, John W. - Pasco CountyVodolo, Frank - Broward CountyWebb, Garlon - Baker CountyWhitaker, Justyne - Dade CountyWhitehead, Montessa - St. Lucie CountyWilliams, Angie - Wakulla County

* Williams, Willie Mae - Dade CountyWinger, Craig - DOE/DATAEWishart, Diane - Bay County

* Wishart, Ray - Bay CountyWoods, Cathy - Marion County

* Wooten, Sara Joe - Gulf County

Table of Contents

Page

Acknowledgements iii

Table of Contents

1IntroductionThe Need for ReformPrinciples of Florida's School Improvement and Accountability InitiativeThe Value of Preparing All Learners for Tomorrow's Work Force DocumentThe Standards Movement

Chapter 1: Visioning 9The Importance of a Local VisionCreating a Vision: The Local ProcessUnderlying Principles of a Vision for Applied Technology LearnersApplied Technology Vision Statement

Chapter 2:

Chapter 3:

Chapter 4:

Goal 3 Standards as Common Processes and Abilitiesfor the Content Areas 21

Goal 3 StandardsIntegrating Goal 3 Standards into Day-to-Day InstructionUsing the Goal 3 StandardsIncorporating Goal 3 Standards into Instruction and Assessment

Applied Technology Strands, Standards, and Benchmarks 35Need for Standards and BenchmarksStructure of Strands, Standards, and Benchmarks

Learning and Teaching 43Unique perspective of Applied Technology StrandsNew approaches to teaching and learningInstructional strategiesSnapshot of a 21st-century classroomTeaching to student diversity

Cultural diversityInfusing a multicultural perspectiveDevelopmental differencesLearning preferencesStudents with disabilitiesStudents who are limited English proficientStudents at risk of dropping out

6

Chapter 5: Curricular Connections Through Instruction 65Curricular ConnectionsModels for Curricular Connections in Instruction

InfusionParallel InstructionMultidisciplinary InstructionTransdisciplinary InstructionContextual Learning

Organizational Models for Instructional IntegrationMagnet SchoolsSchool-Within-a-SchoolCareer AcademiesCareer Cluster/MajorSenior Project/Capstone ExperienceTech Prep 2 +2 and 4+2 ModelsApplied Technology Teachers on Interdisciplinary TeamsSchool-to-Work Models-School Based Models-Work Based Models-Connecting Activities

Planning an Interdisciplinary Unit

Chapter 6: Assessment 81General Assessment OverviewThe Assessment ProcessDifferent Types of Classroom AssessmentThe Use of Assessment Rubrics

Chapter 7: The Learning Environment 95Laboratory/Classroom DesignSafetySchedulingLearning ResourcesSelection of MaterialsUsing Technology

Chapter 8: Professional Development 109Importance of Professional DevelopmentPreservice Education for Classroom TeachersEffective Professional DevelopmentAn Effective Professional Development ProgramCommitment to Lifelong LearningAttributes of the Professional Educator

Chapter 9: Applied Technology Program Improvement 119The Nature of School ImprovementThe Evaluation ProcessPlanning Changes for ImprovementThe Implementation ProcessTaking the Next Step

vi

Appendix 1A:

Appendix 2A:

Appendix 3A:

Appendix 3B:

Appendix 4A:

Appendix 4B:

Appendix 4C:

Appendix 5A:

Florida's Applied TechnologyVision, Mission, Aim Statements 129

Florida's School Improvement and Accountability ActGoal 3 Connection Between Student/Teacher Roles andStandard Outcomes 131

Applied Technology's "All Aspects of the Industry"Developmental Framework 139

Applied Technology's Sample Performance Descriptions 153Primary 154Intermediate 161Middle School 167High School 175Post Secondary 189

Instructional Strategies for a 21st CenturyApplied Technology Classroom 201

English as a Second Language (ESOL)Teaching Strategies for All Students

Strategies for At-Risk Students to Improve Learning

Applied Technology - Sunshine State Standard ConnectionsMatrix with Math 238Matrix with Language Arts 243Matrix with Social Studies 255Matrix with Science 263Matrix with Health and Physical Education 273Matrix with Foreign Language 281Matrix with The Arts 287

229

233

237

vii

Florida's Applied TechnologyPreparing All Learners for Tomorrow's Work Force

Introduction

Chapter HighlightsThe Need for Reform

4, Principles of Florida's School Improvement and AccountabilityInitiativeThe Value of Preparin All Learners for Tomorrow Work ForceDocumentThe Standards Movement

The Need for Reform

All over this country, educators, citizens, and political and business leaders are working

toward educational reform, so that everyone has the necessary skills to succeed in this

technological age. Technological advances require educational reform. The need for schools to

change is reinforced by the importance of meeting the diverse needs of students, worldwide

economic changes, and an array of political and social issues that demand new ways of operating

schools.

Students need to prepare themselves to make well-reasoned, forward thinking, and

healthy lifelong decisions in an ever-changing world. They must learn how to:

Locate, comprehend, interpret, evaluate, manage, and apply information from avariety of sources and media;

Communicate effectively in a variety of settings and for a variety of purposes throughmany different media;

Use mathematical skills to analyze information, solve problems, and create productsto meet new needs;

Think creatively and critically and become skilled in systematic problem solving;

Purposefully allocate resources needed to solve problems;

Understand systems processes and how to use technologies;

Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 1

Develop the integrity to work cooperatively and effectively withpeople from diverse backgrounds; and

Be knowledgeable in all broad aspects of business/industryincluding: planning, management, finance, technical and production skills,technology, labor, community issues, health, safety, environment, and personalconduct.

These skills will be needed in traditional employment, as well as the rapidly growing non-

traditional employment situations, such as contract, home-based, project, consulting

employment, or new forms of entrepreneurship. Florida has created a system of School

Improvement and Accountability to reform public school education. The goal of this initiative is

to raise student achievement to world class levels. To this end, new high-level educational

standards have been created delineating expected achievement by all students. (These standards

are presented in this document in Chapter 3.)

Principles of Florida's School Improvement and Accountability Initiative

All students can learn at high levels with proper instruction in a supportiveenvironment.All schools can be successful.The focus is on what students need to know and be able to do for the twenty-firstcentury.The state wide focus is on accountability for student achievement and the schoolfocus is on student performance.Students' health, safety, social, and educational needs must be met collaborativelyby schools, business, agencies, the community, and parents.The education stakeholders, including students, parents, educators,administrators, support staff, employers, business and community members, arebest able to determine the appropriate strategies to identify and solve schoolproblems and to improve instruction.The individual schools are the units of educational accountability for improvingstudent performance, and school-level public reporting of effectiveness is a criticalcomponent of accountability.Continuous quality improvement is required in the work place. It results in acustomer focus, collegiality, teaming, collaboration, responsiveness, flexibility,innovations, risk taking, and effectiveness.

Page 2 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force

Florida's initiative invites schools to develop learning activities for students

that deal with substantial, meaningful knowledge as it is related to performance

in real life. All teachers must relate curriculum contents to the learner's world

for each student to learn and demonstrate learning. This current Florida

educational initiative differs from earlier approaches to school reforms which were often

characterized by detailed legislative mandates and minimum standards. In this initiative, the

state's focus is on holding schools accountable for high levels of student achievement. It leaves

local districts and schools free to identify problems and develop solutions in order to improve

schools. It allows schools to design learning environments and experiences to meet the unique

needs of the students in their communities. Education reform is about building capacity at the

local level to identify and solve problems related to raising student achievement. Raising student

achievement requires:

(1) raising expectations through high academic standards grounded in a foundation ofreading, writing and mathematics,

(2) developing real world perspectives and work place abilities in both students and teachers,and

(3) improving the environment for and delivery of instruction based on what is now knownabout how people learn.

The Value of Preparing All Learners for Tomorrow's Work Force Document

This document is a resource and a guide for local educational communities as they

restructure their schools and programs. It does not prescribe the specifics of

classroom instruction. It presents broad, comprehensive concepts and ideas for development

of curriculum and instruction. Curriculum guides will need to be developed locally to

provide specific content, teaching, learning, and classroom assessment activities. They

will need to be far more detailed than this framework, reflect the qualities and flavor of the

community, and support the unique needs of the students in the community.

Instruction in all subject areas must support the development of the essential skills

described in Florida's School-to-Work initiatives. Connections to the community and workplace

should be fostered within real life and work-based projects. Awareness, orientation, exploration,

IL 11.


preliminary career focus, and career specialization may be provided through

following the

benchmark levels:

Grades Pre-K-2 awareness

Grades 3-5 orientation

Grades 6-8 exploration

Grades 9-12 preliminary career focus

Grades 13 + career specialization.

To help local applied technology educators meet these challenges, this document:

Delineates which student learning the state will hold schools accountable for at fivedevelopmental levels (grades Pre-K-2, 3-5, 6-8, 9-12, 13-14 and adult);

Gives sample performance descriptions of how students might demonstrate theseskills and knowledge;

Correlates sample performance descriptions to Florida's Education Goal 3 Standards;

Encourages districts and schools to develop curricula that are guided by a locally-developed vision;

Promotes the selection and use of well-developed, flexible, and innovativeinstructional strategies;

Provides overviews of models of good teaching, learning, and assessment;

Presents ideas for developing connections within applied technology topics with otherdisciplines;

Discusses practical aspects of designing a quality learning environment;

Provides suggestions for the professional development of teachers; and

Includes suggestions and criteria for continual district and school subject-areaprogram improvement.

The Standards Movement

The current effort to develop national standards in various subject areas can be traced

back to September 1989 when the nation's governors recommended that America establish


national educational goals. Leading education reformers established goals

through America 2000 (later renamed Goals 2000) along with a plan to meet

these goals. To implement the plan, the National Council on Education

Standards and Testing was created which recommended the development of

voluntary national standards. The National Council of Teachers of Mathematics led the way in

the development of national academic standards; subsequently, standards have been developed in

many other academic areas.

The National Commission for Industry Standards was awarded a grant to establish

national standards for twenty-two broad industry classifications of careers in 1992.

Subsequently, other businesses and professional organizations have developed their own national

standards for their industries. Since that time the national industry standards have been

continuously compared to existing secondary, post-secondary, and community college

frameworks to assure all programs are meeting both general and specific national standards in

their programs. This planning document pulls together the industry standards' reform to provide

a foundation for the School-to-Work experiences provided in Florida's public schools from Pre-411 K through post secondary education.

The Secretary's Commission on Achieving Necessary Skills (SCANS) Report, developed

by the U.S. Department of Labor, verified the need for a plan for educational reform. The

Commission was charged with examining the demands of the workplace and determining

whether the young people of the United States were prepared to meet those demands.

Specifically, the Commission was directed to define the skills and competencies needed for

employment, propose acceptable levels of proficiency, suggest effective ways to assess

proficiency, and develop a strategy for assuring that the identified skills and competencies

become a part of the learning opportunity for every American student.

The first SCANS Report, What Work Requires of Schools, published in June 1991,

defined the workplace competencies and foundation skills required for effective job performance

in today's marketplace as well as for the future.

s3Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 5

The SCANS Competencies Foundation Skills

RESOURCES BASIC SKILLSAllocates Time ReadingAllocates Money WritingAllocates Material and Facility Resources ArithmeticAllocates Human Resources Mathematics

INFORMATION Listening

Acquires and Evaluates Information Speaking

Organizes and Maintains Information THINKING SKILLSInterprets and Communicates Information Creative ThinkingUses Computers to Process Information Decision Making

INTERPERSONAL Problem SolvingParticipates as a Member of a Team Seeing Things in the Mind's EyeTeaches Others Knowing How to LearnServes Clients/Customers ReasoningExercises Leadership PERSONAL QUALITIESNegotiates to Arrive at a Decision ResponsibilityWorks with Cultural Diversity Self-esteem

SYSTEMS SocialUnderstands Systems Self-managementMonitors and Corrects Performance Integrity/HonestyImproves and Designs Systems .

TECHNOLOGYSelects TechnologyApplies Technology to TaskMaintains and Troubleshoots Technology

This report continues to impact schools as they equip students with marketable skills.

Florida's School Year 2000 initiative conducted research and verified the importance of these

national skills for Florida's job market additionally. The SCANS competencies provide the basis

for Florida's Education Goal 3 Standards which is fully described in Chapter 2.

Applied Technology curriculum includes specific programs designed to provide awareness,

exploration, and training to enter, advance, or cross-train in industry. Specific instruction in

4


applied technology generally begins in middle school; however, there are

many related skills that need to be included in the Pre-K through post

secondary education experiences. The strands for Applied Technology are

important aspects of all industries. They include (1) planning, (2)

management, (3) finance, (4) technical and production skills, (5) technology, (6) labor, (7)

community issues, (8) health, safety, and environment, and (9) personal conduct. These aspects

of industry are referred to in the School-to-Work legislation and in the standards' initiatives at

both national and international levels.

Key Introduction Points

Technological advances and a global economy are fueling educational reform.

For the 21st century work place learners must be effective information managers,communicate in a variety of settings through various media, possess ability toapply mathematical skills in the workplace, think creatively, allocate resources,understand systems and wisely use, technology, possess integrity and workcooperatively with people from diverse backgrounds, and be knowledgeable in allaspects of business/industry.

This document presents the general knowledge, skills, and abilities needed forPreparing All Learners for Tomorrow's Work Force. The individual schooldistricts and schools can utilize this document to develop local curriculum guidesthat will provide specific content, teaching, learning, and assessment activities.

The SCANS competencies, Florida's Goal 3 standards and the school-to-workinitiatives were influential in the development of this document and areincorporated in it.

BEST COPY AVAILABLE


Applied Technology Selected Resources

For Introducing the Framework

Anderson, C., Nick las, S., & Crawford, A. (1994). Global understandings: A frameworkfor teaching and learning. Alexandria, VA: Association for Supervision and CurriculumDevelopment.

Barker, J. A. (1993). Paradigms--The business of discovering the future. New York, NY:Harper Business.

Council of Chief State School Officers and American Youth Policy Form. (1995).Building a system to connect school and employment Washington, D.C.: Council of Chief StateSchool Officers.

Florida Department of Education. (1995, September). Florida's system of schoolimprovement and accountability: Blueprint 2000. Tallahassee, FL: Florida Department ofEducation.

Florida Department of Education, Department of Labor and Employment Security.(1995, June). Florida school-to-work implementation grant Tallahassee, FL: Florida Departmentof Education.

National Education Goals Panel. (1995). Data volume for the national education goalsreport. Washington, D.C.: U.S. Government Printing Office.

Secretary's Commission on Achieving Necessary Skills. (1991). What work requires ofschools: A SCANS report for America 2000. Washington, D.C.: U.S. Department of Labor.

Whitaker, D., & M. Moses. (1994). The restructuring handbook: A guide to schoolrevitalization. Needhan Heights, MA: Allyn and Bacon.



Chapter 1: Visioning

Applied Technology Vision:

All Floridians will possess the knowledge, skills, attitudes, andabilities necessary to achieve continuous self, sufficiency.

Chapter HighlightsThe Importance of a Local VisionCreating a Vision: The Local ProcessUnderlying Principles of a Vision for' Applied Technology LearnersApplied Technology Vision Statement

More new information has been produced in the past 30 years than in the previous 5,000; a

weekday edition of The New York Times contains more information than the average person of

the 16th century would encounter in a lifetime; and the amount of available information now

doubles every five years (Tarcher, 1991). All indications are that the amount of available

information now doubles even faster than the five years cited by Tarcher in 1991. Acceleration

of the information age demands a different kind of learner.

Parents, business, industry, government, the military, and community organizations are

demanding better performance from all learners. Expectations of all groups have increased to

keep pace with today's world competition. Today's students must learn how to think, make

decisions, work on teams, and continue to learn as well as read, write, and follow directions.

Youth and adults entering or reentering the workplace must be equipped with necessary skills for

the workplace. Parents are demanding an education that will allow their children to become

independent and successful in their future life and career roles.

L)Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 9

The decision of a young person to move directly into post-secondary

education or the work place is not viewed as mutually exclusive or the

decisive factor in his or her life. It is the role of educators, employers,

parents, and other support groups to help blend these experiences so

that they reinforce each other, ensuring maximum individual and employee development.

Individual learners will ultimately assume the responsibility for the quality of their lives through

their own decisions and performance.

The illiterate of the year 2000 will not be the individual who cannot read and write,but the one who cannot learn, unlearn, and relearn.

--Alvin Toff ler

Individuals and organizations who are most successful and satisfied are those that make

learning a high priority and have a clear vision of what they want to accomplish. The saying, "if

you don't know where you're going, you'll probably end up somewhere else" is more important

in today's world than ever before. A clear vision, defined mission, and specific aims coupled

with commitment of resources are critical for reversing the public opinion of education from

dissatisfaction to satisfaction and support. The current mismatch in community expectations of

schools and perceived performance of schools can be narrowed through collaborative

development and vigorous implementation of a local vision.

The Importance of a Local Vision

Florida's education improvement initiative can be best realized if local community

members come together to articulate a shared vision for educational excellence in their

community. Once this picture is clearly in the minds of education stakeholders, (i.e., educators,

support staff, students, parents, business, and community) they will often insist on changing old

ways. However, unless everyone understands the reasons for reform, the desired outcomes will

not be realized.

Creating a Vision: The Local Process

Applied technology educators in every Florida school district, community college, and

university are encouraged to develop and embrace a vision that defines their discipline, provides

purpose and direction for improvement efforts, unifies the delivery continuum Pre-K through

post-secondary, and articulates the goals and values of applied technology education. Vision


builders should focus attention on how best to help students reach

Florida's high academic standards for both postsecondary education

and employment in the work place. They should also recommend

best practices in curriculum, instruction, and assessment through

purposeful inclusion in the school improvement process and plan.

Underlying Principles of a Vision for Applied Technology Learning

Certain underlying principles support the vision for applied technology education

articulated in this document. These include:

(01> Every person is a learner. Educational professionals, students, parents, business, andcommunity representatives form a community of learners.Effective teaching and learning connect concepts and processes to everyday events.A learning environment conducive to quality teaching and learning is theresponsibility of the education and business community.Learning takes place in homes, schools, communities, and the workplace.

® Cultural diversity enriches the learning environment.Instructional programs and teaching strategies should accommodate diverse learningstyles and needs.Excellence in applied technology teaching and learning grows from a commitmentshared by teachers, students, parents, administrators, and the business community atlarge.

® Learning is a lifelong process. Successful learners are lifelong learners.

At a time when society is struggling to cope with technological advances, global

economic competition, and social diversity, Florida's public is looking to schools to lead the way

into the twenty first century. Florida's System of School Improvement and Accountability,

addresses the challenges of our changing society and how Florida educators are responding to

meet those challenges. Goal Two of Florida's. System of School Improvement and

Accountability states, "Students graduate and are prepared to enter the work force and post-

secondary education." It is this affirmation of the applied technology premise, "to prepare all

learners for tomorrow's workforce," that is bringing employers and the community together.

Educators, job training providers, and other public service agency providers are building a

coordinated system of education and services that begins in Pre-K and continues into adulthood

providing a local school-to-work continuum.


Applied Technology Vision:

All Floridians will possess the knowledge skills, attitudes, and abilities necessary toachieve continuous self-sufficiency.

Successful learners must have experiences needed in all aspects of an industry and

understand the relationship of workplace success to life roles. Value must be placed on both

hands-on (applied) and abstract learning. By tying contextual strategies to the real world and

workplace expectations in all educational disciplines, students will appreciate the connections

between learning and their roles in life.

In this vision, the student involvement in applied technology starts with the student

entering, exiting, and reentering education at several points. When the system preparing all

Floridians to achieve continuous self-sufficiency is complete that exit point may be a high

school, an apprenticeship, a vocational technical center, community college, or a university

program. It may be through one-stop career centers, literacy education, family training, or

community-based programs for self sufficiency. The system will serve any area of the state

(rural, suburban or urban), via distance, school-based, or work-based learning, which connects

education to the community and workplace. It will be driven by customers including both

students and employers.

Applied Technology Mission:

Florida will develop standards and benchmarks, allocate resources, providetechnical assistance, and assess performance for education and traMingproviders based on high levels of student achievement, a safe learningenvironment and the continuous self-sufficiency of all Floridans.

All students at each benchmark (grade grouping) level are provided access to educational

and supportive services. The benchmark levels for Applied Technology include Primary (Pre-K

through second grade), intermediate (third through fifth grade), middle (sixth through eighth20


grade), high school (ninth through twelfth grade), and

postsecondary (beyond high school including adult, technical, and

college training).

Primary (pre-K through second grade), and intermediate

(third through fifth grade) elementary students will be provided with developmentally

appropriate career and technology education activities. Career and Technology Learning

Activities (TLA) will be integrated into the curriculum utilizing work and life roles.

Organization and production skills required for success in all workplaces and community

activities will involve parents, business partners, and teams of educators working cooperatively

to improve learning. Learners will be involved with local business and community leaders in

workplace and community related activities.

Middle school students will explore technologies anchored in career applications and

connect to mathematics, science, communication, and other academic disciplines. Additional

school-based learning involving local business, industry, and community leaders, such as

integrated career projects shadowing, service learning and other work-based activities, will be

provided to all seventh and eighth grade students. These students will also undergo an extensive

career assessment and develop a concrete but a flexible program of study prior to high school

registration. Planned programs of study should relate students' career aspirations to articulated

workplace entry and post secondary education.

All high school students will have continued career and educational assessment

connected to structured programs of study. These programs will be designed with appropriate

higher-level academic content tied to related work and community service activities. Students

will continue to refine a career path with program characteristics, entrance and exit requirements,

and performance demonstration outcomes as they progress through high school. The programs

will provide opportunities for students to articulate into a seamless apprenticeship, technical, or

postsecondary program. All students will have job training related to their career aspirations

delivered through a sequential curriculum incorporating work experiences. Such experiences

will be developed by local school personnel or business partners and community-based

organizations who work with the school improvement program teams. Students will often earn

technical or college credit in their program while in high school and while preparing to enter a

21Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 13

N o.'""career field. Students who have left the educational system for

trf

whatever reasondropping out, incarceration, alternative

placementwill be provided methods for reentry into the system to

develop academic and workplace skills. Community service activities

and employment opportunities will be built into their individual

programs.

The vision for Florida's Applied Technology system requires that students be provided

with experiences in the knowledge, skills, and attitudes needed to successfully participate in all

aspects of an industry and fulfill life roles, thereby achieving current and future self-sufficiency.

Included in the applied technology framework are life and industry skills in planning,

management, finance, technical, applications, and production. Students also address technology,

labor, community, health, safety, and environmental concerns, as well as, and personnel conduct

on the job.

Pre-K through second grade students will participate in concrete activities which areschool-based, work-based, or community based. The classroom is identified as the firstreal workplace we experience. Learning how to work with others, how to learn, how tocommunicate, how to demonstrate appropriate social behaviors constitute much of ouryoung students' first jobs.

Intermediate (third through fifth grade) students will experience a combination ofschool-based, work-based, and community activities connecting school and work.Learning to organize oneself and others, participating in small group dynamics, andcommunicating in written words, numbers, and charts are examples of important skills.The school will continue to become the focus of work and connections to real life. Someschools will opt for a comprehensive "micro-society" approach while others expandexisting initiatives within the school including: Technology Education Laboratories,multi media announcements, school stores, spirit shops, postal centers, E-mail systems,art's festivals, celebrations, safety campaigns, and other life and career related activities.

Middle school will provide students with opportunities to explore broad industries.They will make initial decisions about career interests and become oriented to initialworkplace skills. Technology laboratories involving teams of teachers and learners willaddress relative problems in modular laboratories. Such laboratories may incorporatemany different applied technology areas across industries with teams of learnerssimultaneously analyzing different issues or creating new models.

High school programs will provide for in-depth study, practice and specialization in acareer cluster or program of study related to a major industry with demonstrated high

22Page 14 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force

wage/high skill job growth. All students will pursueconnecting activities and work-based related to the jobor industry they are planning to enter.

Postsecondary programs will provide specialized andadvanced training for employment and advancement inan industry. The focus of most training programs will be in career areas which providehigh wage/ high skills and are in demand within Florida.

Learning in schools, communities, and work places will be organized to prepare all youth

for success in postsecondary education and immediate employment. At-risk students including

various categories of exceptional students, and targeted populations will participate in job

training coupled to an individually planned and challenging curriculum. Work experiences will

be developed by local teams representing community based, education, and business

organizations. Multiple completion routes will be articulated across educational community-

based, youth, social service, other public sector, and business and industry organizations. Local

school improvement plans will reflect specific commitments to quality preparation of students

for workplace and ongoing educational success.


LONG-RANGE AIMS of Applied Technology

School-to-Work--Florida's initiative will provide all students pre-K through, adult acoordinated system of programs facilitating the school to career continuum.

-+ High-Wage/High-Skill-Education and training programs will be aligned with theOccupational Forecasting Conference to provide business and industry with a ready workforceand to assure the continuous, self-sufficiency of Florida's workforce.

-0. One-Stop Career CentersAll Floridians will have access to an integrated database thatwill contain complete information about educational and occupational opportunities statewideand all related support services necessary to attain and maintain self-sufficiency.

- Welfare-to-WorkWelfare recipients will have access to education and training systemsleading to self-sufficiency within the requirements of welfare-to-work legislation.

Literacy--All Florida citizens will have access to literacy education and training servicesthrough school, work, social services and/or career centers which will enable them to becomeself-sufficient, critical readers and productive workers.

-4. Family issues -All students will have the opportunity to acquire knowledge and skills tostrengthen families and empower individuals to take action for the well-being of themselvesand families in the home, workplace and communities.

In conclusion, a local vision of teaching and learning in applied technology reflects the

highest ideals of a school community, unifies it, and clarifies its commitment. Developing a

local vision for improving applied technology education is a continuous process, a quality

process that improves applied technology teaching and learning.

BEST COPY AVAILABLE 2 4


Key Chapter Points

Visions unify a group by sensitizing everyone to the nature of commitment.

Teaching and learning will continue to change and improve as our society changes and additionalknowledge is gained.

Because they are products of communication, visions are neither static nor restrictive.

The vision statement serves to inspire participants into believing that learning in applied technology canbe different and better.

Local educators and business/community partners are challenged to become actively involved in assuringthe quality of applied technology education for all students.

A vision statement helps generate a sense of deliberate and conscious effort in all that is done, serving tofocus a community's imagination and energy.

Applied Technology Vision:All Floridians will possess the knowledge, skills, attitudes, and abilities necessary to achievecontinuous self-sufficiency.

Applied Technology Mission:Florida will develop standards and benchmarks, allocate resources, provide technical assistance,and assess performance for education and training providers based on high levels of studentachievement, a safe learning environment and the continuous self-sufficiency of all Floridans.

Applied Technology AimsSchool-to-Work--Florida's initiative will provide all students pre-K through adult a

coordinated system of programs facilitating the school to career continuum.- 0 High-Wage/High-Skill-Education and training programs will be aligned with theOccupational Forecasting Conference to provide business and industry with a ready workforceand to assure the continuous, self-sufficiency of Florida's workforce.-4 One-Stop Career Centers--All Floridians will have access to an integrated database that willcontain complete information about educational and occupational opportunities statewide and allsubsequent support services necessary for any Floridian to attain and maintain self-sufficiency.-+ Welfare-to-Work--Welfare recipients will have access to education and training systemsleading to self sufficiency within the requirements of welfare-to-work legislation.-+ Literacy--All Florida citizens will have access to literacy education and training servicesthrough school, work, social services and/or career centers which will enable them to becomeself sufficient, critical readers and productive workers.- - Family issues -All students will have the opportunity to acquire knowledge and skills tostrengthen families and empower individuals to take action for the well-being of themselves andfamilies in the home, workplace and communities.

BEST COPY AVAILABLE 2bFlorida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 17

v iSION

Applied Technology Selected ResourcesVisioning

Baker, J. A. (1993). Paradigms--The business of discovering the future. New York, NY:Harper Business.

Council of Chief State School Officers and American Youth Policy Form. (1994). Buildinga system to connect school and employment. Washington, D.C.: Council of Chief State SchoolOfficer.

Florida Educational Standards Commission. (1994, September). Educator accomplishedpractices: Knowledge, skills, and dispositions needed by teachers and staff to effectivelyimplement Blueprint 2000. Tallahassee, FL: Florida Department of Education.

Florida Department of Education, Department of Labor and Employment Security. (1994,June). Florida School-to-work implementation grant. Tallahassee, FL: Florida Department ofEducation.

Florida School-to-Work Clearinghouse. (1996, February). School-to-work on-line.Tallahassee, FL: Florida Department of Education.

Guns, B. & Anundsen, K. (1995). The Faster Leaning Organization. Johannesburg, SouthAfrica: Pfeiffer & Co.

Joyce, B., Wolf, J. , & Calhoun, E. (1993). The self-renewing school Alexandria, VA:ASCD.

National Education Goals Panel. (1995). Data volume for the national education goalsreport. Washington, D.C.: U.S. Government Printing Office.

Oliveira, J. (Editor). (1995). Occupational standards: International perspectives. Columbus,OH: Center on Education and Training for Employment, The Ohio State University.

Schrenko, L. (1994). Structuring a Learner-centered school. Palatine, IL: IRI/SkylightPublishing, Inc.

Senge, P., Kleiner, A., Roberts C., Ross, R., & Smith, B. (1994). The fifth disciplinefieldbook: /strategies and tools for building a learning organization. New York, NY: Doubleday.

Tarcher, J. P. (1991). Mastering the Information Age. Los Angeles, CA: Jeremy P. Tarcher.

Toffler, A. (1990). Powe shift. New York, NY: Bantam.


U.S. Department of Education. (1994). School-to-work: What does research say about it?Washington, D.C.: U.S. Government Printing Office.

Whitaker, D., & Moses, M. (1994). The restructuring handbook: A guide to schoolrevitalization. Needhan Heights, MA: Allyn and Bacon.



Chapter 2: Goal 3 Standardsas Common Processes and Abilities

for the Content Areas

Ch: apter HighlightsGoal 3 StandardsIntegrating Goal 3 Standards into Day-toUsing the Goal 3 StandardsIncorporating; Goal 3 Standards into Instruction and Assessment

Day Instruction

Although one of the purposes of this document is to identify what a student should know

and be able to do in applied technology, -that is, the specific subject area standards and

benchmarks articulated in Chapter 3 of this documentit is important to realize that the applied

technology standards and benchmarks do not exist in isolation. There are some very general

processes and abilities that cut across all subject areas: the mental processes involved in locating

information, organizing that information, and then using it to solve some problem or produce a

product. Similarly, the mental processes involved in identifying the resources necessary for

accomplishing a goal, setting milestones, and then managing those resources are common across

subject areas. They are also important to success in home, community, and work world roles.

These practical important transdisciplinary processes and abilities have been

identified in the document A System of School Improvement and Accountability. In Goal 3

Student Performance of the eight goals that are the foundations for school reform in Florida, it

states:

Students successfully compete at the highest levels nationally andinternationally and are prepared to make well-reasoned, thoughtful, andhealthy lifelong decisions.

(...,)J


Eleven standards are identified within Goal 3.

Of these, ten deal specifically with student outcomes. It

is important to realize that the term standard is used

somewhat differently in this chapter than it is in Chapter

3. In Goal 3, a standard is a general category of

processes and abilities that can be used and are important to all subject areas and the world of

work. The standards described in Chapter 3 of this document refer to the knowledge and skills

specific to applied technology.

The Goal 3 Standards have been adopted by the State Board of Education and represent

part of what the state will hold schools accountable for teaching.

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Standard 6

Standard 7

Standard 9

Standard 10

Standard 11

Standard.8...

GOAL 3 STANDARDS

Information Managers

Effective Communicators

Numeric Problem Solvers

Creative and Critical Thinkers

Responsible and Ethical Workers

Resource Managers

Systems Managers

Cooperative Workers

Effective Leaders

Multiculturally Sensitive Citizens

Parental Involvement

In each subject area in the state of Florida, students will be expected to hone their skills

and abilities as information managers, effective communicators, and so on. Indeed, Florida's

public schools are accountable to parents, taxpayers and business people for students ability to

apply the first ten standards of Goal 3. Schools are expected to conduct assessments which will,

along with external assessments conducted by the state on the first four standards, show that


students are making progress toward Goal 3.

This chapter describes some ways in which these eleven

general standards can be addressed in applied

technology.

Integrating Goal 3 Standards into Day-To-Day

Instruction

The Goal 3 standards do not exist in isolation. Given their nature, they should be an

integral part of daily classroom instruction and assessment. To a great extent, the Goal 3

standards can be thought of as generic processes and abilities those help students apply specific

applied technology content knowledge in real-world situations. As students learn applied

technology content, they apply their knowledge using the processes and abilities involved in

being an information manager, effective communicator, numeric problem solver, and so on.

Teachers should directly address these processes and abilities and even call them by

name. The specifics of what should be taught regarding each of these processes is presented in

the next section. It is important that the Goal 3 processes and abilities should become a common

"language" used across every classroom.

Using the Goal 3 Standards

The eleven Goal 3 standards must be included in every subject area at every grade level.

In Appendix 2A is a detailed list of the skills and abilities associated with each standard at each

of the five grade levels: Pre-K-2, 3-5, 6-8, 9-12, and Post-secondary.

Standard 1: Florida students locate, comprehend, interpret, evaluate, maintain, andapply information, concepts, and ideas found in literature, the arts, symbols, recordings, videoand other graphic displays, and computer files in order to perform tasks and/or for enjoyment.

Success on Standard 1 is necessary for success in school, life, and the workplace.

Infusion of technology, multimedia, and the Internet has placed increased demands on

information management skills. In an information age, people frequently face challenges in

locating, interpreting, applying, evaluating, and storing information. Daily tasks requiring

competence on Standard 1 include:

Interpreting news, weather, or financial reports on TV or in the newspaper;

Reading or giving directions to complete a technical task;

Z. 0Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 23

Understanding and following directions tooperate an electronic appliance;

Accessing information from data storagesystems, such as electronic encyclopedias,atlases, or a library;

Setting up and operating a new appliance such as a VCR;

Analyzing and troubleshooting technical problems with technology;

Following instructions to complete Income Tax returns;

Organizing important documents and records;

Interacting on electronic networks, such as the Internet;

Installing software on a computer; and

Applying business related computer applications.

Standard 2: Florida students communicate in English and other languages usinginformation, concepts, prose, symbols, reports, audio and video recordings, speeches, graphicdisplays, and computer-based programs.

Effective communication deals with the learner's capacity to convey thoughts, ideas, and

information purposefully. Communications are transmitted when a student speaks, writes,

charts, graphs, or performs. Media technologies significantly enhance communications. The

purpose of Standard 2 is to ensure that Florida students are skilled in communicating in English

and other languages. Proficiency in other languages means that students are expected to

function using not only English, but using other foreign languages. Languages pertinent to

specialized areas include for example, mathematical notation and vocabulary, scientific language,

Latin terminology, music notation, American sign language, industry specific technical terms,

and computer terminologies.

Communication is an essential form of human engagement. Success on Standard 2 is

necessary for success in school, at home, and in the workplace. Common activities that involve

communication skills are:

Initiating, listening, and maintaining conversation;


Creating a multimedia presentation to sell a newmarketing strategy;

S

Writing a letter of application (for jobs oreducational programs);

Producing formal or informal announcements;

Writing, reading, and utilizing technical reports;

Writing, delivering, or analyzing a speech;

Viewing, listening, and evaluating a technology learning activity; and

Describing and debating problems, solutions, or action as a team or committeemember.

Standard 3: Florida students use numeric operations and concepts to describe, analyze,communicate, synthesize numeric data, and to identify and solve problems.

Numeric problem-solvers analyze and solve mathematical, logical, or quantitative

problems in the context of school, home, and work. The intent of Standard 3 is to help learners

use mathematical concepts and related results to make real life or workplace decisions. Numeric

problem solvers gather, read, manipulate, interpret, organize and analyze quantitative data. They

use mathematical symbols and language to verify, display, explain, and justify solutions to

quantitative or mathematical problems. Students must take advantage of technologies such as

calculators and computers to support their work.

Common examples of activities that require mathematical problem solving proficiency

include:

Analyzing, estimating, displaying and presenting costs for a project or activity;

Analyzing, determining, displaying and explaining profit or loss in various

situations;

Organizing, developing and maintaining a personal business plan, forecast and status;

Analyzing, calculating, and communicating area or parameter costs; and

Explaining, developing, and communicating statistical displays using measurements,

charts, graphs, formula and verbal explanation.

(1; CDc.


Standard 4: Florida students use creative thinking

skills to generate new ideas, make the best decision, recognize

and solve problems through reasoning, interpret symbolic

data, and develop efficient techniques for lifelong learning.

Developing critical and creative thinking skills in students involves gathering new

information to answer questions and make conclusions, connections, and inferences from

existing information. Creative thinking involves originality, the ability to find novel or unique

relationships, and unusual solutions. Creative thinkers have a high tolerance for ambiguity and

seek out opposing viewpoints.

The intent of Standard 4 is to help students become proficient in using critical and

creative thinking processes to solve problems. They are eventually expected to apply various

problem-solving processes such as the scientific method, statistical analysis, trial and error, and

simulation techniques. Attitudes of persistence should be nurtured. Common examples of

activities that require proficiency in critical thinking include:

Developing, maintaining, and analyzing accounts and budgets for differentpurposes and

Gathering, summarizing, analyzing and displaying data so that an informed,reasonable decision can be made.

Standard 5: Florida students display responsibility, self-esteem, sociability, self-management, integrity, and honesty.

Developing ethical and responsible workers focuses on developing positive social skills,

self-management behaviors, self-esteem, and honesty.

Unlike Standards 1 to 4, which focus on cognitive and academic development, Standard 5

deals with affective and social growth. Instruction in Standard 5 occurs in formal and informal

interactive settings. Teachers, parents, the school, the business community and the community

as a whole work as partners to develop students as responsible workers. The environment must

be conducive to nurturing the personal and social attributes that define Standard 5. Positive

behaviors can be reinforced through consistent role models between peers and adults during

school years. Mentoring, counseling and behavioral contracts are effective ways in which to


develop Standard 5 in students. Consistent, constructive, and

timely feedback can play an important role in shaping desired

behaviors. Some examples of how responsibility and honesty

can be imparted are:

At the primary level children learn to share and learn with each other, whichinitiates the concepts of fairness and community;

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At the intermediate level, children learn the concept of doing their own work aswell as accepting the responsibility of their performance in cooperative projects;

At middle school level, students are exposed to concepts of ownership andcopyrights through differentiating among the applications for freeware, sharewareand licensed software;

In high school, students can learn responsibility and the value of team workthrough cooperative or service learning projects that require each individual toplan contribute and reflect on a project; and

At the community college level, students can examine legal and ethicalprocedures and practices for a specific industry.

Standard 6: Florida students will appropriately allocate time, money, materials, andother resources.

Developing effective resource managers involves skills in the allocation and management

of resources to complete projects and tasks. Instruction and assessment of Standard 6 occur as

students prepare action plans to accomplish tasks, allocate resources, implement the plan, and

evaluate whether or not adequate resources were allocated. Students can demonstrate their

effectiveness as resource managers in school, at home, in the community, and the workplace.

The intent of Standard 6 is to help students become proficient in managing time,

preparing and following time lines, preparing budgets, acquiring and distributing materials,

allocating people, and other resources needed. Other resources could include facilities,

technologies, or environmental considerations. The nature of the activities depends on purposes

of the task and the developmental level of the child. Activities could be related to student

government, clubs, school newspapers, school yearbooks, community service projects, part-time

employment, or school projects. Common examples are:


Managing a household or personal budget,

Time management in school or work,

Designing, managing, and evaluating a major

project, and

Managing tools, technologies, and materials in an applied technology task.

Standard 7: Florida students integrate their knowledge and understanding of howsocial, organizational, informational, and technological systems work with their abilities toanalyze trends, design and improve systems, and use and maintain appropriate technology.

Developing proficient systems managers deals with helping students understand what

systems are, hovil they work, and how to use the systems approach to solve problems or design

solutions. Instruction and assessment of Standard 7 occur as students solve problems that help

them see the big picture, its parts, and the relationship between the parts.

The intent of Standard 7 is to help students use the systems approach as a way of looking

at the relationship between events and phenomena in their world. Efficient systems managers

use systems concepts to solve problems, develop new models, or change existing systems to

produce better results.

Various subject area concepts are integrated using the systems approach. Students should

be able to identify and understand natural, social, organizational, informational, and

technological subsystems and interdependence between them. Examples of grade level specific

systems that students learn are:

At the primary level, children learn that lunch at school occurs at a specific time,which may vary by age group, that they obtain food by passing through the foodcounter in a single file, and that there is a certain area of the lunch room wherethey are to sit;

At the intermediate level, the concept of systems in the human body is developed;

At the middle school level, students learn about various governments andspecifically, the governmental system of the United States;

At the high school level, students learn computer systems including hardwarecomponents such as a CPU (Central Processing Unit), I/O's (Input, feedback, andOutput devices), and software such as operating systems, word processingprograms, spreadsheet programs, etc.; and

36


At the community college level, students learnthe system of manufacturing in a specificindustry including processes, inventory control,flow of a product, etc.

Standard 8: Florida students work cooperatively tosuccessfully complete a project or activity.

Developing cooperative workers deals with the attributes and interpersonal skills

necessary to work effectively in teams, a process being used extensively in the work world.

Unlike Standard 5 (Responsible Workers), which deals with affective and social growth on a

personal level, Standard 8 deals with goal- or task-oriented social behaviors that involve group

work. To develop cooperative workers, opportunities must be provided for students to perform

tasks and projects in cooperative groups. Such opportunities help students understand group

processes, assume various roles in the group, keep the group on a task, motivate the group

toward task completion, and evaluate the effectiveness of the group in accomplishing goals.

Standard 9: Florida students establish credibility with their colleagues throughcompetence and integrity and help their peers achieve their goals by communicating theirfeelings and ideas to justify or successfully negotiate a position which advances goal attainment.

Developing effective leaders deals with the attributes and interpersonal skills necessary

for students to advance group and individual goals, using appropriate skills in listening,

communicating, decision-making, conflict resolution, and negotiation.

Standard 9 (Effective Leaders) is closely related to Standard 5 (Responsible Workers),

which deals with affective and social growth on a personal level, and Standard 8 (Cooperative

Workers), which deals with goal- or task-oriented group behaviors. In order to help develop

effective leaders, opportunities must be provided for students to assume leadership

responsibilities in safe, non-threatening environments. Such opportunities should help students

in valuing direct communication, unbiased treatment of individuals, and in separating work and

group-related issues from personal ones.

Standard 10: Florida students appreciate their own culture and the cultures of others,understand the concerns and perspectives of members of other ethnic and gender groups, rejectthe stereotyping of themselves and others, and seek out and utilize the views of persons fromdiverse ethnic, social, and educational backgrounds while completing individually and groupprojects.

3O


Developing multiculturally sensitive citizens and

workers deals with helping students become knowledgeable

about their own cultural backgrounds and those of others.

The intent of Standard 10 is to help students value and affirm

the need for human dignity and respect. It involves broadening students' knowledge and

understanding of the language, customs, beliefs, traditions, and values of different cultures.

Standard 11: Families will share the responsibility of accomplishing the standards setin Goal 3 throughout a student's education from preschool through adult.

Educators are encouraged to invite and facilitate the involvement of families in their

children's education. Examples of standard 11 are for parents, care givers and other

supporters to:

Assist at home with homework and projects,

Monitor progress through teacher conferences,

Volunteer in the classroom,

Generate community support, and

Model lifelong learning.

Incorporating Goal 3 Standards into Instruction and Assessment

Schools will be held accountable for incorporating the Goal 3 student-achievement

standards into instruction and classroom assessment. The following are examples of applied

technology classroom activities that integrate the Goal 3 standards:

High school students are asked to bring in a job description or job advertisementthat interests them; each student must write a cover letter and a resume for that job usingthe correct format and business-writing skills learned in class. Afterwards, students pairup to role-play an interview situation in which one student acts as a job applicant and theother as an interviewer. After each pair performs its role-play for the class, a discussionis held in which students offer constructive feedback The role play may become aconnecting activity by using business and industry personnel to conduct the interviews.Through this activity, students apply their oral and written communication and analyticalskills to a real-life scenario.


This example uses Standard #1, (Information

Manager); Standard #2, (Effective Communicator); Standard

#4, (Creative/Critical Thinker); and Standard #8, (Cooperative

Worker.)

Students assess each other's technical manual while working in pairs.Each student critiques his or her partner's analysis and summary based oncriteria created by the class with the teacher. Before the exercise, the instructorleads the students in an activity that demonstrates and models how to giveconstructive criticism. As the students critique each others' work, they use studentdeveloped guidelines for giving and receiving constructive criticism.

This example uses Standard 1 (Information Manager), Standard 2 (Effective

Communicator), Standard 4 (Creative/Critical Thinker), Standard 5 (Responsible/Ethical

Worker), Standard 8 (Cooperative Workers), and Standard 9 (Effective Leaders).

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Key Chapter Points

As identified in Goal 3 of Florida Department of Education's, A System of SchoolImprovement and Accountability, there are eleven general standards or processesthat are necessary and should be imbedded in life and worktoles.

The eleven Goal 3 standards are:Standard 1. Information Managers - capable of obtaining information from a wide

variety of sources and utilizing the information in a productive and/orenjoyable manner.

Standard 2 Effective Communicators - in English and other languagesStandard 3 Numeric Problem Solvers - capable of applying skills and knowledge to

solve real life and work problemsStandard 4 Creative and Critical Thinkers - capable of analyzing, interpreting,

summarizing, and making appropriate connections to complete a task orsolve problems.

Standard 5. Responsible and Ethical Workers - who have positive self-esteem,honesty, and good sociability skills.

Standard 6 Resource Managers - capable of efficiently allocating time, money,materials, staff, and other resources.

Standard 7 Systems Managers - who understand and utilize natural, social,organizational, information, and technological systems.

Standard 8 Cooperative Workers - who work with other people with variousbackgrounds in an effective, productive manner.

Standard 0 Effective Leaders - who can communicate effectively, make decisions,resolve conflicts, and lead a diverse' group effectively and productively.

Standard 10 Multiculturally Sensitive Citizens:: - who are knowledgeable andrespectful of their on cultural background and those of others.

Standard 11 Parental Involvement - by being good role models and by physically,mentally, and emotionally supporting their children and the educationalprocess.

Schools will be held accountable for incorporating the Goal 3 student-achievement standards into instruction and classroom assessment.


Applied Technology Selected ResourcesGoal 3 Standards


Bechtol, W. M., & Sorenson, J. S. (1993). Restructuring schooling for individualstudents. Needham Heights, MA: A Longwood Professional Book.



Chapter 3: Applied TechnologyStrands, Standards, and Benchmarks

Chapter Highlights

Need for Standards and BenchmarksStructure of Strands, Standards, and Benchmarks

All Aapeets Of The IndustryAPPLIED TECHNOLOGY STRANDS

Plana lag

hl nnnnn tarot

PinnreTechntral & Production Skill.

Technology

Labor

Community Issue.

Health, Surety & Environment

Pereonal Conduct

The standards and benchmarks for applied technology represent the heart of this

curriculum planning document. Requiring high standards in all areas of education supports'

efforts to improve and enhance education in Florida. Before addressing the applied technology

standards, it is useful to consider why we need them. In her book, National Standards in

American Education: A Citizen's Guide, Diane Ravitch, former Assistant Secretary of Education

at the U.S. Department of Education, explains that standards are a necessary and accepted part of

110 American life in almost every field but education:

Americans clamor for standards in nearly every part of their lives. They expectstrict standards to govern construction of buildings, bridges, highways, andtunnels; shoddy work would put lives at risk. They expect explicit standards inthe field of telecommunications; imagine how difficult life would be if every city,state, and nation had incompatible telephone systems. They expect stringentstandards to protect their drinking water, the food they eat, and the air theybreathe . . . . Even the most ordinary transactions of daily life reflect theomnipresence of standards. (pp. 8-9)

Standards have the potential of affecting many aspects of schooling in Florida. The

applied technology curriculumwhat teachers teach and how they teach itshould be organized

around the applied technology standards. Assessment is an obvious area that will be affected.

Assessment should be based on the standards established in this chapter. At the upper high

school and community college level the industry specific skill standards will target these and

additional skills required by the industry. The systems used to report student progressreport


4L

cards and transcriptsshould have a clear relationship to the standards.

The standards presented in this chapter will improve students'

preparation for the workplace and additional learning.

Structure of Strands, Standards, and Benchmarks

This chapter presents standards' in several levels of hierarchical Peraonal C

information, each more specific than the previous.

Subject area = domain or content area such as applied technology, mathematics, science,

language arts, and social studies

Strand = label (word or short phrase) for a category of knowledge, as it applies to

each specific subject area such as planning, management, and finance

Standard = general statement of expected learner achievement within each Strand

Benchmark = learner expectations for each standard (what a student should

know and be able to do) at the end of the developmental levels of grades Pre-

K-2, 3-5, 6-8, 9-12, 13-14 and adult.

Sample Performance Descriptions = examples of things a student could do

to demonstrate achievement of the benchmark, and

Correlations to Goal 3 Standards = shows how the sample skills

performance descriptions incorporate Goal 3.

A strand is the most general type of information and is used to break down each subject

area into categories of knowledge. For example, there are nine strands in Applied Technology.

They are:

1. Strand 1.0 Planning2. Strand 2.0 Management3. Strand 3.0 Finance4. Strand 4.0 Technical and Production Skills5. Strand 5.0 Technology6. Strand 6.0 Labor7. Strand 7.0 Community Issues8. Strand 8.0 Health, Safety, and Environment9. Strand 9.0 Personal Conduct

All Aspects Of The industryAPPLIED TECHNOLOGY STRANDS

Planning

Management

Fl

Technical & Production Skill.

Technology

Labor

Community Issues

Health , Safely & Environment

42


Each of these strands contains one or more standards. A

standard is a description of general expectations regarding knowledge

and skill development within a strand. The Applied Technology

Standards provide more specific guidance as to what students should

know and be able to do in relation to each specific strand:

All .4apeete Of The IndustryAPLIED TECHNOLOGY STRANDS

Planning

Management

Finance

Technical & PrnduetIon

Technology

Labor

Community Isaacs

Health . Safety & Environment

Personal Conduct

Strand Standard(s)

1. Planning 1.1 Applies planning methods to decision-making related to life andwork roles.

2. Management 2.1 Employs management techniques to manage projects andenterprises related to work and life roles.

2.2 Applies marketing and promotional techniques to products andservices in a business or social setting.

2.3 Demonstrates knowledge and abilities necessary as a contractemployee or to initiate and maintain a service or product-basedbusiness.

3. Finance 3.1 Demonstrates financial planning ability and decision-makingrelated to work and life roles.

4. Technical and 4.1 Organizes work assignments by demonstrating productionProduction Skills techniques.

5. Technology 5.1 Integrates academic and applied technology principles into theworkplace.

5.2 Applies appropriate technology to an industry to solve technicaland production problems.

6. Labor 6.1 Demonstrates an understanding of labor issues related to thework place.

7. Community 7.1 Analyzes and communicates the impact that industry and theIssues community have on each other and on the individual.

8. Health, Safety,and Environment

8.1 Analyzes and communicates health and safety issues in theworkplace and community.

9. Personal Conduct 9.1 Demonstrates an understanding of professional conduct inpersonal roles, as well as, in work and industry.

zt 3Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 37

The most specific level of information is the benchmark. A

benchmark is a statement of expectations about student knowledge and

skill for each standard at the end of one in five developmental levels:

grades Pre-K-2, 3-5, 6-8, 9-12, 13-14 and adult. [The complete table

including benchmarks is in Appendix 3A].

Accompanying the benchmarks are sample performance

descriptions. These sample performance descriptions suggest how teachers might ask students

to apply the knowledge and skill described in the benchmark. For example, using Applied

Technology Standard 1.1: Applies planning methods to decision-making related to life and

work roles and using a benchmark for this standard at the grade 3-5 level - Benchmark 1.1.2.2

Demonstrates ability to plan ahead for different types of events.

The sample performance description that accompanies this benchmark is: Have students

develop a plan for some class function such as a class picnic, field trip, field day, etc.

To perform this activity, students must apply the knowledge and skill described in the

benchmark.

Finally, each benchmark is keyed back to specific Goal 3 standards. In Chapter 2, Goal 3

standards were described as an integral part of Florida education. The eleven standards within

Goal 3 are to be integrated into each content area. This chapter identifies which Goal 3 standards

are most compatible with each benchmark within each standard. The strands for applied

technology were developed from the nine major aspects of industry recognized by the workplace

and legislation. Up through the fifth grade level, the aspects of industry (standards) are

developed through activities related to roles in life and the workplace. Beginning in middle

school, explorations of specific aspects of industry are provided through classroom and school

activities, business and industry contacts and visits, and development of individual career plans.

By the 9th grade, students may begin to apply specific academic, vocational, and personal skills

related to the career field of their choice. Through their curriculum at the 13-14 adult level,

including community college or university programs increasingly specific industry driven

standards would be expected.

All Aepeete Of The IndeetryAPPLIED TECHNOWCV STR.Inms

Planning

M aaaaa went

Fl

Technical & Production Skills

Technology

Labor

Community Issues

lloith , Safety & Entironynent

Personal Conduct

44


All Aspect. Of The IndustryAPPLIED TECHNOLOGY STRANDS

Planning

M went

Fl

Technical fit Production Skills

Technology

Labor

Community loan.

Health , SMoty 8 Pnwironmnt

Personal Conduct

Key Chapter Points

Standards are the center of the effort to reform and enhance education in Florida, Theyare the starting points for this applied technology document.

The hierarchic structure is:Subject Area = domain or content area, such as applied technology.

Strand most general type of information and is used to break down eachsubject area into categories of knowledge.

Standard general statement of expected learner achievement within eachstrand,

Benchmark - learner expectation for each standard at eachdevelopmental grade level, fPre-K-2, 3-5, 6-8, 9-12, 13,14-Adult]

Sample Performance Activity = examples of things students coulddo to demonstrate achievement of the benchmark.

Correlation to Goal 3 Standards = shows how the sample skillsperformance descriptions incorporate Goal 3 standards.

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L.b'


Applied Technology Selected ResourcesStrands, Standards, and Benchmarks

All Aspects Of The Industry1PLIED TECHNOLOGY STEAM'S

Planning

111 ..... ment

Finance

Technical & Production Skills

Technology

Labor

Community

Health , Srmy & Environment

Personal Conde

American Chemical Society. (1994, November). Foundations for excellence in thechemical process industries. Washington, D.C.: American Chemical Society.

American Electronics Association. (1994). Setting the standard: A handbook on skillstandards for the High-Tech industry. Santa Clara, CA: American Electronics Association.

Baratz-Snowden, J. (1992). National board for professional teaching standards -- Update.Washington, D.C.: ERIC Clearing house on Teacher Education. (ERIC Document ReproductionService No. ED 351 336)

Center for Occupational Research and Development (CORD). (1995, January). Nationalvoluntary skills standards: Hazardous materials management technology. Waco: TX: CORD.

Commission on the Skills of the American Workforce. (1990). America's choice: Highskills or low wages? Rochester, NY: National Center on Education and the Economy. (ERICDocument Reproduction Service No. ED 323 297)

Education Development Center, Inc. (1995). Gateway to the future: Skill standards forthe bioscience industry. Newton, MA: Education Development Center, Inc.

Electronic Industries Association and Electronic Industries Foundation. (1994, June).Raising the standard: Electronics technician skills for today and tomorrow. Washington, D.C.:The Foundation of the Electronic Industries Association.

Far West Laboratory. (1994). Quality & excellence: Health care skill standards. SanFrancisco, CA: Far West Laboratory for Educational Research and Development.

Foundation for Industrial Modernization (FIM). (1995). National skills standards projectfor advanced high performance manufacturing. Washington, D.C.: National Coalition forAdvanced Manufacturing.

Foundation for Industrial Modernization (FIM). (1994). National occupational skillsstandards for computer aided drafting and design (CADD). Washington, D.C.: FIM.

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All Aspects Of The IndustryAPPLIED TECHNOLOGY STRANDS

Planning

M MOM

Fl


Technology

Labor

Community

Health, Safety & Environment

P 1 Conduct

Fretwell, D., & Pritz, S. (1994, June). Occupational Standards and Certification: Past -Current- Future Trends in the United States. Paper presented at the International Conference ofthe International Research Network for Training and Development, Milan, Italy. (ERICDocument Reproduction Service No. ED 371 137)

Hodelson, D. (1993, February) The standard approach: Skill certification on the way; Isvocational education ready? Vocational Education Journal, 66, (no. 2), 32-34, 51. (EJ 456 766)

Imel, S. (1990). Vocational education performance standards. Columbus, Ohio: ERICClearinghouse on Adult, Career, and Vocational Education. (ERIC Document reproductionService No. ED 318 914)

Lankard, B. A. (1995). Business/industry standards and vocational ProgramAccountability. Columbus, Ohio: ERIC Clearinghouse on Adult. (ERIC Document ReproductionService No. ED 383 857)

McREL. (1996). Content knowledge: A compendium of standards and benchmarks for K-12 education. McREL: Kendall J. S. & Marzano, R. J.

Mertens, Randy, Editor. (1994, August) . All aspects of the industry - instructionalmodules. Columbia, MO: University of Missouri--Columbia Instructional Materials Laboratory

National Automotive Technicians Education Foundation, Inc. (1993). ASE certificationfor automobile technician training programs. Herndon, VA: National Automotive TechniciansEducation Foundation Inc.

National Automotive Technicians Education Foundation, Inc. (1993). ASE certificationfor collision repair & refinish technician training programs. Herndon, VA: National AutomotiveTechnicians Education Foundation Inc.

National Automotive Technicians Education Foundation, Inc. (1993). ASE certificationfor medium/heavy truck training programs. Herndon, VA: National Automotive TechniciansEducation Foundation Inc.

National Electrical Contractors Association (NECA). (1994, December). Interim jobdescriptions and KSA lists for electrical construction worker, electrical line construction worker.,and electrical residential construction worker. Bethesda, MD: NECA.

Florida's Applied Technology - Preparing klitLiearners for Tomorrow's Work Force Page 41

AU Aspect. Of The IndustryAPPLIED TECHNOLOGY STRANDS

Planning

Management

Finance


T eeeee logy

Labor

Community Issne

Health, Safety & Environment

Personal Gondar.

National FFA Foundation. (1994). National voluntary occupational skill standards:Agricultural biotechnology technician. Madison, WI: National FFA Foundation.

National Tooling & Machining Association. (1995, June). Metalworking skills standards.Fort Washington, Maryland: Ruxton, W., Sherman, R., & Trott, C. E.

National Tooling & Machining Association. (1995). Duties and standards for machiningskills: Level I. Fort Washington, National Tooling & Machining Association.

National Tooling & Machining Association. (1995). Duties and standards for machiningskills: Level II. Fort Washington, National Tooling & Machining Association.

Ravitch, D. (1995). National standards in American education: A citizen's guide.Washington, D.C.: The Brookings Institution.

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Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force

Chapter 4: Learning andTeaching

Chapter HighlightsUnique perspective of Applied Technology StrandsNew approaches to teaching and learningInstructional strategiesSnapshot of a 21st-century classroomTeaching to student diversity

Cultural diversityInfusing a multicultural perspectiveDevelopmental differencesLearning preferencesStudents with disabilitiesStudents who are limited English proficientStudents at risk of dropping out

The Unique Perspective of Applied Technology Strands

The applied technology curriculum encompasses and utilizes all facets of (1) planning,

(2) management, (3) finance, (4) technical and production skills, (5) technology, (6) labor, (7)

community issues, (8) health, safety, and environment, and (9) personal conduct. The curriculum

includes competencies from all aspects of industry, and incorporates the knowledge and abilities

required of ALL members of the work force, both for today and for the future. Learning begins

at birth and continues as students are immersed in various aspects of applied technology at home,

in the workplace, and in the community. Students arrive in our Pre-K classrooms with a varied

knowledge base, and an effective Pre-K-14 applied technology program builds on this initial

knowledge. The applied technology strands are applied to community and home life experiences

at the Pre-K through 5th grade level. At the 6th to 8th grade level, the focus is on the

individual's interests, aptitude, and abilities which are explored through broad career


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development activities. At the secondary level, selection of a

"major" career area should occur. Also at this level activities

that promote the application of each aspect of industry

knowledge should be increased. These activities should also be more specific to each career

area. Integrated experiences help students develop a variety of strategies, behaviors, and

attitudes to fulfill their educational, and individual occupational goals. This chapter describes the

kinds of learning and teaching that promote thoughtful, creative, and responsible citizens who are

able to interact and contribute effectively in their local, state, and global communities.

New Approaches to Teaching and Learning

A tremendous amount of research is available to educators on how students learn and on

how to design effective learning environments. This chapter highlights key elements that can

help educators develop the best learning environments for all their students. It is important to

remember that parents, business, industry, and community partners can make significant

contributions in promoting a developmentally appropriate teaching and learning environment.

Developing a Learner-Centered, Authentic Environment

Curiosity, creativity, and higher-order thinking are stimulated when experiences are

based on real, complex, and relevant ideas and materials. Identifying the interests of students

provides another important perspective for engaging students in the learning process. Students

learn best when called upon to make choices and assume more responsibility for their own

learning. The teacher and other school and community participants including counselors,

business persons, and parents provide support, guidance, and resources throughout the learning

process.

Providing Collaborative and Cooperative Learning Opportunities

Some of the most efficient learning occurs when individuals are collaborating with each

other in pairs or small groups. Providing students with the opportunity to interact with others in

a variety of settings can enhance knowledge and understanding. Collaborative work allows

students to obtain more feedback from fellow students than they can get from a single teacher. It

can also encourage students to take intellectual risks. Students might pose their own work or life

role related problems, devise their own approaches to problem-solving, clarify and defend their

conclusions with the freedom to explore possibilities, and use the results to make informed


decisions. Students learn the valuable skill of working

effectively with others to solve problems and perform

investigations, and present possible solutions skills that are

required in work and in personal lives.

Providing a Supportive Environment

The teacher is key to creating a supportive, effective learning environment. Teachers

provide a supportive environment when they maintain fair, consistent, and caring policies that

respect the individuality of students and focus on individual achievement and cooperative

teamwork. Students' learning is enhanced when others see their potential, genuinely appreciate

their unique talents, and accept them as individuals. Work is viewed as important and valuable

to others. In such an environment, students learn quality work habits and skills while being

responsible for themselves. Students also earn to make decisions, work cooperatively, negotiate

conflicts, and take risks, while having the freedom to do quality work on their own initiative. In

addition, a teacher who helps students learn self-control strategies can reduce the negative effect

of factors that can interfere with learning, such as low self-esteem, lack of personal goals,

expectations of failure or limited success, feelings of anxiety, insecurity, or pressure. In

summary, a supportive learning environment and a variety of teaching strategies that

promote exploration, discussion, and collaborative learning will go far to ensure that all

individuals have the opportunity to see themselves as capable students, successful in learning

applied technology.

Instructional Approaches in the 21st-Century Classroom

To support innovative applied technology learning, the instructional strategies that

follow are provided as examples that educators can use or modify to provide useful and engaging

educational experiences. Teachers may use or creatively adapt these instructional strategies to

best fit the needs of the students and the instructional plan. They may be incorporated into a

single lesson, project, or group activity, or used in collaboration with a colleague. Using and

integrating instructional strategies effectively into the teaching process is an art. Instructional

strategies are briefly introduced in this chapter. Descriptions are included in Appendix 4A with

information on the "how to" and "benefits" of each strategy.


Instructional Strategies for a 21st-Century AppliedTechnology Classroom

Multiple Intelligences There are many forms ofintelligence, many ways by which we know, understand,and learn about the world. Seven Intelligences have beenidentified: verbal/linguistic, logical/mathematical,visual/spatial, body/kinesthetic, musical/rhythmic, interpersonal, intra personal.

Graphic Organizers Visual representations of abstract concepts and processes. Studentstransfer abstract information into a more concrete form.

Specific Graphic Organizer Strategies A graphic organizer strategy in which students usediagrams or decision trees to illustrate real or possible outcomes of different actions. Flowchart,Venn Diagram, Webbing, Concept Mapping.

Modular Instruction A learner-centered and self-directed learning experience which may bedesigned for individuals or for small teams. Learning teams that are randomly scheduled socooperation is required of students who may be from diverse backgrounds or groups. Theabilities demonstrated are prerequisite to success on future jobs.

Technology Learning Activities (TLA) Teacher developed tool which fosters the developmentof problem solving skills while connecting curricula content with real life scenarios.

Simulations A learning process which involves students as participants in role - playingpresentations and/or problem solving games imitating real-life situations or workplaceenvironments.

Demonstrations Showing practical applications of theory, product, or equipment; may beperformed by teacher, guest, or student.

Competency/Performance-Based Education Instructional programs that are based on industryvalidated skills, knowledge, and attitudes that have been identified as essential to training for aspecific purpose or occupation. (The definition applies to any subject area).

Individualized Competency Based/Performance-Based Programs Competency-basedinstruction that is self-paced and designed to meet the needs of individuals with different learningmodalities. The curriculum is developed through analysis of the occupation or purpose andbased on industry validated skills, knowledge, attitudes, and performance.

52


Individualization Techniques Designing learningactivities to fit the needs of the individual including one-on-one instruction, tutoring, modifying reading, performance,or writing assignments to increase or decrease the academiclevel, and providing technology required to adaptinstruction for the individual.

S

Computer Assisted Instruction (CAI) Written and visual information presented in a logicalsequence to a student through a computer. It is designed to be self-paced and monitor studentperformance. CAI may be interactive and multi-modal with the use of CD-ROMS and newtechnology.

Thematic Unit A topic of instruction in which several subject areas collaborate to reinforce theimportance of the topic across and within the disciplines. The thematic unit is usually related tothe real world or workplace. All disciplines may participate in thematic unit if encouraged tothink and perform cooperatively and creatively.

Pre-Apprenticeship Training Provides for remediating basic skills and employability skills inapprenticeship approved programs (usually subsidized learning targeted for at-risk students).

Youth Apprenticeship Provides specific technical training and competency attainment thatlead to advanced standing and a progressive wage in an occupation approved by the Departmentof Labor (DOL). Youth Apprenticeship Training usually offered during the last two years ofhigh school and provides monitored work (preferably paid) experiences which are integratedwith classroom study and result in academic and occupational credentials.

Apprenticeship Training A combination of teachers and workplace mentors workcollaboratively to assure work experience and guided learning within an industry or occupationcluster, linkage between secondary and postsecondary education credentials and certification ofoccupational skills, and both work site and classroom learning opportunities.

Adult Apprenticeship Provides training for journey level status in high wage occupationsregistered by DOL.

Guided Workplace-Learning Provides students with the opportunity to gain practical, first-hand knowledge in broad occupational clusters or industry sectors through a structured internexperience. This internship is designed to give students an opportunity to integrate occupationaland applied academic learning, and to apply knowledge and skills learned in a classroom toactual work situations not generally available through paid employment.

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Internship May be paid or unpaid workplaceexperience in roles that sometimes are more

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responsible than individuals would have as .E u.acooperative on-the-job-training (OJT) students. If aninternship is unpaid, strict rules governing thetraining plan, activities, and length of time must befollowed.

Externship A program designed to partner community leaders with students. The purpose ofthe externship is to provide realistic pictures of careers and roles of workers within anorganization:

Career (Job) Shadowing An activity that enables young people to observe adults in worksettings, learn the requirements of various jobs, and experience the flow of a typical workday.

Career/Workplace Mentors A one-on-one process using business, community, or industryrepresentatives to interact with a student or a teacher as a guide or counselor in matters related totheir education or future job choices.

Project-based Learning Any individually or team designed learning activity that has aculminating product, service, or demonstration related to real life or workplace application and isto be accomplished in a specified length of time.

School-Based Enterprises (School Sponsored Enterprises) An activity that engages students inproviding services or producing goods for sale or use to people other than the participatingstudents. Individual or sequenced courses are designed to provide skills needed forentrepreneurship through student run businesses.

Student Capstone or Senior Project Activity A major self-directed project of specific interestto the student which involves major improvement of their workplace skills, participation in thecommunity through the workplace or service, and ends with a tangible product, report ordemonstration to a group of designated officials or evaluators. (The evaluators may includemembers from the community, workplace, school, parents, school board, or other groupsdepending on the activity).

Clinical Experience or Clinical Practicum Provides training and experience in the actualwork setting which usually requires licensure. Direct supervision by a faculty member of theprogram with expertise and experience in the occupation being pursued is required. The termsClinical Experience or Clinical Practicum are usually used with health and medical relatedprograms.

Occupational Field Experience/Field Practicum (Same definition as for clinical experienceor clinical practicum.) The terms occupational field experience or field practicum may be usedin any career cluster area of study requiring licensure.

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Service Learning A form of experiential education inwhich participants gain and apply knowledge and skillsas they seek to meet real community needs. Servicelearning differs from conventional community service orvolunteerism by incorporating structured reflection andlinks to the academic curriculum. It emphasizes concreteoutcomes both for learners and for the community.

Supported Employment Used for placing individual with significant disabilities in paidemployment positions. Job coaches assist in training throughout the transition and skill learningphase of employment by providing ongoing support.

Federally Sponsored Employment Training Programs Used for assisting targetedunemployed groups with comprehensive services to help get individuals trained or retrained andplaced back into satisfying employment in the workplace.

Cooperative On-the-Job Training Combines classroom instruction with work experience andon-the-job training related to the student's career goals. The student receives pay for the workand course credit; a training plan signed by the parent, employer, school coordinator, and studentis required. Regular visits and evaluation activities are required by the school coordinator andemployee.

Interviews A strategy for person to person gathering information through questions andreporting the results of the session.

Journals A way for students and the teacher or other work team members to communicateregularly and carry on private conversations.

Continuum A strategy used to indicate relationships of words or phrases usually relating toperformance.

Learning Log A strategy to develop structured writing. It is also a strategy that is useful inidentifying workplace related learning experienced by a student at any level above second grade.An excellent follow-up to Knows-Wants-Learns (K-W-L).

Exhibits A strategy for creating a focused exhibit. These are particularly useful in relatingcareer development experiences or skills.

Models A visual representation of a concept. It may be concrete, such as a balsa wood model ofa bridge, cut away of an automobile transmission, or abstract like a model of weather systems.

The Learning Cycle A sequence of lessons designed to have students engage in exploratoryinvestigations, construct meaning out of their findings, propose tentative explanations andsolutions, and relate concepts to their own lives.


Problem Solving A learning strategy in whichstudents apply knowledge to solve problems. Thisapproach facilitates scientific thinking. It is used inevery workplace and industry in some form.

Predict, Observe, Explain A strategy in which theteacher shows the class a situation and asks them topredict what will happen when a change is made.

Reflective Thinking Reflecting or thinking about what was learned after a lesson is finished,usually by writing what was learned.

Cooperative Learning A strategy in which students work together in small intellectually andculturally mixed groups to achieve a common goal. The outcome of their work reflects how wellthe group functioned.

Specific Cooperative Learning Strategies

Jigsawing A cooperative learning strategy in which everyone becomes an "expert" andshares his or her learning so that eventually all group members know the content.

Corners A cooperative learning strategy for learning a task and sharing that learning.

Think, Pair and Share A cooperative learning strategy for helping students develop theirown ideas and build on ideas of co-learners.

Debate A cooperative learning strategy in which students organize planned presentations ofvarious viewpoints.

Brainstorming A strategy for eliciting ideas from the group.

Field Experience A planned learning experience in the community for students to observe,study, and participate in a real-life setting, using the community as a laboratory.

K-W-L (Knows-Wants-Learned) An introductory strategy that provides structure for recallingwhat the student knows regarding a topic, noting what the student wants to know, and finallylisting what has been learned and is yet to be learned.

Transdisciplinary Subject areas are presented in a totally integrated fashion. Subject areasaddress a common concept, theme, or problem. The classes meet in a common place and timewith a team of teachers certified in various subject areas. The teachers team-teach. A majorproject often serves as the focus of the unit. Teacher planning, instruction, and assessment isintegrated across disciplines.

5 6


A Snapshot of Effective Applied technology II LM ilClassrooms

Current educational philosophy focuses on a

learner-centered curriculum, which includes:

the teacher as a facilitator (a guide on the

side of students versus the sage on the stage);

the student as a discoverer of knowledge within his or her learning community

(listening to others, filtering information and drawing conclusions versus simply

taking in a body of knowledge imparted by the teacher);

the idea of learning from mistakes;

use of the community as a resource;

use of real-world learning experiences; and

the application of learning in future employment and daily living.

Teaching to Student Diversity

It is becoming increasing clear that schools must be proactive in meeting the needs of

students from diverse cultural backgrounds with varying abilities, disabilities, interests,

experiences and other factors that effect their performance in school. Many instructional

strategies that have been developed and used by teachers especially for students with special

needs have proven effective, not only for those students, but with other students as well. It is

important to all educators to be aware of characteristics of their diverse students and strategies

that meet their varying and special needs.

Increasing ethnic and cultural diversity promises to continue enriching life in the United

States. This has important implications for education. As diversity in the school population

grows, it becomes more and more evident that all students regardless of their race, ethnicity,

culture, and social economic group, must acquire the knowledge and competencies necessary for

functioning effectively with one another. Current labor market data indicates that 80% of new

jobs will be filled by women and minorities by 2010. All students must develop the knowledge

and competencies necessary to participate successfully in the work force and in society.


5?

Florida's system of School Improvement and

Accountability Goal 3 Standard 10 reiterates the

importance of this diversity in schools and the

workplace.

Florida students appreciate their own culture and the adttire of others, understand, theconcerns and perspectives of members of other ethnic groups, reject the stereotyping ofthemselves and others, and seek out and utilize the views of persons from diverse ethnic,social, and educational backgrounds.

Florida's System of School Improvement and Accountability Goal 3, Standard 10

Infusing a multicultural perspective

Not only does ethnic and cultural diversity enrich the American society, it also provides a

basis for societal cohesiveness, and survival. It is essential that all members of our society and

the future workforce understand the values and perspectives of international politics including

business and industry practices influenced by racial, ethnic, and cultural groups. Schools are

restructuring their curricula to include the infusion of multicultural perspectives into everyday

instruction in all educational levels. Students with different cultural and family backgrounds,

interests, and values working together on the same activity encourage students to develop a

multicultural perspective. Students learn to understand and respect individual differences by

understanding how others think and feel. Activities that promote empathy, understanding,

negotiation, and respect for differing points of view promote a broadened perspective without

negating one's own point of view. Students learn to view concepts, issues, events, and themes

from the perspective of diverse ethnic and cultural groups. Because the classroom is a model

community, students gain the experience of living as responsible citizens in a diverse, democratic

society.

Adapting instruction for the diverse needs of learners

Given the focus on creating learner-centered classrooms, the unique characteristics of

individual learners must guide curriculum planning, affecting both the learning environment and


the teacher's role. As we redesign the curriculum and

the learning environment, and as teachers plan and

facilitate learning, it is important to keep in mind that

learners:

are unique in personality, learning style

and needs, and interests;

come to the educational setting with different knowledge, experiences, and

expectations about the world;

come from many cultures and backgrounds;

have diverse needs and values;

are social beings;

have a variety of interests;

have a variety of opinions and ideas about school, the work place, applied technology,

and the world.

Creating an effective learning environment that can address these diverse needs,

backgrounds, and learning styles starts with understanding what those needs are. Teachers are

the responsible daily designers of effective learning environments.

Adapting instruction for developmental differences

Students learn best when material is appropriate to their developmental level, while

challenging to their intellectual, emotional, physical, and social development. Children grow

through a series of definable, though not rigid, stages. Teachers should modify their activities to

the developmental level of individual students. This requires awareness and understanding of

developmental differences of children with special emotional, physical, or intellectual disabilities

as well as those with special abilities.

Adapting instruction for the individual learning process

Adapting instruction and the learning environment for students with different needs can

include challenging students with rich, open-ended problems to which they can respond on a

variety of levels. Encouraging some students to explore more on their own and frequently

reinforcing their discoveries can enhance their learning.

However, adapting instruction for those with special needs does not mean lowering


expectations or having different academic criteria.

Teacher acceptance and high expectations for

academic success play a major role in the way other

students accept a student who has unique needs.

This, in turn, can have a major impact on a child's

self-image, affecting his eagerness and ability to learn.

Accommodating Students with Disabilities

Rule 6A-6.0312, FAC, Course Modifications for Exceptional Students, allows

modifications to be made in basic or vocational courses. Educators may modify basic or

vocational courses by: (1) increasing or decreasing the instructional time; (2) varying the

instructional methodology; (3) using special communications systems; and, (4) modifying

classroom and district test administration procedures and other evaluation procedures. Although

modifications to the course description or student performance standards are not allowed for

basic courses, the program requirements or student performance standards may be modified for

vocational applied technology courses. When modifying the content or requirements for

vocational applied technology courses, the particular outcomes and student performance

standards which a student must master to earn credit must be specified on the student's IEP.

Educators may adjust the time for a student by allowing more time to complete an

assignment or a course or adjusting the length of class assignments. The method of instruction

may be modified by using a variety of media, specially designed materials such as those

available through the Florida Department of Education, and different instructional strategies.

Special communications systems may include the use of adaptive technology in the form of

alternative communications systems. Test administration modifications may include allowing

the student more time to complete the test, assisting the student to record responses, and

providing a quiet testing area free of distractions.

Quite often, modifications that are effective for students with disabilities work well for

other students in the class. Specially designed teaching strategies can be easily integrated into

the context of the regular classroom to enhance the content being presented, to assist with

assignments, and to organize the content being learned. Techniques for assessing learning

including flexible scheduling, recorded answers, use of mechanical aids, use of computers and


other applied technology equipment, or revised

formatting, may be helpful for all students. In 1,1

addition, use of quality organizer tools, portfolios,

projects, real work demonstrations, teamwork, role

playing, and other assessment techniques benefit all

students.

Accommodating the needs of students with disabilities may include many other

modifications, depending on the local school population. For example, students with hearing

impairments may need the assistance of an interpreter or note taker, or both in order to participate

in class. Other students may need to use computerized devices for written and oral

communication. Students with visual disabilities may require access to Braille and/or adaptive

technology. For students who have difficulty with emotional control, precise rules, classroom

structure, and behavioral expectations may need to be emphasized.

When the needs of learners with disabilities are accommodated by providing a supportive

environment and modifying instructional methods, assessment methods, and the physical

environment, such students are able to excel. They can develop a greater capacity to take an

active role in the learning process and focus on their strengths, this achieving the appropriate

level of knowledge, skills, and attitudes in applied technology.

Accommodating Limited English Proficient Students (LEP)

English for Speakers of Other Languages (ESOL) students are similar to students whose

heritage language is English in many ways: they learn at different rates, have varied interests,

backgrounds, learning characteristics, personalities, and knowledge and experiences. Language

and culture add other dimensions to this uniqueness. Problems may surface because these

learners may use one language at home while they are learning English at school.

There may be a psychological "pull" between two worlds. Because self-concept is

influenced by the attitudes of others, negative attitudes from family, friends, and school

personnel may result in ESOL students feeling isolated and overwhelmed with the new

environment, new sounds, and new culture. Many things that are known to most literate English-

speaking students may be foreign to ESOL students. An example might be the sign, "Fine for

Loitering." If the ESOL student has learned the meaning for "fine" as "it is all right to do

Florida's Applied Technology - Preparing All Learn rs for Tomorrow's Work Force Page 55

something," the sign would convey an entirelyi

11 ,different meaning than the idea of having to pay I '111

I

money for loitering. These concerns may cause ijibarriers to learning.

From the perspective of the teacher, teaching a

multilingual class requires more time and effort because all students probably have different

background knowledge. Therefore, everything must be taught. Teachers cannot assume that

students have the prior knowledge they need to learn the new concept or information efficiently.

Teachers must be flexible, willing to learn and grow. They must be able to adapt and accept

ESOL students, and convey an attitude of valuing others' languages and cultures. Many ESOL

cultures have an entirely different view of education, including the role of the teacher and the

student, the environment for learning, and the materials used, such as books, resources, and

audiovisual materials. The teacher must respect these differing views and take them into account

when planning instruction.

Appendix 4B contains a table of characteristics or behaviors and teacher strategies for

improving performance of ESOL students. Teachers who understand and are sensitive to the

needs of ESOL students and who use effective strategies to support them as they learn applied

technology will provide successful experiences for these students. It is important to remember

that these strategies may be introduced, extended, and expanded at all levels according to the

interests and abilities of the learners.

Accommodating At-Risk Students

Students at risk of leaving school before graduation may be a special challenge to

teachers. Poor academic performance as measured by grades, test scores, and grade retention, or

excessive absence, and being overage-for-grade level are cited as the best indicators of potential

dropouts. Students who have difficulty meeting the required academic performance levels and

fall progressively behind their peers often see no hope to graduate.

Teachers can raise the level of student motivation and teach persistence by constantly

modeling interest or creating an "applied" context in the subject, tasks, and connected


assignments. Ideas for tapping into the at-risk student's

own intrinsic levels of motivation and setting up

successful strategies for improving learning include

many of the same strategies identified for ESOL

students. Appendix 4C includes a list of several

strategies that have been successful for students at-risk.

The Dropout Prevention Act of 1986, Section 230.2316, Florida Statutes, was enacted to

authorize and encourage school boards to establish Dropout Prevention Programs. These

programs are designed to meet the needs of students who are not effectively served by traditional

programs in the public school system. They include students who are unmotivated, unsuccessful,

truant, pregnant and/or parenting, substance abusers, disruptive, and adjudicated.

Strategies used in these dropout prevention programs that have been found to be effective

are proving successful in more traditional settings. They include:

competency-based curriculum which allows students to work at their own pace;

career awareness and on-the-job training for employability skills;

instructional strategies that include cooperative learning, computer-assistedinstruction, multiple intelligences, authentic/alternative assessment, criticalthinking, and graphic organizers;

flexible scheduling or use of time; students "declare" a schedule and attend eventhough it may be beyond the traditional school day; competency-based curriculumdelivered through computer-assisted instruction;

experiential learning and hands-on activities;

mentoring and nurturing.

In Florida, Blueprint for Career Preparation and Blueprint 2000 Schools at all levels have

combined school-to-work and experimental learning for all students. Other successful programs

for students including students at risk are in many different models. Community-As-School is a

model in which students earn high school credit for an individualized curriculum earned through

Florida's Applied Technology - Preparing All Lwners for Tomorrow's Work Force Page 57n

learning experiences in the community. Career

Development Academies provide a school within-a-

school integrated two to four year career focused

curriculum, Tech prep programs, community-based

schools, alternative schools, performance-based

schools, and apprenticeships are models used in applied technology programs which have been

particularly successful with students at-risk.

Course modifications provide needed flexibility in the delivery, assessment, and time

dedicated to mastering subject area competencies required in courses. Use of modifications which

provide interdisciplinary through transdisciplinary approaches in teaching are particularly

effective for over-age-for-grade students. Utilization of course modifications which encourage

performance-based learning and integration of subjects provide opportunities for at-risk students

to catch up with their own grade peers.

Summer bridge programs also allow overage-for-grade students to catch up with their

own grade peers by attending a rigorous summer session and then being promoted to the next

grade level. This strategy works especially well with overage-for-grade seventh graders who are

eligible for eighth grade promotion and have a personal desire for grade acceleration; after an

intensive summer school program to acquire the necessary academic and personal skills for high

school, they are promoted to the ninth grade.

Collaborative teaching has been found to enhance learning through activities geared to

raise the students' academic performance by combining two classes. In one model, the dropout

prevention teacher furnishes expertise in course content while the exceptional student education

(ESE) specific learning disability teacher offers expertise in course modification. In another

model, the dropout prevention teacher and technology education teacher combine classes, provide

modifications and modularize learning in real world technology learning activities.

Other effective instructional practices for all students include thematic units in which

teachers identify common themes and realign student performance standards to reflect the theme.

In some thematic models, teachers work together to identify ommon concepts and connectionlor 4


across disciplines. In others, teachers work separately

without any attempt to connect with other subject areas,

except to emphasize the theme during the same time block.

Peer counseling and student conflict mediation are

also effective for all students especially those at-risk. One peer counseling model pairs at-risk

ninth graders. The twelfth graders are selected according to leadership skills and role-model

potential. They are trained in peer counseling strategies including listening, questioning,

paraphrasing and feedback. The peer counselors also provide academic tutoring and the use of a

variety of peer counseling strategies designed to help the ninth grader be successful in their entire

curriculum. Peer counseling strategies address social, individual, school, and family concerns;

topics may also include drug and alcohol abuse, family relations, academic motivation, and

coping with stress. Student conflict mediation programs simulate a peer court process in which

students mediate in behavioral and conflict situations. Often peers have been found to be more

demanding of each other than the traditional adult administrator.

Special student support and assistance staff and programs in schools serve students at

risk. Students are served in traditional classes through a flexible schedule of auxiliary services,

including supplemental materials or alternative strategies to assist with course modification,

behavior management, or assessment. Instructional aides, case managers, or resource officers also

can be used to support teachers, students, and parents who need help with students at-risk.

The General Equivalency Diploma (GED)/High School Competency Test (HSCT) Exit

Option allows currently-enrolled dropout-prevention students to earn a standard high school

diploma. By enrolling in courses for credit which lead to a standard high school diploma, they

work to master student performance standards. The learner must demonstrate probability for

success on the GED through documentation of a high score on a standardized test. In addition,

students must be behind the class with whom they entered kindergarten, pass the HSCT, and the

GED tests to qualify for this option. Finally, students at-risk may be assisted through

coordination with other agencies, such as social service, law enforcement, and juvenile justice

agencies, as well as, community-based organizations.


BEST COPY AVAILABLE Gb

Key Chapter Concepts

Instruction that prepares students for the 21st century should address:

high academic standards with expectations of high achievement for every student;

a learner-centered curriculum with the teacher as a facilitator of learning;

learning based on constructing meaningful concepts from acquisition and application ofknowledge, skills, and attitudes in real-world contexts;

connections within applied technology and across other domain relating applied technology to thestudents' world;

active, handS-on learning in the Classroom; write more student responsibility and choice;

students inquiring, problem-solving, iniagining;: inventing, producing and finding answers;:::

students working cooperatively, learning together;

accommodating individual student needs, whether cultural, developmental,:environmental,or cognitive;

infusing a multicultural perspective;

expanding resources to include local and global communities;

using technology to support instruction;

relating classroom learning to the skills students will need to function successfully in the workforce and in society.


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Applied Technology Selected

Resources

Learning and Teaching

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(1993, January). Learner-centered psychological principles: Guidelines for school redesign and

reform. Washington, DC: American Psychological Association.

Arcaro, J. (1995). Creating quality in the classroom. Delray Beach, FL: St. Lucie Press.

Barker, J. A. (1993). Paradigms--The business of discovering the future. New York, NY:

Harper Business.

Bouchillon, W. (1996). Welcome to the business world. Glen St. Mary, FL: ABA

Printing.

Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for

constructivist classrooms. VA: ASCD.

DeBono, E. (1985). Six thinking hats. Toronto, Ontario, Canada: Key Porter Books Ltd.

Dryden, G. &Vos, J. (1994). The learning revolution: A life-long learning program for the

world's finest computer: your amazing brain! Torrance, CA: Jalmar Press.

Erickson, H. (1995). Stirring the head, heart, and soul., redefining curriculum and

instruction. Thousand Oaks, CA: Corwin. Press, Inc.

Florida Department of Education. (1995, September). Florida's system of school

improvement and accountability: Blueprint 2000. Tallahassee, FL: Florida Department of

Education.

Gardner, H. (1991). The unschooled mind: How children think & How school should

teach. United States of America: Basic Books.

Haggerty, B. A. (1995). Nurturing intelligences: a guide to multiple intelligences theory

and teaching. United States of America: Addison-Wesley.


BEST COPY AVAILABLE g

:04#1'

ftlib I111-

Hull, D. (1993). Opening_minds_opening_doors. Waco, TX: Center for Occupational

Research and Development (CORD).

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Curriculum Development.

Jacobs, H. H. (1989). Interdisciplinary curriculum: design and implementation.

Alexandria, VA: ASCD.

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classroom. Alexandria, VA: ASCD.

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Cooperation in the classroom and school. Alexandria, VA: ASCD.

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Kendall/Hunt Publishing Company.

Marzano, R., Pickering, D., Arredondo, D., Blackburn, G., Brandt, R., & Moffett, C.

(1992). Teacher's manual: Dimensions of learning. Alexandria, VA: Association for Supervision

and Curriculum Development.

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TX: McComas Publishing Co.

Parnell, D. (1995). Why do I have to learn this?: Teaching the way people learn best

Waco, TX: CORD Communications, Inc.

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Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms.

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and learning in America's schools. Portsmouth, NH: Heinemann.


Florida's Applied TechnologyPreparing ALL Learners for Tomorrow's Work Force

Chapter 5: Curricular Connections Through Instruction

Chapter HighlightsCurricular ConnectionsModels for Curricular Connections in Instruction

InfusionParallel InstructionMultidisciplinary InstructionTransdisci maryInstructionContextualmLearning

Models for Instructional Integrationagnet Schools

School-Within-a-Sch lCareer Academies

jCareer Cluster/MaorSenior Project/Capstone ExperienceTech Prep 2 +2 and 4+2 ModelsApplied Technoalongy Teachers on Interdisciplinary TeamsSchool-to-Work ModelsSchool Based Models

.Work Based ModelsConnecting Activities


Why should applied technology be applied to other subject areas? There are many

compelling reasons for doing so.

7 0


The public demands higher

standards in education for

all students

Making connections

among subject areas is

more meaningful to

students

Higher standards in education for all students

Challenges Effect

.0 Legislative mandates .00 More to teach with less or same time and

.0 Knowledge increasing at a phenomenal money

rate ., Teaching must connect subjects and life

.0" World wide competition .0 Increased need for training

.0 Access to world right now 0 More stress in staying up-to-date

.0 All disciplines seeking to establish .0 Need updated technology

international standards .0 Higher standards require changes for teachers

.0 Connections to life and workplace are

expected

Making connections among subject areas is more meaningful to students

Challenges Effects

Student benefits .0 Teacher changes

.0 Facilitates and transfers learning .0 Utilizes new methods

.0 Generates subject area of usefulness .0 More planning

.0. Provides real world applications 4> More time

.0 Cooperation/collaboration

.0 Uses community and workplace to provide

context

71


A concept in applied

technology might be closely related

to concepts in the sciences. If so,

why not address the concepts

together in an integrated fashion? A F.MIL_

process students learn in applied L

technology may help them better

understand science. One example is the use of engine pulleys in an automotive class which can

be applied to the concept of mechanical advantage in physics. It is important for teachers to

make these "connections" with students.

Curricular Connections and the Transfer of Learning

Connecting important concepts from different disciplines has several benefits. One of the

most important benefits is that it facilitates the transfer of learning. Students frequently

demonstrate that they understand something in one setting, but fail to understand that concept in

another setting. Educators refer to this occurrence as a lack of transfer. For example, a student

might show that he or she understands how to write a technical report when asked to write one in

an applied technology class, but fails to see how the concepts used for writing the report applies

to writing an essay in history class. By forging connections in the classroom, students have a

better chance of recognizing that what they learn in school can be useful outside of school.

Another important benefit of curricular connections is that they encourage teachers to

work together. When an applied technology teacher decides to use content from science, it

establishes a reason for the applied technology teacher to interact with the science teacher. The

interaction among teachers from different content areas can take many forms depending on the

model that is being used for making curricular connections.

Models for Curricular Connections in Instruction

In this chapter, several strategies will be introduced which curriculum developers and

teachers may want to explore in greater depth. Resources to assist teachers in connecting

curriculum will be listed at the end of the chapter. The Southern Regional Education Board

(SREB) has long supported academic and vocational integration through many different models.

Those found in the academic literature may be labeled by different terms in the related literature

found in vocational education.

Florida's Applied Technology - Preparing All Le22s for Tomorrow's Work Force Page 67

Four effective instructional

methods of academic and applied

technology curricular connections are

infusion, parallel instruction,

multidisciplinary instruction, and

transdisciplinary instruction. After

further exploration of these models,

individual school staff must determine which of these models will work in their setting.

Infusion. In infusion, a teacher in a given subject area infuses another subject area into

his or her instruction. Infusion is often referred to as a shared model, with academic instructional

reinforcement of vocational concepts or vocational instructional reinforcement of academic

concepts.

Parallel Instruction. In parallel instruction, teachers from different subject areas focus

on the same theme, concept, or problem. Each discipline is taught separately, but the common

theme, concept, or problem is addressed in each subject area during approximately the same time

frame. Teachers must plan together to identify the common elements and determine how the

concept, theme, or problem will be addressed in each subject area. Parallel Instruction is also

referred to as a threaded model when each discipline focuses on the same theme or problem

during the same time block at school. Homework and assignments commonly

vary by subject area, but all reflect the common theme, project, problem, and concept being

addressed.

Multidisciplinary Instruction. Within multidisciplinary instruction, two or more subject

areas again address a common concept, theme, or problem. The subject areas are taught

separately, for the most part, but a common assignment, homework, or project strongly links the

various disciplines that are involved. Teachers must plan together to identify how the concept,

theme, or problem will be addressed in each subject area. In addition they must construct the

common project and determine how students will work together on the project.

Transdisciplinary Instruction. As in the first three models, within transdisciplinary

instruction two or more subject areas address a common concept, theme, or problem. However,

the subject areas are presented in a totally integrated fashion. Classes in the subject areas meet at

a common time and place and teachers team-teach lessons. A major project often serves as the

Page 68 Florida's Applied Technology - Preparing All Learners 7o °morrow's Work Force

focus of the unit. Teacher planning

instruction, and assessment is now

totally integrated across disciplines.

Contextual Learning

Contextual learning is a

process model which allows the

learner to become a problem solver.

Contextual learning is appropriate at all levels and in all disciplines. It is the main method used

in applied technology programs. The requirements for contextual learning include:

Learning for acquisition of knowledge. (Students are involved in acquiring andretaining information to use in a real-life situation.)

Learning for application. (Students process the information in the context of real-lifesituations that apply to everyday life.)

Learning for assimilation. (Students demonstrate the ability to transfer and apply theknowledge and skills to new or other situations.)

Learning for association. (The educational experience is organized around problemsor themes instead of subject-matter disciplines; students can apply the learning to newproblem-solving situations.)

Organizational Models for Instructional Integration

Magnet Schools

Middleton Middle School of Technology in Hillsborough County is an example of a

Middle School Technology Magnet School. It is a school of choice for students and teachers

alike. All teachers and students utilize technology in all of their classes in real life and work-

based learning activities. The instruction includes all models of curriculum integration from

infusion through transdisciplinary.

School-Within-a-School Career Academies

The School-Within-a-School model typically requires a team of academic and career

related teachers to work collaboratively with students within a career major or with a specific

career emphasis over an extended number of years. The model is most frequently found at the

high school level. Some of the characteristics of this model include focus on an industry cluster,

common planning, a dedicated facility location, team teacl)ing, team projects, and many different


integration methods being used

throughout the four year high school

program. Since 1992, Florida has

L-7funded 30 district academies for career rdevelopment. Many additional

academies have been funded locally or

through other resources. There is some indication that the school-within-a-school model is also

being utilized at middle school, technical school, alternative schools, and in community college

models. Weightman Middle School in

Pasco County is designed as a school-within-a-school with different grades focusing on specific

career areas. The emphasis is on interdisciplinary learning through projects and thematic

activities. Frequently, the term school-within-a school is used interchangedly with career

academy.

The School-Within-a-School-Career Academies strive to provide an applied curriculum

with high expectations and higher level academic skills for all students. The academic subjects

generally draw examples and problems to solve from the career major or industry upon which the

program focuses. For example, the Medical Health Science Academy in Escambia County

includes Latin as the foreign language for their academy and uses examples from the health

occupations' field in teaching all of the academics in the academy.

Career Clusters/Career Majors

Students are encouraged to select a four to six year plan which includes a program of

studies that is planned with appropriate level math, science, and other subjects to complement a

student's career major or cluster. The models usually include the same academic core and

applied technology program for students who plan to exit directly into the workforce and those

who plan to acquire advanced technical training through an applied technical center, community

college, or university. The major difference in the programs of study for students planning to

attend a community college or university will include electives in foreign language and

additional appropriate level academics. In St. Lucie County, the Tech Prep career majors'

program has articulation agreements with Indian River Community College for associate degree

programs; this allows students to complete their programs within a shorter time.

76


Senior Projects/Capstone

Experiences

Senior projects/capstone

experiences can be provided at the

end of any benchmark level in

education. It is a culminating

experience chosen by the student to

reinforce a special interest area of the student. The project must include the use of community

resources, community or business experiences, as well as coordinated activities carried out by the

student under the direction of the school or evaluation team of teachers. The evaluation team

may also include business, industry, community, and parent representatives. At the middle

school, the student's culminating capstone

experience may be voluntary community service or a real world project of interest to the student.

Typically, the student would complete the project and present the results to a team of evaluators

or the school board. The presentation would demonstrate utilization of both academic and

applied technology skills through a multimedia presentation of the student's learning. At the

high school level, the senior project or capstone experience, would, ideally represent a student

planned and an implemented long-term project of interest to the student for possible career

pursuit. The activity may be voluntary or paid but should include experiences from entry

through management level to increase the student's knowledge of workplace expectations and

skills required for advancement in career fields. The culminating experience would include a

public presentation of the learning experience through a multimedia presentation to a selected

group in the community or evaluation team.

Tech Prep 2+2, 4+2 . . .

Tech Prep is a rigorous, challenging program of study that integrates higher-level

academic and vocational/technical education, linking structured high school programs with two-

year technical programs at postsecondary institutions to prepare students for a successful career

while meeting the needs of business and industry. The program provides courses with a

practical "hands-on" approach to learning. It requires students to obtain a foundation of higher

level math, science, communication, and technology skills. The program offers students a

focused, sequenced course of study consisting of at least two years of secondary and two years of


postsecondary or apprenticeship

training with an option of two

additional years leading to a

baccalaureate degree, or four years

of high school articulating to a

vocational technical center or other

combination (4+2 or 4+1+1). Tech

prep encourages students to set career goals and lay out an educational road map to reach those

goals.

Applied Tech Teachers Included on Interdisciplinary Teams

Typical middle school models place their teachers in teams who are assigned a portion of

the student population. They become the students' primary teachers for their experience through

middle school. Frequently, these teams do not include any elective or applied technology

teachers. In schools where elective and applied technology teachers are tied into the core

academic teams, there are indications of more contextual learning, more realistic projects, and

increased connections to the real world.

Many secondary schools are moving toward a teaming approach similar to the middle

school model. Often these teams are designed around career clusters or major areas of interest.

Indications of increased student motivation, improved performance, and better preparation for the

workforce are typical with the team approach in place.

School-to-Work Models

School-to-Work components include school-based learning, work-based learning, and

connecting activities. The community, business, industry, community-based organizations,

parents, educators, and students are primary partners in School-to-Work implementation.

School-Based Learning. School-based learning combines academics with real work

applications. Academic and applied technology teachers work together in interdisciplinary teams

to integrate academic lessons with lessons learned in the work place. Student progress is

evaluated by what students know and what they are able to do. School-based learning also

includes utilizing community members and business partners as resource persons in the

classroom.

Page 72 Florida's Applied Technology - Preparing All Learners for 4porrow's Work Force( I

Work-Based Learning. In work-based

learning, students participate in work in

varying degrees ranging from "shadowing"

various workers in several companies to

volunteer work or internships to paid work

experience. At the work place, students work closely with mentors, supervisors, and employers

who advise and show the students what knowledge and skills are needed on a specific job and

how to apply that knowledge and a critical thinking to perform the tasks in the workplace.


One of the most effective ways to plan a unit that fosters connections is to focus on

creating projects that involve content from different subjectareas. As we have seen, projects are

a central part of both multidisciplinary and transdisciplinary instruction. Below is a simple three-

step process that can be used to develop projects that forge curricular connections.

Step #1: Select benchmarks from two or more subject areas that will be integrated intothe project.

For example, the teacher would first consult Chapter 3 of this document and Chapter 3 of

the Language Arts Curriculum Frameworks document to find compatible benchmarks. One

possible combination is:

Applied Technology Benchmark (1.1.4.1) "Demonstrates ability to gather informationfrom various sources to plan a project" and

Language Arts Benchmark (L.A.A.2.3.5) "Locates, organizes, and interprets writteninformation for a variety of purposes including classroom research, collaborative decisionmaking, and performing a school or real-world task."

These two benchmarksone from applied technology and one from language artswould form

the basis for the project. It is important to realize that all benchmarks must be selected with a

great deal of attention to how they relate. The two benchmarks depicted are a good match. They

both deal with gathering and interpreting information and creating a written document. If a

teacher tries to force a connection between benchmarks from different content areas, the resulting

project will be artificial and will run the risk of confusing students.

Step #2: Identify an interesting question or questions that can be asked about thebenchmarks that have been selected.

Florida's Applied Technology - Preparing All rpaaters for Tomorrow's Work Force Page 73

One way to help learners explore the

relationship between benchmarks is to ask a

question that will naturally integrate the

benchmarks. A list of useful questions

might include:What is the underlying

pattern?Is there a hidden relationship here? What is the abstract pattern or theme that is atthe heart of the relationship?Are there different perspectives on an issue that should be explored?Is there a better way of doing something? Is there a new way of doing something?

Source: Marzano, Pickering, McTighe. Assessing Student Outcomes. Alexandria, VA:Association for Supervision and Curriculum Development.

A question that seems to naturally address these benchmarks is, "Are there differentperspectives on an issue that should be explored?" It would be logical for the applied technologyteacher to emphasize to the students the language arts skills for creative and technical writing andthe requirements of developing a good written planning document for industry.

Step #3: Identify a product or products that incorporate the benchmarks that have beenselected. With the content benchmarks selected and an interesting questionidentified, the next step is to identify the product or products that best suit theproject. It is useful to consider four types of products: 1) conclusions, 2)processes, 3) artifacts, and 4) affective responses.

Conclusions are generalizations that have been constructed as a natural consequence of

studying some issue or topic. For example, in applied technology, students might produce

conclusions about recommending stocks for investment as a result of studying annual reports of

various companies. When students report their conclusions, they commonly are expected to

provide evidence and support. This is usually done in the form of an oral report or written

report; although, other media can be used including videotapes, audiotapes, charts, graphs, and

the like.

Processes are sets of actions that are the natural consequence of solving a problem or

accomplishing a goal. For example, in applied technology, students might be asked to develop a

detailed process for developing their own written plan for investments. Processes are commonly

demonstrated along with an explanation of how the process works and why it is effective. If the

process cannot actually be demonstrated, it is sometimes simulated.

79


Artifacts are physical products that are

natural consequences of solving a problem or

accomplishing a goal. For example, in applied

technology, students might be asked to create

simulated portfolios for a prospective investor in

stocks.

Affective Representations are illustrations of emotional responses that are a result of

studying or working with some area or issue. They take many forms in applied technology

including performance evaluations, letters of recommendations, recognition for outstanding

customer relations skills, and evidence of documentation of exemplary work performance. In

academic areas, they include personal essays, poems, sketches, dances, songs, and many other

forms.

Of these four types of products, the artifact seems to be the one best suited for the project.

With the benchmarks selected, an interesting question identified, and a type of product selected,

the teacher would then write the project as a set of directions to the students. Those directions

IDmight read as follows:

1. Each team begins the game with $100,000 in cash and may borrow additional funds.

2. You may trade only those stocks listed in the Stock Market Game (SMG) CodeBooklet (found in your team kit).

3. If a copy is delisted from an exchange (or for any reason no longer trades on thatexchange), the computer will automatically liquidate positions in that stock and aBroker's Fee will NOT be charged.

4. All transactions are made on the basis of daily closing prices, which can be found inthe NEXT DAY'S newspaper.

5. The date and day of transaction on the scan sheet must be the same as the postmark onthe envelope. For example, if you code "Wednesday" on the transaction, it must bemailed on Wednesday. Transaction dates which differ from the postmark will have thetransaction day changed to match the postmark or they will be returned to youunprocessed.

6. Scan sheets are provided in your team kit. The game is run on a Friday throughThursday "week." Teams may trade daily and, for each day you wish to trade,

C,Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 75

transaction(s) must be completed ona scan sheet(s) and submitted to yourteacher/advisor for SAME DAYMAILING AND POSTMARK.

7. Each scan sheet must show the teamnumber and school name, and besigned by the team advisor. Yourteam number is indicated in your kit.

8. Make all transactions carefully. Your team will be held responsible for any errorsmade due to incorrect transactions or damaged sheets.

9. A record of a team's portfolio and transactions will be distributed weekly to schools,along with information for the advisor such as the rankings of participating teams ineach region and state and a list of stock splits. A team will not receive a portfolio norbe listed in weekly regional rankings until its initial transaction is entered.

10. Team captains are responsible for making sure that proper records of transactions andportfolios are kept.

11. Stock dividends and splits are automatically computed into your portfolio. Youshould, however, check them for accuracy.

12. All Buy and Short Sell orders must be for a minimum of 100 shares (Round Lot).However, you may order Odd Lots in combination with Round Lot orders, such as101, 326, etc. Sell and Short Cover orders for less than 100 shares will be permittedif an open Long or Short Position exists in the same number of shares.

13. The maximum number of shares you may trade of any stock on a particular day islimited to the total amount of that stock actually traded in the market that day.

14. Stocks trading below $5 per share are not available for Purchase or Short Sale. Suchorders will be rejected. Sell or Short Cover transactions for EXISTING Long andShort Positions will be accepted, even if the price is less than $5 per share.

15. Any violation of the rules of the game may result in the invalidation of a transaction.Repeated violation of the rules may result in the disqualification of a team.

As this example illustrates, creating a project that involves benchmarks from different

subject areas is a complex process. However, it is worth the effort in terms of student motivation

and learning.


S

Key Chapter Points

The academic literature identifies four basic ways in which curricular connections canbe forged: infusion, parallel, multidisciplinary, and transdisciplinary

40 Academic and vocational integration models include many different ways to developand implement curricular connections.

Contextual learning is a process that applies to all subjects.

Magnet pro s may be found at many levels including Pre-K. through secondary,

The school-within-a-school and,career academy models require many of thecharacteristics of the transdisciplinary model.

Career clusters or majors generally begin at the secondary level and go through post-secondary and college level education.

Senior Projects or capstone experiences generally require field experience in thecommunity or workplace and application of all subject area learning to the workplaceand world.

Tech Prep programs provide opportunities for all students to obtain advanced andcollege level opportunities through a seamless transition into career majors.

Applied Technology teachers on interdisciplinary teams can assist all teachers to createmore real life and workplace related connections.

School-to-work models provide many additional opportunities for teachers, business,community, and industry to work toward the development of a world class workforce.

There are many models for constructing projects that forge curricular connections.

Curricular connections make learning more meaningful for students.

BEST COPY AVAILADLE

S Florida's Applied Technology - Preparing Alllekiners for Tomorrow's Work Force Page 77

Applied Technology SelectedResources

Curriculum Connections

Blank, B., Homes, W., & Scaglione, J. (1993). Integrating Academic and Vocational Education.Tallahassee, FL: Florida Department of Education.

Bouchillon, W. (1996). Welcome to the business world. Glen St. Mary, FL: ABA Printing.

Bouchillon, W. & Meyer, J. A. (1994). Toolbox for marketing education. Tallahassee, FL:DATAE.

Bouchillon, W. (1995). Fl rida middle school restructuring applied technology. (Florida report forDATAE). Pensacola, FL: University of West Florida.

Boyer, E. L. (1995). The basic school--a community for learning. Princeton, New Jersey: TheCarnegie Foundation.

Dryden, G. & Vos, J. (1994). The learning revolution: A life-long learning program for theworld's finest computer: your amazing brain! Torrance, CA: Jalmar Press.

Erickson, H. (1995). Stirring the head. heart. and soul: Redefining curriculum and instruction.Thousand Oaks, CA: Corwin Press, Inc.

Fogarty, R. (1991). The mindful school: How to integrate the curricula. Palatine, IL: SkylightPublishing, Inc.

Grubb, W. (1995). Education through occupations in American high schools: the challenges ofimplementing curriculum integration. NewYork, NY: Teachers College Press, Columbia University.

Holmes, W., Williams, M. & Gurlechek, J. (1993). Integrating academic and vocational educationa literature review. Florida Department of Education.

Hull, D. (1993). Opening minds. opening doors. Waco, TX: Center for Occupational Researchand Development (CORD).

Jacobs, H. H. (1989). Interdisciplinary curriculum: design and implementation. Alexandria, VA:ASCD.

Marzano, R.J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes. Alexandria,VA: Association for Supervision and Curriculum Development.


Marzano, R., Pickering, D. Arredondo, D., Blackburn, G., Brandt, R.,& Moffett, C. (1992).Teacher's manual: Dimensions of learning. Alexandria, VA: Association for Supervision andCurriculum Development (ASCD).

Norwood, M. (1995). Creative teaching! Methods/strategies for teachers. Friendswood, TX:McComas Publishing Co.

Oliveira, J. (Editor). (1995). Occupational standards: international perspectives. Columbus, OH:Center on Education and Training for Employment (CETE), The Ohio State University.

Parnell, D. (1995). Why do I have to learn this? Teaching the way people learn best. Waco, TX:CORD Communications, Inc.

Pauly, E., Kopp, H., & Haimson, J. (1995). Homegrown lessons--innovative programs linkingschool and work. San Francisco, CA: Jossey-Bass Publishers.

Scholtes, P., Bayless, D., Massaro, G., & Roche, N., (1994). The team handbook for educators.Madison, WI: Straus Printing Co.

Schrenko, L. (1994). Structuring a Learner-centered school. Palatine, IL: IRI/Skylight Publishing,Inc.

Senge, P., & Kleiner, A. (1994). The fifth discipline fieldbook: /strategies and tools for building Alearning organization. New York, NY: Doubleday.

Stern, D., & Stone, III, J. (1994). School-based-enterprise: Productive learning in American highschools. San Francisco, CA: Jossey-Bass Publishers.

Sylwester, R. (1995). A celebration of neurons an educator's guide to the human brain.Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (1995). How to differentiate instruction in mixed - ability classrooms. Alexandria,VA: Association for Supervision and Curriculum Development.

U.S. Department of Education. (1994). School-to-work: What does research say about it?Washington, DC: U.S. Government Printing Office.

Wood ley, C., Holmes, W., & Sorg, A. (1993). Integrating academic and vocational education -best practices in Florida. Tallahassee, FL: Florida Department of Education.


S

Florida's Applied Technology Preparing All Learners for Tomorrow's Work Force

Chapter 6: Assessment

Chapter HighlightsGeneral; Assessment OverviewThe Assessment ProcessDifferent Types of ClassrooM AssessmentThe Use of Assessment Rubrics

Alf

:men-.1;;;;,

k;A:se;to

Loom

General Assessment Overview

Assessment of student academic achievement is a fundamental component of Florida's

System of Educational Reform and Accountability. Assessment provides essential information

on the effectiveness of our educational reform efforts and on the level of students' achievement

of Florida's academic standards. Assessment processes are varied and include the use of

standardized tests as well as other formal and informal methods which provide useful

information about student achievement.

Florida schools will be held accountable for student achievement through the collection

and analysis of academic assessment information and the public reporting of results. One

highly visible part of the educational accountability program will be a statewide system

measuring student progress in reading, writing, and mathematics with an emphasis on problem-

solving. The other discipline areas and examples found in the workplace and community will

provide the context for assessment. The required statewide assessment will be administered at

three levels: elementary, middle, and high school.

A statewide assessment program, however, is not adequate to provide all of the

information on student skills needed at the local level. Additional information is needed to

assure that students master the skills they need to enter advanced education opportunities and

the workplace. This can be provided only through the proper use of classroom and work-based

assessment procedures with real community and workplace involvement. Because of its

Florida's Applied Technology - Preparing All Learner's for Tomorrow's Work Force Page 81

importance to education, the focus of this chapter is

on assessment of student learning, one of the

: PUrttir

Abilityteacher's most complex and important Loam

responsibilities.

Overviews of various strategies for

classroom, community, and work-based assessment are discussed. Curriculum and assessment

developers and teachers should explore assessment strategies that provide for learning in context

with life and work roles in greater depth. Assessments of both classroom and work-based

activities also require involvement of School Improvement Teams including business, industry,

and community leaders in planning and implementing appropriate strategies.

Classroom assessment refers to the tasks, activities, or procedures designed to obtain

accurate information about student achievement in the school-based environment. From the

teacher's perspective, assessment helps answer these questions:

What do students know and what are they able to do?

How does their learning connect to their interests? To other disciplines? To thecommunity? To the workplace?

How well am I teaching?

What else can I do to help students learn?

From the student's perspective, assessment helps to answer:

What do I know? What can I do?

What more do I want and need to learn?

Why is this important to me? In life? In other subjects? In the community? In theworkplace?

Classroom assessment activities should be systematic, ongoing, and integrated into the process

of instruction and learning. Effective assessment requires a continuous process of refining

goals as the teacher works with the entire class and individual students. To assess also means to

analyze critically and judge definitively. This meaning emphasizes the teacher's responsibility

86

Page 82 Florida's Applied Technology - Preparing All Learner's for Tomorrow's Work Force

to make judgments about students' achievement

based on careful consideration of obtainedAunty

information. Au TondoNott to

! Learn

Authenticity in classroom assessment

activities is desired whenever possible. That is,

assessment activities should not only examine simple recall of information but should also

determine the extent to which students have made sense of information. For example, can the

students apply information to situations that require reasoning and critical thinking? Can they

use their knowledge of applied technology to communicate their ideas and demonstrate their

workplace competencies? Using authentic (i.e., realistic) assessment activities will help reveal

the extent to which students have accomplished these skills. The strategies presented in this

chapter will encourage the linkage of curriculum, instruction, and assessment and provide

information that is as useful and valid as possible.

The Assessment Process

All students do not learn in the same way. Students who have differing learning styles

typically have differing methods of demonstrating what they have learned. Use of a variety of

assessment approaches is needed to allow all students to demonstrate what they have learned.

The assessment process needs to include opportunities for input from business and community

partners, parents, and the students. Timely feedback to students, parents, and other interested

individuals is also important to positively impact student performance.

Different Types of Classroom Assessment

The unique nature of applied technology calls for using multiple forms of assessment to

clearly understand each student's progress and to evaluate the impact of instructional strategies.

Applied Technology curriculum applications and infusion at the Pre-K to fifth grade level are

generally broad in scope. Workplace and community relevant projects, activities, and

experiences provide students with awareness and limited exploratory experiences. Assessment

techniques at the Pre-K through fifth grade level often include assessment techniques used in

both the work place and in schools. At the middle school and beyond, the assessment methods

used in applied technology parallel very closely those found in industries. Technical reports,

portfolios, projects, peer evaluations, interviews, and computer applications are a few of the

p-)

Florida's Applied Technology - Preparing All LrAer's for Tomorrow's Work Force Page 83

assessment types found in the workplace.

Developing a variety of assessment options will

allow the teacher to match the assessment to the tOI;;;,'..;: Learn

individual student's ability. Using a variety of

options allows students with different learning

styles to demonstrate knowledge to verify that real learning has taken place.

Modifications that are made in the classroom for the instruction of special needs students

often can be applied to assessment procedures and can be valuable for all learners. For example,

a student who is expected to "write legibly" may, instead, be permitted to present written

materials through use of a computer word processing program.

Assessment techniques overlap and blend together. Using several forms of assessment

provides a broader and more comprehensive picture of the learning and teaching of applied

technology. The tables on the following pages help to illustrate this point.

88


S

Traditional Assessment Techniques

Used inSchool

Used inWorkplaceTraining

Used inWorkplace

.

I. Written Assessment

Theory V V

Multiple Choice

Case Problems V V

Short Answers e/

II. Practical Problem SolvingPerformance Assessment

Presentation Skills V

Management Decision-Making V V

Cooperative Learning V V

Role Playing V

Computer Applications V V

Teacher Observation/Evaluation s/ V

Employer Observation/Evaluation V V

Student and Peer Evaluation I,, V V

Work Experience V

Project Performance Evaluation V V


..

1;;enele;:l

.".:

IIAlternative

Method

Assessment

School-Based

Techniques iWork-Based

I. Written Assessment

Portfolio

Journal

Research Paper/Technical Report

II. Performance Assessment

Presentation Skills

Competency-based Evaluation

Project Performance Evaluation

Computer Application

Demonstrations

Interviews

Self Assessment

Peer Assessment

Conferences

Self-Improvement Plan

Time Management Record

so


Traditional Assessment is a term often used to

describe the means of gathering information on studentraan

learning through techniques such as multiple-choice, Loamto

fill-in-the-blank, matching, questions, and essays. These

approaches are particularly useful in assessing students'

knowledge of information, concepts, and rules. They are also appropriate for assessing students'

knowledge of the terms and processes involved in a particular industry or career.

Because factual knowledge of information is one important aspect of applied technology,

carefully designed multiple-choice and matching questions can enable the teacher to quickly

assess student mastery of the building blocks of the applied technology curriculum. Examples of

such skills include the following: Can the student recognize important terms, relationships and

symbols? Does the student recognize how knowledge is organized into patterns, how

generalizations are formed from evidence, how events are understood in chronological order,

how fact is different from opinion, how frames of reference inform decision making, and how

predictions can be made from data? However, an effective assessment evaluates knowledge of

facts as well as their connection to a broader body of knowledge. Proficiency in applied

technology depends on the ability to know and integrate facts about all aspects of industry into

useful constructs.

Assessment Alternatives. There are many "alternatives" to traditional assessment that can

be used to broaden the scope of the teacher's classroom assessment activities. In some of these

alternative forms, students perform self-evaluations of their work. In others, teachers, business

persons, or community representatives make informal or formal observations about students'

knowledge, skills, and performance that relate to subject-area, community, or work place related

topics.

.1. ,,Palm

The following list of alternative assessment techniques is by no means exhaustive. New

assessment techniques are continually being developed to measure students' progress toward

achieving new performance standards and benchmarks.

Performance Assessments require the student to troubleshoot and solve a problem,

create a product, or construct a response that demonstrates a skill, process, or concept.

Performance assessments are commonly presented to students as workplace related

9 1_Florida's Applied Technology - Preparing All Learner's for Tomorrow's Work Force Page 87

projects that may be done over an extended

period of time and require that studentsAbli Iffy

locate, gather, organize, and interpret tolearn

information. Typically, the project or

product of the assessment is rated by the

teacher or team teachers using clearly delineated criteria rubrics that are in line with

community and industry expectations or standards.

Authentic Assessments are forms of performance assessment that are structured

around real-life problems or work related situations. Although a traditional multiple-

choice question can describe a real-life situation, the term "authentic assessment"

usually is applied to performance assessments.

Teacher or Juried Observation is a form of data collection in which the instructor or

team observes students performing various activities without interrupting the

students' work or thoughts. Teachers use checklists, rating scales, or notebooks to

record their judgment about students' competence in specific standards or

benchmarks.

Interviews require students to respond verbally to specific oral questions. The

instructor employer team or interviewer asks questions, interprets answers, and

records results. This form of assessment also allows probing student answers for

more complete responses and to identify any student misconceptions. Interviews may

also be conducted by business or community representatives.

Conference or Conferencing involves a two-way dialogue between a teacher and

students or among students for the purpose of evaluating progress on a specific

standard or benchmark or on a project. Conferencing may also be used to evaluate

work-based learning and community service activities or projects.

Self-assessment enables students to examine their own work and reflect upon their

accomplishments, progress, and development. The teacher may supply the student

with assessment criteria or assist students in developing their own criteria. This form

of assessment assists students in developing the critical thinking and evaluative skills

that lead to independent learning. Self-assessment tools used in industry to improve0 c")

4.,


performance also benefit the student in the

classroom.

Peer Assessment involves students evaluating P... tLoam

each other's work using objective criteria. It

requires students to reflect on the

accomplishments of their classmates. By assessing others' work, students often see

alternative reasoning patterns and develop an appreciation for diverse ways of

approaching and solving problems. Peer assessment and improvement strategies are

used by many workplace teams to improve quality performance.

Portfolio Assessment is a purposeful collection of a student's work that provides a

long-term record of the student's best efforts, progress, and achievement in a given

area. Materials included may be decided on by the student, the teacher, or both.

Depending on the intent, portfolios can serve as the basis for assessing individual

student growth over time on specific standards and benchmarks. Portfolios may also

be used to assess learning specifically in a theme or unit in an academic, vocational,

or career development area. Note that while a portfolio can be used as an effective

instructional tool, its use as an assessment tool demands clear understanding of

purpose, specification of the desired portfolio contents, and definition of the rating

methods for the individual components.

Journals are a form of record keeping in which students respond in writing to specific

probes or questions from the teacher or teams. The probes focus student responses on

knowledge or skills specific to a standard or benchmark. Journals of

accomplishments can also be used informally to assess the development of applied

technology skills. As with portfolios, whether or not a journal becomes an

assessment tool depends upon how it is organized and evaluated.

Florida's Applied Technology Assessment Focus

Specific measures of effectiveness for applied technology programs are required in

Florida through assessment. These measures are represented through documenting academic

skills, workplace skill standards, consensus measures, and Florida Education and Training

Placement Information Program:

(r)Florida's Applied Technology - Preparing All Leaffer's for Tomorrow's Work Force Page 89

Workplace Skill Standardsskills andcompetencies recommended by the Secretary'sCommission on Achieving Necessary Skills(SCANS) for the workplace, are nationallyaccepted as general skills required in all workplaces.

Consensus Measuresthe group ofperformance measures and associated targets arrived at by a consensus buildingprocess to satisfy the accountability requirements of all relevant laws. The aspects ofprogram performance that are emphasized include program productivity, placement,basic skills' attainment/remediation, more advanced academic skill attainment,earnings of former students, and access to programs by members of targetedpopulations.

FETPIP (Florida Education and Training Placement Information Program) is used tofollow up all applied technology participants and assess program indicators.

The data supporting the Consensus Measurers and FETPIP are particularly important

because they represent program "quality indicators."

The Use of Assessment Rubrics

An assessment rubric is a set of rules used to rate a student's proficiency on performance

tasks (e.g., essays, short answer exercises, projects, portfolios, etc.). Rubrics can be thought of as

scoring guides that permit consistency in assessment activities. A rubric often consists of a fixed

scale describing levels of performance and a list of characteristics describing performance for

each of the points on the scale. Alternatively, a rubric may describe different categories of

performance that are not considered to be a "scale." Rubrics provide important information to

students, teachers, parents, employers, and others interested in what students know and can do.

Most often, scoring rubrics are developed by a teacher or team of teachers, but it may be

desirable in some instances to involve students and employers in the creation of the rubrics.

Different scoring rubrics are usually developed for each assessment activity, although if the

activities are similar enough a single rubric can be applied common school-wide activities like

oral presentations may best be taught and assessed with a common rubric used consistently by all

teachers. The rubric should be known by students, teachers and employers.

A simple three-factor, four-point scoring rubric for a middle school student's family and

consumer science project might look like this:

94


Factor 1: Adequacy of Material Content:Did I find ideas for food that were nutritious and tasty?4 I was good at finding many ideas for overcoming the difficulty of

serving food that is nutritious and also achieves my goal ofI CL°...j

serving tasty food at my party; I even created new ideas for food 1---71111

that tastes better than food that is less nutritious.3 I found some good ideas for overcoming the difficulty of serving

food that is nutritious and also achieved my goal of serving tastyfood at my party.

2 I found ideas for serving food that has some, but not all of the qualities of nutritious food, or the food was nutritious,but not very tasty.

I I found some ideas for serving food, but much of the food was either not nutritious or not very tasty.

Factor 2: Adequacy of Presentation:4 I explained why people think that nutritious food tastes bad and gave several specific interesting examples of how this is

not always true; I used ideas from my class project, but also added ideas from my own experiences.3 I explained why people think that nutritious food tastes bad and gave examples from my project of how this is not

always true.2 I explained that people think that nutritious food tastes bad, but I did not give good examples of how this is not always

true.1 I talked about food, but really.did not explain why people are sometimes wrong in thinking that nutritious food tastes

bad.

Factor 3: Success in completing the assignment:4 I did a good job of noticing when the task was getting difficult and was creative at finding ways to not give up; I even

tried things I knew would be difficult because I knew I could make myself stick with it.3 I was good at not letting myself give up even when the task got difficult.2 I sometimes gave up on parts of the task that got difficult.I I gave up when things got even a little difficult.

What Could Go Into an Applied Technology Portfolio?

A portfolio should capture the richness, depth, and breadth of a student's learning within

the context of the applied technology instruction and the learning that takes place in the

classroom, community, or workplace. Possible elements of a portfolio are as follows:

Resume' (documentation of technical skill training, work experience, education, andcommunity service, vocational skill awards and achievements),Documentation of SCANS skills and competencies,Documentation of applied technology skills gained in school, community, andworkplace,Letters of recommendation (teachers, employers, business and community mentors),Samples of technical proficiency or projects completed,Employer or mentor evaluations,Certificates of training and awards,Documentation of program exit point or completion certificate,Occupational license or state board examination official scores,Workplace skill certificate,Videotapes of presentations on work-based or related activities,Photo essays of skill development in an industry or applied technology, andCopies of self and peer evaluations on teamwork and projects.

Florida's Applied Technology - Preparing All Leis for Tomorrow's Work Force Page 91

Key Chapter Points

Assessment processes seek to measure students' acquisition and application of skills andall aspects of knowledge and its connections.

Assessment activities in the classroom should be an integral, ongoing part of theinstruction and learning process.

Teachers should use a variety of assessment methods and modifications to addressdifferent learning styles and student needs.

Teachers have a wide variety of options for collecting information on the degree to whichstudents have acquired and can apply knowledge and skills specific to appliedtechnology.

Assessment techniques used in workplace training and the workplace are valuable forpreparing learners for work and further education.

Assessment activities will produce useful,information to the degree that they arecarefully planned, well organized, and consistently applied.

Accurate assessment of students' achievement provides a sound basis for classroominstructional decisions.

BEST COPY AVAILABLE

56


Applied Technology SelectedResourcesAssessment


Secretary's Commission on Achieving Necessary Skills. (1991). What work requires ofschools: A SCANS report for America 2000. Washington, DC: Department of Labor.


Florida's Applied Technology Preparing All Learners for Tomorrow's Work Force

Chapter 7: The Learning Environment

Chapter HighlightsLaboratory/Classroom DesignSafetySchedulingLearning ResourcesSelection of MaterialsUsing Technology

The learning environment envisioned for the 21st century will promote learning closer to

the real-world context. The learning environment will extend beyond the school into the home,

workplace, community, and world. Learners will have the opportunity to work with local

businesses and industry in job shadowing, job mentoring, internship, and other hands-on

arrangements. People in the local community may be invited into the schools to share their

knowledge, skills, and abilities, or to participate in class projects. Students can also have direct

access to the global community via interactive media, the Internet, satellite transmissions,

teleconferencing, and other technology, enabling them to work with other students and experts

from other parts of the country or the world.

Teaching/Learning Facility Design

Teaching/learning facilities need to incorporate designs that allow for integrated

instruction. At the pre-K through elementary level many classrooms are arranged to encourage

integrated learning through focus centers and space arrangement to include areas that simulate

real life mini-laboratories. For instance the reading center may resemble a children's library

room, the science center may look like a laboratory with scientific equipment and student

projects displayed, the art center may look like a mini-museum, and the writing center may have

several networked computers available for young authors to write their first books. The

computer center may also have computer simulations for improving problem-solving, creative

thinking, and teamwork, as well as providing practice in several academic areas.

Florida's Applied Technology - Preparing 1112earners for Tomorrow's Work Force Page 95

By the middle and higher levels, classrooms frequently resemble

traditional lecture style rooms. Often all math, science or other areas

are clustered together in hallways or separate buildings and begin

focusing on individual subject areas without relating to other disciplines.

Typically, applied technology programs are found in separate buildings

away from the academic disciplines. The school facilities designed to keep the academic and

vocational programs separate offers a challenge to educators because the process of

disconnecting the learning associated with one subject area from another subject area has been

strong. The subtle value placed on one subject area over another has also been a challenge.

The tradition of keeping subject areas separate has tended to fragment learning and instruction by

reducing the natural connections of the disciplines to real life and workplace requirements.

Teaching and learning environments need to be redesigned to provide access to all

students to the technologies required in the workplace. Using an integrated curriculum withO

project experience rotation planned into the curriculum, all students can have access to the

technologies required in the workplace. At the middle school level, exploratory work place and

service learning experiences for all students may be planned through academic and vocationally

integrated teams. The community and parents have an important role in providing

recommendations for the real life and workplace exploratory experiences they feel are important

in their community.

The technology, health occupations, family and consumer science, business, marketing,

agriculture, and public service education teachers are typically applied learning specialists. The

applied technology teachers bring a wealth of real life and workplace related projects and

activities to the team. By co-locating academic team members in close proximity to their applied

technology team members and facilities, all students benefit from access to a simulated

workplace related and real life learning activities.

At the secondary and post-secondary levels efforts to co-locate teams including academic

teachers with applied technology teachers and programs need to be expanded. Industry plays an

important role in providing input on the aspects of their industry which are critical to successful

employment and career development in the area. Time and space for integrated learning and

transdisciplinary projects require large and flexible learning environments. With a group of 100


to 200 students, three to six teachers on a team should be able to simulate

the work environment for a broad industry or career area. Co-location of

teachers and students is important for success. Industry has a vital role in

developing validation requirements for applied technology programs.

Facility design, equipment, resources, curriculum experiences, and technology are areas in which

local advisory committee members from industry can provide major assistance. Industry

members may also work as team teachers and guest speakers or consultants on the curriculum.

Florida has many examples of industry involvement in secondary and post-secondary education

programs that have become outstanding practices cited in the literature on "best practices" in

Florida classrooms. Through an experiential curriculum with school, workplace, and connecting

activities, academic and workplace skills of all students have improved in schools which have

student-centered faculty teams working cooperatively to support the academic and skill

requirements for a career cluster curriculum area.

Because applied technology covers such a wide variety of learning and educational

activities, there is not a generic facility/laboratory that accommodates all areas of applied

technology. Marketing can generally use a more traditional space if there is enough space for

free and flexible movement for cooperative learning and projects; therefore, it may be co-located

easily with a team of academic teachers. However, business operations require a facility that

simulates an office environment. Such facilities also must provide the space, electrical

requirements, and access to the global community via computers, Internet, satellite

transmissions, teleconferencing, and other technologies. State Requirements for Educational

Facilities (SREF) manual based on Florida Statutes Chapter 6A-2 describe the facilities'

requirements for agribusiness and natural resources; business technology; family and consumer

science; services including health and medical, industrial, and public; diversified; and technology

education programs. In all cases, the above areas follow Florida's A-Z minimum requirement for

laboratory setting found in the Florida statutes including sufficient storage, instructional, and

planning space. In many cases, additional rooms are required for specific curricula such as video

production/darkrooms, electronics, manufacturing cells, business operations, transportation, and

project storage. In agriculture, outside plots of land may be needed as well as storage rooms for

large equipment and machinery and dry storage for fertilizers and chemicals. Academics and


other integrated environments are fostered by providing large, flexible

facilities, so that students may be grouped for teams seminars or projects.

Goal 4: Communities provide an environment that is drug-free andprotects students' health, safety, and civil rights.

Florida's System of School Improvement and Accountability

To provide effective instruction for all students, it is crucial to address the needs and

special requirements of students with disabilities. The Americans With Disabilities Act

describes people as with disabilities as those who have a physical or mental impairment that

substantially limits one or more major life activities. Educators should become familiar with the

legal requirements for providing for students with disabilities [Public Law 94-142 and Public

Law 101-336 ADA, Section 504 of the Rehabilitation Act of 1973] which state that classrooms

must accommodate students with disabilities. Examples of adaptations to the classroom, gym,

applied technology facilities, or school grounds might include ramps and raised work spaces for

students who use wheelchairs, quiet areas for students who are easily disrupted by noise or visual

stimulation, and sufficient lighting for students with visual impairment. Teachers must be aware

that Title VI, of the Civil Rights Act of 1964 and the Florida Educational Equity Act FS 228-

200 of 1984 require that criteria for admission to a program or course will not have the effect of

restricting access by persons of a particular race, national origin, sex, disability, or mental status.

Teachers also need a carefully designed space for planning, teacher collaboration,

inquiry, and research. The elements considered in the physical design of classrooms can apply in

designing the teacher or teacher teams space as well, including providing easy access,

appropriate wiring, and equipment such as computers with access to the Internet and telephones.

Local school districts have many factors to consider when they evaluate what is needed to

improve the design of their school's applied technology facilities. Local needs and goals,

budgets, instructional methods, adaptations to meet the needs of individual students, potential

changes in student enrollment, wiring for technology, learning environment/ergonomics, local

0 1Page 98 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force

industry needs, and flexibility to allow for changes to meet new

conditions in the future are a few of the many issues to consider when

designing or redesigning facilities for applied technology and integrated

curriculum. Local officials also need to consider equipment, facility

specifications, architectural planning, bidding, contracting, and post-

occupancy evaluation.

Safety

A safe, secure learning environment for all students is a priority. One aspect of school

safety involves the physical environment. The environment should be free of odors, allergens,

and harmful chemicals such as asbestos. To provide safety in the physical environment for

students with disabilities, adaptations such as flashing fire alarms, well-marked exits, and special

procedures for evacuation are necessary. A second aspect of school safety involves the

supervision of students. Teachers must be aware of and understand safety procedures inside the

school facilities, on school grounds, on field trips, and at special school events. A third aspect of

safety is the responsibility of the whole school community for providing an environment in

which everyone is safe from verbal, physical, and psychological harm. Teachers should also be

prepared to use strategies for crisis intervention and conflict resolution. Depending on the

specific applied technology programs offered, very specific safety rules and procedures must be

designed and implemented.

Schools will incorporate safety and health practices into the school environment.

References specifying safety policies, OSHA regulations, and incorporating state and federal

policies must be available for applied technology laboratories. Some applied technology

programs may require additional electricity cut off master switches, fire extinguishers, safety

showers and special clothing.


Goal 5: School boards provide a learning environment conducive to teaching andlearning.

Florida's System of School Improvement and Accountability,

Scheduling

Adequate time is essential for quality instruction and learning so that students achieve

high academic standards. Students need sufficient time, free from interruptions, for concentrated

involvement in learning experiences or projects. Students may also need time for extended

research design, discussion, experimentation, comprehension, and reflection.

Teachers also need time to work with their colleagues, to discuss and make decisions

about those matters that affect their work and that of their students such as teaching materials,

standards for student assessment, and structures for specific learning experiences. Florida's

education reform envisions that a strong element of school-wide problem solving and

improvement will be provided by the local school community. This will involve teachers in new

activities. Teachers need time to research the effectiveness of instructional strategies, to plan

cooperatively, and to develop integrated, meaningful lesson plans. Teachers also need time for

conferencing with employers, other teachers, counselors, psychologists, and administrators and

for communicating with parents.

Another aspect of scheduling involves the range of teacher responsibilities and class size

which can have a significant impact on the classroom environment. The appropriate work load

for teachers or the appropriate class size differs for schools and districts depending on several

factors. Generally, an acceptable range is established at the district level, taking into

consideration the characteristics of the unique student population, the composition of individual

classes, funding levels, current and planned educational reforms, extra duties and activities

teachers undertake, and the organization and administration of the school.

Local school districts and schools may wish to investigate ways to amend their present

time structures. New ways of structuring time are being employed so that time can be used more

b. '3Page 100 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force

creatively as a flexible resource. Many districts are adopting block

scheduling, implementing year-round calendars, combining courses,

and using other strategies to improve time usage. In middle schools

and many high schools, students and teachers may be grouped into

teams which articulate curriculum throughout the middle or high school experience.

Learning Resources

Classrooms today are alive with activity and use a broad range of resources that may

include construction paper and crayons, baby food jars, buttons and other manipulatives,

newspapers, films, computers, real work related objects, multi-level computer assisted instruction

at many levels, textbooks, electronic encyclopedias, graphing calculators, equipment and

software for teleconferencing and satellite equipment, industrial electronic simulators, and

sophisticated laboratory instruments. There may be colorful displays on the walls, a variety of

primary and secondary source materials including technical manuals, electronic aids, art prints

and music, and an inventory of specialized applied technology equipment set up in simulated

workplace environment. Computer stations with multimedia capabilities, up-to-date instructional

materials, and software are used in both academic and applied technology classrooms to assist

research and production of learning products and encourage active and authentic learning both

for individuals and student work teams.

Instructional materials and equipment for students with special needs are designed to

enable students to compensate for their limitations. For students with visual impairments, Braille

and large print books can be obtained through the Florida Instructional Materials Center.

Closed-captioned videos .for students with hearing impairments are developed at the Florida

School for the Deaf and the Blind. Other special adaptive and assisting technology is available.

To help students manage their own learning, educators can offer a cadre of information at

varied reading level using more than one format. Special learning guides and tools can also

enhance the educational experience. As with instructional modifications, these specialized

materials can often benefit students who are experiencing learning difficulties, but who do not

qualify for exceptional student education programs.

i 4Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 101

Selection of Materials

Teacher involvement in the selection of applied technology

instructional materials that effectively support the development of

critical thinking skills and problem solving is a critical factor in

course/program development. Whenever possible, teachers and appropriate business persons

must be involved in the selection of textbooks and other major purchases for applied technology

programs in the school or district. In addition, applied technology teachers and program advisory

committee members must have more freedom to select supplementary trade books, reference

materials, audiovisual materials, computer software, multimedia equipment/ hardware, and other

teaching materials and supplies.

Educators should base their selection of instructional materials on the applied technology

instructional plan, employer concerns, and the specific needs of the students. Educators and

employers should examine the content and presentation of the materials from many different

perspectives including the vision and goals of the local school, the goals of their specific

program, and the school budget. Educators should refer to state guidelines and district policies

when evaluating and selecting specific materials.

Technologies

The increasing use of technologies is already transforming the world of business and

industry as well as our schools. Training for both educators and students in the use of

technology has become integral to improved instruction. Although technology is not an end in

itself, it is a powerful tool for student attainment of Florida's high academic and workplace skill

standards.

The application of applied technology in the classroom can benefit students in a

multitude of ways. For example it can:

Give students more control and involvement in their own learning process;

Promote investigative skills;

Serve as an access to major sources of information;

Provide students with skills to measure, monitor, and improve their own performanceand to develop competencies for the workplace;

Make learning more interesting for students; 0 5


Enable students to communicate as a team in work placesettings;

Enable students to communicate with people from many partsof the world, bringing the sights, sounds, and thoughts ofanother language, culture and industry into the classroom;

Provide opportunities to apply knowledge being learned in simulated or real-lifeprojects; and

Prepare students for success in a high-tech work world.

Technology transforms the classroom/laboratory into a multimedia learning center,

giving teachers and students interactive access to word processing, presentation tools, graphics,

media integration, desktop publishing, and telecommunications resources.

Distance Learning Technologies

Distance learning uses communications technology to bring teaching and learning

together through the transmission of information or expertise from one location to another. Use

of this technology allows students to interact directly with teachers, industry authorities, and

students outside their community.

Distance learning technologies are a valuable resource for applied technology, because

they can enrich and enhance the learning experience for all students. Using the same technology

that distributes most broadcast and cables TV signals, satellite-based distance learning services

can economically reach hundreds or thousands of receiving sites located all over the United

States. Some cable companies have developed special services targeted specifically to educators

and students. Through microwave systems, fiber optic cables, and the Internet, distance learning

programming can be more readily distributed to remote areas.

Educators with a computer and a modem can access an increasingly large selection of on-

line data resources and dial-up bulletin boards. These services typically offer electronic mail,

research databases, forums, and discussion groups for a variety of special interests. Advancing

rapidly on the technology horizon is the use of live video-conferencing over an electronic on-line

network. Live, interactive videos can take students on electronic "field trips," from the bottom of

the ocean, to the rain forests, to the Arctic, and to outer space.


Using telecommunications, students in Clearwater can exchange

ideas with students in Ocala, Miami, Pensacola, communities in other

states or countries. An

international marketing class in Miami may communicate with a class

in Japan or a company in Sweden. Students in several schools throughout the state may

participate in an on-line stock market project simultaneously. Students in Florida may

communicate with students in Australia comparing agricultural production and environmental

pests or problems effecting the food supply to their country. These are typical experiences

happening right now in schools across the country.

As technology evolves, it will be essential to evaluate which new tools will be most

useful in the educational setting. Educators will need to be knowledgeable of technologies and

their applications in order to select appropriate technology to meet the diverse needs of students.

Computer equipment and software selections for the applied technology program must include

careful consideration of the applied technology program goals and needs as well as exiting

equipment compatibility. New equipment and computer programs become available at a rapid

rate; thus, the best choice for today may be quickly outmoded. On the other hand, waiting too

long to invest in new educational technology will only put students further behind.

Recommendations for specific hardware or software programs should be flexible, forward

thinking, and based on extensive research. Teachers must make a commitment to become

personally competent in using technology in education. Teachers need to continually improve

their technology skills by keeping up with new developments and exploring the further

capabilities of available technology. Appropriate training and support opportunities should be

available.

The age of technology affords educators a wealth of choices. As technology expands into

education, applied technology educators can discover new ways to explore applied technology

learning and improve student performance. The availability and appropriate use of technology

are indispensable in developing programs that will prepare the students of today to perform better

in post-secondary and specialized training, face the continual advancements in the workplace,

and to meet the technological changes that will occur in the twenty-first century.

0?Page 104 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force

Key Chapter Points

Community resources and the latest technology should be tapped to bring the world intoschools. Students need to learn in the real-world context.

Effective classroom/laboratories are ergonomically planned to provide simulated workplace settings. Changes in student enrollments, student abilities, budgets, instructionalneeds, and the goals of the applied technology program will be taken into consideration.

Safe, secure learning environment free from violence, the fear of violence, drugs,disorder, disruption, and discrimination is provided for all students.

Time can be used creatively as a flexible resource so that there is an opportunity forlearning to occur naturally and authentically.

ClassroOmilaboratoties should be rich with learning resources that afford opportunitiesfor observation, manipulation of objects, exploration, experimentation, and discussion.

Selection of instructional/technological materials supports contextual and appliedlearning.

Technology provides applied technology educators new ways to explore ideas and meetthe individual needs of students.

Planning for future flexibility requires aiming for facilities to accommodate futuretechnology.

BEST COPY AVAILABLE


Applied Technology Selected ResourcesLearning Environment

Barth, R. S. (1990). Improving schools from within. San Francisco, CA: Jossey-BassPublishers.

Costa, A. & Dal lick, B. (Editors). (1995). Assessment in the learning organization: shiftingthe paradigm. Alexandria, VA: Association for Supervision and Curriculum Development.

Emmer, E. T., Evertson, C. M. (1994). Classroom management for secondary teachers-thirdedition. Boston, MA: Allyn and Bacon.

Erickson H. (1995). Stirring the head, heart, and soul. Redefining curriculum andinstruction. Thousand Oaks, CA: Corwin Press, Inc.


Joyce, B., James, W., & Calhoun, E. (1993). The self-renewing school. Alexandria, VA:Association for Supervision and Curriculum Development.

Martin, W. (1995). Classroom management for the middle school. Dubuque, IA:Kendall/Hunt Publishing Company.

Meek, A. (Editor). (1995). Designing places for learning. Alexandria, VA: ASCD.

Parnell, D. (1995). Why do I have to learn this? Teaching the way people learn best.Waco, TX: CORD Communications, Inc.

Pautler, Jr., A. (1978). Teaching technical subjects in education and industry. Urbana, IL:Griffon Press.

Scholtes, P. & Bayless, D. (1994). The team handbook for educators. Madison, WI: StrausPrinting Co.


Schrenko, L. (1994). Structuring a learner-centered school.Palatine, IL: IRI/Skylight Publishing, Inc.

Senge, P. & Kleiner, A. (1994). The fifth discipline fieldbook: /strategies and tools forbuilding a learning organization. New York, NY: Doubleday.

Stodden, R., Ianacone, R., Boone, R. & Bisconer, S. (1987). Curriculum-based vocationalassessment: A guide for addressing youth with special needs. Honolulu, Hawaii: CentrePublications.

U.S. Department of Education. (1994) School-to-work: What does research say about it?Washington, DC: U.S. Government Printing Office.

Walling, D. (Editor). (1994). Teachers as leaders: Perspectives on the professionaldevelopment of teachers. Bloomington, IN: Phi Delta Kappa Educational Foundation.

0



Chapter 8: ProfessionalDevelopment

Chapter HighlightsImportance of Professional Development

fessionalBest PracticesCommon Plannin

Preservice Education for Classroom TeachersEffective Professional DevelopmentAn Effective Professional Development

Interco-of IoninnovrnYcan

ofz5otabilh'y

Program I

Commitment to Lifelong LearningAttributes of the Professional Educator

The Importance of Professional Development

Professional development is a continuous improvement process lasting from the time an

individual decides to enter education until retirement. It encompasses the processes that

educators engage in to initially prepare themselves, continuously update themselves, and review

and reflect on their own performance. Just as knowledge and skill requirements are changing for

Florida students, so, too, are those for Florida educators. The globalization of commerce and

industry and the explosive growth of technology and subject area knowledge demand that

teachers continually acquire new knowledge and skills. In The Seven Habits of Highly Effective

People, Steven Covey suggests, "Begin with the end in mind." If educators are to successfully

prepare students for the future, they must be prepared for the future themselves. Schools and

districts must be committed to offering the highest quality professional development

opportunities for their teachers. Learning opportunities must be provided in which preservice

teachers as well as more experienced teachers can develop or acquire thenecessary knowledge

and skills to deal with change and pursue lifelong learning.

Preservice Education for Classroom Teachers

Preservice education encompasses the training, preparation, and courses required of

teachers for certification. Research in schools across the nation shows that a crucial component

411of restructuring education is improved teacher preparation programs. Restructuring requires a

new model for preparing teachers. Preservice education must develop a teacher's capacity for

Florida's Applied Technology - Prep grell Learners for Tomorrow's Work Force Page 109

facilitating student learning and for being responsive

to students, community needs, and business/industry

interests and concerns (Darling-Hammond, 1993).

Teachers also must be able to emphasize the skills

and knowledge needed for the work place. Teacher

education programs at the college/university level

must be full partners in facilitating the following:

Courses that develop a broad base ofcompetencies, content area knowledge,and experiences for incoming educators;

ofessionalBest PracticesCommon Planning

CV 9Anteacomr#ArPnInex, wcelor,

dairototaiDY),

Both theory and practice in teaching a diversity of students including students withspecial needs;

Practical, proven, up-to-date approaches to providing quality curriculum, instruction,and assessment;

Training in the evaluation, development, and selection of instructional materials,instructional technology, and technology applications for the work place;

Skills in collaborative and interdisciplinary teaching;

Training to nurture the academic, emotional, and physical development of students;

Training in contextual learning and workplace skills;

Connecting theory to application through industry related experiences;

Experiences that develop effective communication, team-building, and conferencingskills with both students and other education partners;

Extensive and ongoing student-teaching experiences supervised by qualified teachersand college or university personnel; and

Continuous professional growth throughout teaching careers and teachers who areproactive in seeking resources, assistance, and opportunities for growth.

(Note: The above list is, in part, from Sarason, The Case for Change: Rethinking the Preparation of Educators, 1993.)

Using current research and "best practices" in teaching and learning, teacher education programs

must be oriented toward producing creative, motivated, knowledgeable, confident, and


technologically literate beginning teachers, who

relate learning to the real world and who are fessionalBest Practices

committed to lifelong growth.Common Planni

Effective Professional Development for

Classroom Teachers

As used here, the term "professional

development" is defined as those processes that

improve and enhance the job-related knowledge

and skills of practicing teachers. Professional

development provides the continuous, on-the-job training and support needed to improve

teaching. Florida's school improvement initiative encourages local districts and schools to

assume greater responsibility for professional development programs to serve local school

improvement efforts. The following chart contrasts the differences in twentieth and twenty-first

century school.

G19n7Irstgovrehr,r,Z7/701.1:27Y017

orcgc,tcytabYje

In-Service Model or Adaptive Change Model

Traditional In-Service Adaptive to Change

Intermittent learning Continuous learningWorkshop based Inquiry, just-in-time basedOutside > in Inside > outExpert driven Learner drivenDepends on individual to implementchange

Teams collaborate to innovate

Individuals change All changeIsolation InterdependenceI, me, mine We, ours, usAutonomy Community

Those educators charged with the design of these programs are urged to reflect upon the

following characteristics of useful professional development.

An effective professional development program:

Actively engages educators in the improvement process One facet of Florida'sSystem of School Improvement and Accountability is to encourage local needsassessments, problem solving, planning and decision making in which teams ofeducators, identify needs, clarify goals, plan programs, monitor them, and makeadjustments. .Once needs are identified to improve student performance,


administrators and planners should useteacher expertise, wherever possible, inthe preparation, development, anddelivery of targeted professionaldevelopment programs.

fessionalBest PracticesCommon Planning

Continually updates the teacher'sknowledge base and awareness intewvcrtif:7,7

InnovenYconProfessional development programs must ofcgatcriaery

provide teachers with new knowledge andskills so that they remain current incontent and in best practices. Educatorsalso need ongoing training in the use ofeducational technology, as well as,information in technology in the work place. Professional development programplanners must ensure that teachers receive training that will enable them to assessstudents in the learning process despite differences in their cultural and/or economicbackgrounds.

Provides professional training for teachers whose curriculum has changed due tochanges in technology Applied technology and work force development forcurrent and emerging industries requires teachers for careers in an industry to staycurrent in all technical skills, laws, and processes required by the industry. Thetechnical advisory committees for the various applied technology programs perform acritical role in advising teachers, administrators, and students of changes intechnology and occupational skill requirements. Business and industry advisorycommittee members are full partners in the continuing improvement of qualityprograms by assuring the teachers are given timely updates of needed changes.Advisory committee input, field-based training, frequent returns to industry, trainingprovided through professional associations, and training provided by industrialequipment suppliers is important to the various career related programs.

Establishes a collaborative environment based on professional inquiryEffective professional development emphasizes a team approach. Peter Sengesuggests that problems facing education, business, and industry are too intense to besolved by one person. Teachers too must achieve INTERDEPENDENCE with othersin the workplace. Professional development strategies are most likely to besuccessful when teachers are encouraged to reflect on their own practices, identifyproblems and possible solutions, share ideas about instruction, engage in scholarlyreading and research, and try out new strategies in their classrooms to see how theywork. Staff networking, clinical education partnerships with universities in peercoaching, business industry partnerships and training, and mentoring are importanttools in long-range professional development planning. Peer coaching, whereteachers help each other, offers a non-threatening environment in which teachers canimplement new techniques and ideas and receive collegial feedback. Mentoring can

Page 112 Florida's Applied Technology - Preparing All Learners for Toofrow's Work Force

be especially beneficial to new teachers; thismutually beneficial relationship with anexperienced educator might include anexchange of teaching materials andinformation, observation and assistance withclassroom skills, or field-testing of newteaching methods.

Is continuously improved by follow-upProfessional development inservice is targetedwhich provides a continuous process forlearning, implementation, and follow-up. It isnot a selection of isolated presentations given by an expert or consultant. Effectiveinservice includes introductory training as well as a plan for ongoing monitoring,enhancement, and follow-up of learning. Research corroborates the need for follow-up that continues long enough for new behaviors learned during introductory trainingto be incorporated into teachers' ongoing practice (Sparks and Loucks-Horsley,1989). Planners can build this kind of reinforcement into professional developmentprograms in a number of ways including providing opportunities to practice newmethods in coaching situations, arranging for ongoing assistance and support, andsystematically collecting feedback from teachers.

fessionalBest PracticesCommon Planni

1,7114gyrphese707/701,011.11,

catics,

Is actively and continuously supported by administrators Numerous studies(McLaughlin & Marsh, 1978; Stallings and Mohlman, 1981; Loucks and Zacchie,1983; Fielding and Schalock, 1985; Loucks-Horsley et al, 1987) reveal that activesupport by principals and district administrators is crucial to the success of anytargeted improvement effort. The foundation of quality is respect and support. Thissupportive role begins with leadership that places a high priority on professionaldevelopment, promotes communication, and fosters a spirit of collegiality. It extendsto the thoughtful allocation of resources including time, follow-up on studentperformance, and evaluation of the implementation of targeted change.

Up-to-date materials, classroom equipment, time to pursue professional development, and

time to practice and implement new teaching strategies are essential to ongoing staff

improvement efforts. Focus on a holistic, integrated, principle-centered approach for solving

personal and professional problems is embodied in the philosophy Steven Covey shares in The

Seven Habits of Highly Effective People and people centered leadership.

The Commitment to Lifelong Learning

Quality, high performing, and effective educators do not rely solely on inservice

programs provided by their schools or districts. They take personal responsibility for planning

1 1 P-A


for and pursuing other development activities

including frequent returns to industry for updating fessionalBest Practices

skills and maintaining skill certificates and Common Planni

credentials through continuing education.

As self-directed learners, quality educatorsC19

fr7taaprottonstrive to gain new insights, improve their skills,

and broaden their perspectives. They form

alliances with supervisors, professional

development specialists, principals, and other

educators across all grade levels. They recognize talents of peers and learn from them. They

participate in quality workshops and courses. They take advantage of courses offered through

technologies such as on-line learning, interactive video conferences, satellite teleconferences, and

other innovative approaches to enhance their own education. Quality educators access

information and communicate via electronic mediums, E-mail, and the Internet. They also

engage in experiential learning opportunities such as advanced technical training, industry

updates, job shadowing, or other practical, real-world experiences in the community, and

programs like Teacher Quest, Educators in Industry, or Business Education Exchanges.

A particularly useful tool for professional development can be membership in

professional organizations. In addition to providing invaluable opportunities for idea sharing and

networking with other teachers, many professional organizations also publish journals that

feature the latest developments in the field, assess new strategies and methodologies, and

highlight new career and training opportunities.

Attributes of the Professional Educator

The goal underlying any Florida professional development inservice program is to

prepare educators in the competencies needed to improve students' success in postsecondary

education and the workplace. Shortly after the creation of Florida's System of School

Improvement and Accountability, the Education Standards Commission began a project to


identify and validate those teachers' competencies

necessary to accelerate this initiative.

The Commission's efforts focused on

preparing teachers to be proficient in helping

students achieve higher and more rigorous standards

(Goal 3). The Commission identified twelve broad

principles and key indicators that reflect the high

performance standards required of Florida's

teachers. These Accomplished Practices are summarized below.

The professional educator .. .

Uses teaching and learning strategies that reflect each student's culture, learningstyles, special needs, and socioeconomic background (Diversity);

feseionalBest PracticesCommon Planni

frM.OgrenfOryeafranc, wrarienclexototti")).,

Uses assessment strategies (traditional and alternative) to assist the continuousdevelopment of the learner (Assessment);

Plans, implements, and evaluates effective instruction in a variety of learningenvironments (Planning);

Uses an understanding of learning and human development to provide a positivelearning environment that supports the intellectual, personal, and social developmentof all students (Human Development and Learning);

Creates and maintains positive learning environments in which students are activelyengaged in learning, social interaction, cooperative learning, and self-motivation(Learning Environments);

Uses effective communication techniques with students and all other stakeholders(Communications);

Uses appropriate techniques and strategies that promote and enhance the critical,creative, and evaluative thinking capabilities of students (Critical Thinking);

Uses appropriate technology in teaching and learning processes (Technology);

Works with various education professionals, parents, and other stakeholders in thecontinuous improvement of the educational experiences of students (Role of theTeacher);

PI 7Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 115

Engages in continuous professional qualityimprovement for self and school (ContinuousImprovement);

Demonstrates knowledge and understanding ofthe subject matter (Knowledge andUnderstanding); and

Adheres to the Code of Ethics and Principles ofProfessional Conduct of the EducationProfession in Florida (Ethics and Principles).

esslonalBest PracticesCommon Planning

IntortarerfbnAvnovcrfIcv,

Key Chapter Points

Florida's school improvement initiative calls on schools to assume greaterresponsibility for professional development programs.

Quality is expected of all teachers. Quality and continuous improvement ofeducators requires recognition of the student as the customer.

If educators are to successfully prepare students for the future, they must beprepared themselves.

Preservice education should provide education graduates with a broad base ofknowledge and skills to facilitate student learning, to work cooperatively, and tobe responsive to student and community needs, interests, and concerns.

Professional development of educators should continue in an environment thatsupports and sustains teachers as individuals and collaborators in the process ofsystemic reform.

Professional development should be adapted to the individual's and organization'sneeds.

Professional development programs should be designed to encourage everymember of the learning community--teachers, support staff, administratorsintheir pursuit of lifelong learning.

The role of professional development is to assist educators in developing theaccomplished practices targeted at improving student performance andsuccessfully implementing Florida's education reform initiative.


fesslonalBest PracticesCommon Planni


Professional Development

IlotsggrarrItar.aTemalornlev,otionataIN),

Blank, B., Holmes, W., & Scaglione, J. (1993). Integrating academic and vocationaleducation: changes in teacher education. Tallahassee, FL: Department of Education.

Covey, S. (1989). The 7 habits of highly effective_pe_ople. New York, NY: Simon &Schuster.

Darling-Hammond, L. (1993). Reframing the school reform agenda: Developing capacityfor school transformation. Phi Delta Kappa.74(10), 752-761.

Fielding, G., & Schalock, H. (1985). Promoting the professional development of teachersand administrators. Eugene, OR: ERIC Clearinghouse on Educational Management. (ERICDocument Reproduction Service No. EA 017 747).


Loucks-Horsley, S., Harding, C., Arbuckle, M., Murray, L., Dubea, C. & Williams, M.(1987). Continuing to learn: A guidebook for teacher development. Andover, MA: RegionalLaboratory for Educational Improvement of the Northeast and Islands, and the National StaffDevelopment Council.

Loucks, S., & Zacchei, D. (1983). Applying our findings to today's innovations.Educational Leadership. 41 (3), 28-31.

McLaughlin, M. & Marsh, D. (1978). Staff Development and school change. TeachersCollege Record, 80(1), 69-94.

Meek, A. (Editor). (1995). Designing places for learning. Alexandria, VA: Association forSupervision and Curriculum Development.


fessionalBest PracticesCommon Naming

Ihrecoo7ter,InnovcnYer,

ationahOrY

Sarason, S. (1993). The case for change: Rethinking the preparation of educators. SanFrancisco, CA: Jossey-Bass.

Senge, P. (1992). The fifth discipline. Sydney, Australia: Random House.

Sparks, D., & Loucks-Horsley, S. (1989, Fall). Five models of staff development forteachers. Journal of Staff Development, 10(4), 40-57.

I ? 0



Chapter 9: Applied TechnologyProgram Improvement

Chapter HighlightsThe Nature of School Improvement

40 The Evahiation ProcessPlanning Changes for ImprovementThe Implementation ProcessTaking the Next Step

Students in the fictitious community of Emerald Beach study math, reading, andwriting from kindergarten through twelfth grade. However, the SchoolImprovement Team at Emerald Beach High School has learned that localbusinesses find many graduates do not have adequate math, reading, writing, andworkplace skills to succeed in the work force. Emerald Beach High School'sAdvisory Council recommends that a school improvement team be established toreview the curriculum and methods of instruction in light of the needs of thebusiness community. The membership of the team is comprehensive. The teamincludes representatives from the business community, teachers from academicdisciplines and areas of applied technology, personnel from middle andelementary schools, parents, representatives from the local technical center,community college, and university as well as district-level personnel. Teacherson the team include representatives from math, language arts, social studies,business technology, health sciences, and other applied technology programs.

The Nature of School Improvement

The primary goal of Florida's improvement and accountability legislation is to raise student

achievement by returning education decisions to the people closest to the students. This vision

of local control becomes a reality when each school and district accepts the responsibility of

becoming well informed about the school improvement process, whether school wide or targeted

at a specific problem.

2 2Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 119

In Florida, School Advisory Councils lead the

school improvement process by drafting annual school

improvement plans for their school to raise student

achievement to meet state education goals and

standards. These councils are composed of educators,

parents, and community members who represent the

interest of all members of the school population.

The improvement process includes the following

components: evaluating the results of the existing program in terms of student achievement,

identifying areas of concern or areas that need improvement; determining the desired reforms to

be undertaken; and implementing and evaluating these reforms.

The school improvement process, can be applied to subject area programs as well. This

chapter highlights the improvement process and offers guidelines to local educators as they

improve their academic and applied technology programs.

The Evaluation Process

Members of the integrated math, language arts, science, social studies andapplied technology improvement team meet to discuss the ways localbusinesses can help Emerald Beach students achieve the skills required forsuccess in the local work force. As the committee members study the variousacademic and applied technology curricula at different grade levels, teachingmethods, and results of student assessments, they discover that EmeraldBeach students have not been given the opportunity to apply their skills toauthentic business, industry, or community related experiences. They findlittle integration of subject areas or communication between academic andapplied technology teaching. As a result, students are not aware of thepractical use of the skills they learn in the classroom or connections betweensubjects. The advisory committee considers various ways in which businessescan form partnerships with schools and teams of academic and appliedtechnology teachers so that students can gain exposure to the business andindustry world and see for themselves how they will use what they learn. Theyalso initiate business field days and shadowing opportunities for teachers toobtain first hand experiences in various enterprises in the community.

Regular program evaluation ensures that academic and applied technology programs raise

the achievement of all students, identify and meet the needs of the local community, and focus on

content that aligns with state standards. Program evaluation should include all people involved


in and affected by the program. To industry specific

facilitate this, districts and schools can create applied

technology program advisory committees, which

might be part of a broader group including the

principal, teachers from a variety of subject areas,

district program supervisors, university faculty,

students, parents, business representatives, and

community citizens.

With the primary goal of student achievement as a backdrop, one of the academic and

applied technology integrated improvement team's first tasks will be to develop a list of

questions or concerns about their individual and integrated programs. Why are Emerald Beach's

students having a difficult time in the world of work? The answer to this question can come

from a variety of sources, including:

Surveys, questionnaires, and interviews;

School statistics (for example, enrollment in specific subjects and electives);

Student assessments;

Reports from external evaluators; and

Self-evaluations.

Once information has been collected, the team should examine it and make recommendations

for related program improvement. Specific evaluation methods used for applied technology

programs were described in chapter 6. Labor, industry, and work place partners, including

outside program reviewers require the following type of documentation:

Workplace Skill Standards;

Consensus Measures;

Florida Employment Training Placement Improvement Program (FETPIP);

School Improvement Program (SIP) Teams;

Employer Surveys; and

Program Improvement Plans.

Districts and schools are encouraged to promote and integrate innovative ideas suggested by

those people specifically affected by and involved in the improvements.

a23Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 121

Planning Changes for Improvement

The academic and applied technology advisorycommittee polls local businesses to determine howthe school and the community can work together toimprove student performance in academic andapplied technology skills. Many local businessesdemonstrate an interest in becoming involved witheach of the disciplines in the classrooms throughmentoring, job-shadowing programs, and classroompresentations. The managing editor of the localnewspaper suggests beginning an internship programfor high school students interested in publishing and advertising. The manager of a localinsurance agency and an accounting group suggests beginning an internship program for highschool students interested in the application of mathematics in the business world. Severalindustrial company leaders agree to assist teachers in setting up authentic activities related totheir fields and offer to provide feedback to students during the assessment process. A teacheron the integrated improvement team suggests pairing interested business men and women withstudents for job-shadowing, tutoring, and mentoring activities. Another member suggests thatthe job shadowing include teachers. The integrated improvement team writes a comprehensiveimprovement plan incorporating all of these ideas. They include information on availableresources and schedules for implementation.

Once areas needing improvement have been identified, the academic and applied

technology improvement team can investigate various solutions and then develop a plan to

implement the changes. A clear vision of what the school or teaching/learning situation will be

when the improvements are in place is vital. The plan should identify the general elements that

will be needed to implement improvements, when each might occur, who will be responsible for

what, and what resources are needed. The plan should include a time line and a division of

responsibilities to help ensure its completion. It should be flexible and include continuous

internal monitoring to determine the effectiveness of the changes to be implemented.

It is important to keep in mind that all the additional resources needed may not be readily

available. It may take some reallocation, some creative acquisition, or some modification of

existing resources to get the job done. An important part of the plan is monitoring the results of

any changes. Reevaluation and revisions may be necessary. When developing the improvement

plan, the following questions should be considered:

124


Are all the stakeholders involved in theprocess?Is there a consensus about what needsimprovement as well as potential strategies tobe undertaken?Have periodic checks been established tomonitor implementation?Has a reasonable timeline been set?Have measures of adequate progress beenclearly defined?Are the necessary human and financialresources available to implement the plan?Are the data collected appropriate to the questions being raised?Are the data organized so that they are easy to interpret (graphs, tables, charts)?

An important component of the improvement process is gaining the support and

endorsement of those administrators who have overall responsibility for supporting and

facilitating the necessary changes. Staff development, different forms of evaluation, and/or

different ways of operating in school buildings and classrooms may be required.

Once finalized, the improvement plan may be shared with parents and guardians, elected

officials, business and industry leaders, and members of media organizations. By

communicating planned program improvements to the public, schools and districts encourage the

involvement of all educational stakeholders in the processes and operations of education, which

in turn fosters the development of a greater sense of community.

The Implementation Process VISION becomes reality!

Several mentoring, training, internship, and apprenticeship programs arein place with various companies, giving students the opportunity toparticipate in the daily operations of business. Students in an elementaryclass work with representatives from a local advertising agency to create,write, and videotape commercials for upcoming classroom elections.Representatives from the Chamber of Commerce visit middle schools andgive workshops on small business practices. They assist students inwriting service contracts for such jobs as baby sitting, lawn care, andother neighborhood chores. They also provide workshops on interviewingfor jobs, completing applications, and other work forms. A high schoolclass practices writing business proposals as a classroom activity inconjunction with a local sports franchise. A technical school automotivetechnology program sets up a real enterprise in the automotive facility thatallows students to enter and progress through all technical skill areas as


well as the planning, management, andother key aspects of the industry.The community college has a job fair inwhich major American and foreign automakers interview technical school andassociate degree graduating students for avariety of positions in their firms for bothUS. and foreign sites. Through theimprovements planned by the advisorycommittee and implemented by localeducators, the Emerald Beach communitywitnesses its vision for its integrated academic and applied technologyprograms.

Implementation is the stage when the vision for improvement becomes a reality. After

the integrated improvement team has its improvement plan approved, it should begin to

orchestrate and coordinate activities, strategies, and tactics at the school level. Implementation

gives teachers and administrators opportunities to

put into practice what they have learned during the

improvement process and to work toward achieving

the goals set forth in the integrated programs vision

statement.

Program improvement necessitates changes

which progress through several stages. People may

initially oppose a change until they get enough

information about it to become comfortable with it.

With time, the innovation may even be improved by

the very people who were opposed to its initial

implementation.


Taking the Next Step Evaluation Cycle

The community of Emerald Beach is proud ofits schools. Students, teachers, parents, andbusinesses have worked together to improvemath, reading, and writing Performance hasimproved on a variety of authentic measures inclassrooms and standardized test scores haveimproved. Communications and math scorescontinue to be strong in the statewideassessments: Florida Writes, Grades 4, 8, and10; and High School Competency Test (HSCT),Grade 11: Improvements in career placement of applied technology students, employerresponses and programs evaluations have improved. The local community college hasreported higher academic skills of current graduates and decreased needs forremediation of students who have completed the integrated curriculum. Through thepartnerships developed between schools and businesses, students have demonstratedtheir understanding of the importance and the applicability of integrated academic andapplied technology skills to the business environment. Local businesses have noticed animprovement in the skills of the students who choose to work in the community after highschool, technical skills training, or community college graduation.

The community improves as the schools improve. As the community changes,so does the district's and community college's Pre-K through 14 academic andapplied technology programs. The process is cyclical, continuous, and mutuallybeneficial.

The cyclical process of evaluation, planning for improvement, implementing changes for

improvement, and monitoring the results of those changes has a number of benefits:

Involves a broad representation of the local community;

Allows for continual improvement that incorporates advances in technology and

increases in knowledge within various disciplines;

Provides the opportunity to meet the unique needs of students by creating programs

with real world applications, addressing specific local issues and concerns; and

Aligning curriculum and assessment with state standards.

Ultimately, an ongoing improvement process helps ensure success for each and every Florida

student in meeting high academic standards and in learning work place skills.

.'1 2 7Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 125

Key Chapter Points

In both business and industry and in public sector organizations, a collaborative processof sound and systematic program evaluation, planning for improvement, implementationof innovative strategies, and monitoring of effects leads to success

The improvement process implemented through the school advisory council can beapplied to integrated math, language arts, and applied technology programs.

Change happens slowly and only in an environment that encourages innovative andproactive thinking.

To be systemic and successful, school and district programs should be designed withcare, include all those concerned about educational success especially front linepractitioners, and provide time for creativity, implementation, practice, reflection,revision, and renewal

28



Program Improvement

Barth, R. S. (1990). Improving schools fromwithin. San Francisco, CA: Jossey-Bass Publishers.

Covey, S. ( 1989). The 7 habits of highly effective people. New York, NY: Simon andSchuster.

Elam, S. (1994). How America views its schools: The PDKJgallup polls. 1969-1994.Bloomington, IN: Phi Delta Kappa Education Foundation.

Joyce, B., Wolf, J., & Calhoun, E. (1993). The self-renewing school. Alexandria, VA:ASCD.

Schrenko, L. (1994). Structuring a learner-centered school. Palatine, IL: IRI/SkylightPublishing, Inc.

Senge, P., Kleiner, A.,Roberts, C., Ross, R., & Smith, B. (1994). The fifth disciplinefieldbook: /strategies and tools for building a learning organization. New York, NY: Doubleday.

U.S. Department of Education. (1994). School-to-work: What does research say about it?Washington, DC: U.S. Government Printing Office.

Walling, D. (Editor). (1994). Teachers as leaders: perspectives on the professionaldevelopment of teachers. Bloomington, IN: Phi Delta Kappa Educational Foundation.


Appendix lA

Florida Applied Technology'sVision, Mission, and Aim Statements

Vision: All Floridians will possess the knowledge, skills, attitudes, andabilities necessary to achieve continuous self-sufficiency.

Mission: Florida will develop standards and benchmarks, allocate resources,provide technical assistance, and assess performance for educationand training providers based on high levels of student achievement, asafe learning environment and the continuous self-sufficiency of allFloridan.

Aims:-+ School-to-Work--Florida's initiative will provide all students pre-Kthrough adult a coordinated system of programs facilitating the schoolto career continuum...-0 High-Wage/High-Skill-Education and training programs will bealigned with the Occupational Forecasting Conference to providebusiness and industry with a ready workforce and to assure thecontinuous, self-sufficiency of Florida's workforce.-* One-Stop Career Centers--All Floridians will have access to anintegrated database that will contain complete information abouteducational and occupational opportunities statewide and all subsequentsupport services necessary for any Floridian to attain and maintain self-sufficiency.-+ Welfare-to-Work--Welfare recipients will have access to educationand training systems leading to self sufficiency within the requirementsof welfare-to-work legislation.-+ Literacy--All Florida citizens will have access to literacy educationand training services through school, work, social services and/or careercenters which will enable them to become self sufficient, critical readersand productive workers...+ Family issues -All students will have the opportunity to acquireknowledge and skills to strengthen families and empower individuals totake action for the well-being of themselves and families in the home,workplace and communities.

.11 SFlorida's Applied Technology Preparing Al L_arners for Tomorrow's Work Force Page 129

APPENDIX 2A

Florida's School Improvement and Accountability Act Goal 3 ConnectionsBetween Student/Teacher Roles and Standard Outcomes

The matrix with roles identified for each of the eleven standards in Goal 3 is designed toshow in a graphic manner levels at which students should be able to demonstrate specificoutcomes related to each standard. The standards and roles which require students todemonstrate information management, effective communication, numeric problem solving, andcreative and critical thinking will be assessed and documented through methods prescribed byFlorida's Department of Education and legislation. The remaining roles, including responsibleand ethical work resource management, systems management, cooperation and teamwork,effective leadership, multicultural sensitivity, and parental involvement will be assessed throughstrategically planned district assessments and documentation.

The matrix is designed to assist teachers, parents, business and community partners, andstudents to see "at a glance" specific standards all students should demonstrate at the variouslevels within their educational experiences.

As the student improves and develops through educational experiences, the sophisticationand complexity of learning demonstrated should increase accordingly.

Florida's Applied Technology - Preparing for All Learners for Tomorrow's Work Force Page 131

Appendix 2A: Florida's School Improvement and Accountability Act Goal 3 ConnectionsBetween Student/Teacher Roles and Standard Outcomes

Standard 1: Information Manager

Outcomes Level 1Pre-K - 2

Level 2Grades 3-5

Level 3MiddleSchool 6-8

Level 4HighSchool 9-12

Level 5Post-secondary13+

Locate and collect relevant informationfrom a variety of level-appropriatesources

Interpret and explain concepts and ideasin information

Apply information in level-appropriatetasks

Evaluate information with respect tousefulness, accuracy, relevance, andplausibility

Store and maintain information usinglevel-appropriate systems

Standard 2: Effective Communicator


Level 2Grades 3-5




Accurately records and communicatesinformation through a variety of media

Creates and communicates usingappropriate media

Accurately uses language, graphicrepresentations, styles, organizations andformat appropriate to the language

Communicates through a variety ofmedia

Uses appropriate form by checking,editing, and revising

132

Page 132 Florida's Applied Technology - Preparing for All Learners for Tomorrow's Work Force

Standard 3: Numeric Problem Solvers


Level 2Grades 3-5



Level 5Post-secondafy13+

Identifies and performs appropriatenumeric procedures in solving problems

Estimates approximate numeric solutionsto problems without use of calculatingdevices

Accurately analyzes, synthesizes, andevaluates numeric ideas, concepts, andinformation

Standard 4: Creative and Critical Thinkers


Level 2Grades 3-5

Level 3Middle \School 6-8



Uses rules or principles to makeconnections between two or moreseemingly unrelated ideas.

Evaluates and chooses best approaches toaccomplish goals

Identifies problem, analyzes andevaluates possible solutions, andimplements best solution

Develops learning techniques that allowsfor new knowledge and skills to beapplied in different ways

.


BEST COPY AVAILABLE

Standard 5: Responsible and Ethical Workers


Level 2Grades 3-5




Exerts a high level of effort andperseverance towards goal attainment

Diligently pursues the highest standardsin work, attendance, punctuality, whilemaintaining a positive and flexibleattitude

Demonstrates a realistic and positiveview of themselves as unique individuals

Demonstrates friendliness, assertiveness,leadership, adaptability, empathy, andpoliteness in any situation

Exhibits interest in what others say anddo

Deals with persons and situations withintegrity , reliability, and honesty

Exhibits civic, personal, and socialresponsibility

Demonstrates behaviors that supportphysical wellness and personal wellbeing

Assumes a positive role in the family,work place, and community

,34


Standard 6: Resource Managers


Level 2Grades3-5

Level 3MiddleSchool6-8

Level 4HighSchool9-12


Develops appropriate time lines in order toaccomplish a goal

Able to develop, monitor, and adjust budgets asneeded to accomplish a goal

Identifies and acquires the materials and suppliesneeded to complete an activity and determines thebest "just-in-time" distribution or storage of thoseitems

Identifies personnel with the appropriate skills,knowledge, and values necessary to complete anactivity, and provides meaningful feedback duringand on task completion to those involved

Standard 7: Systems Manager


Level 2Grades3-5

Level 3MiddleSchool6-8

Level 4HighSchool9-12


Identifies, selects, evaluates, and obtains theappropriate information needed for a given task

Develops, organizes, processes, and maintainsfiles (paper or electronic) in a logical "userfriendly" format

Analyzes trends and performance of systems andpredicts the impact these trends will have on goalattainment

Makes suggestions to modify existing systems inorder to enhance goal attainment

Selects, installs, and monitors procedures ortechnology that will best facilitate goal attainment

Generates workable solutions to technologicalproblems and identifies resources for morecomplex problems

hFlorida's Applied Technology - Preparing for Al earners for Tomorrow's Work Force Page 135

Standard 8: Cooperative Workers


Level 2Grades 3-5




Contributes ideas and makes suggestionsto group effort to solve a problem orcomplete a task

Takes responsibility and completes shareof tasks assigned to group, resolvesdifferences within group, utilizes thestrengths of individual group members

Teaches other the knowledge and skillsneeded to complete a task

Standard 9: Effective Leaders


Level 2Grades 3-5




Communicates thoughts, ideas, andvalues to influence others toward goalattainment

Logically defends position while givingfull consideration to others viewpoints

Resolves disputes with others in order toattain goal

Standard 10: Multiculturally Sensitive Citizens


Level 2Grades 3-5




Demonstrates appreciation of their ownculture and the cultures of others

Cooperates with persons of differentgender, ethnic, religious, orsocioeconomic backgrounds toaccomplish tasks

Recognizes bias and stereotyping ineveryday life situations


Standard 11: Parental Involvement


Level 2Grades 3-5




School administrators and staff willwelcome parents as full partners inhelping students improve performance bymaking available time and opportunitiesfor mutual communication oncurriculum, assessment, and goals forindividual students.

Parents will support improved studentperformance by:

* communicating with schoolpersonnel regardingcurriculum assessment andgoals for individual students;

* providing a homeenvironment which issupportive of improvingstudent performance; and

* providing encouragement anddiscipline as appropriate tosupport school success.

.1 3 Yd


APP

EN

DIX

3-A

App

lied

Tec

hnol

ogy'

s "A

ll A

spec

ts o

f th

e In

dust

ry"

Dev

elop

men

tal F

ram

ewor

k

The

fra

mew

ork

for

appl

ied

tech

nolo

gy is

pre

sent

ed in

a h

oriz

onta

l mat

rix

show

ing

the

five

dev

elop

men

tal l

evel

s w

ithin

the

educ

atio

nsy

stem

whi

ch:

The

cur

ricu

lum

is d

esig

ned

with

the

follo

win

g in

min

d:

Stra

nd =

mos

t gen

eral

type

of

info

rmat

ion

and

is u

sed

to b

reak

dow

n ea

ch s

ubje

ct a

rea

into

cat

egor

ies

of k

now

ledg

e.St

anda

rd =

gen

eral

sta

tem

ent o

f ex

pect

ed le

arne

r ac

hiev

emen

t with

in e

ach

stra

nd.

Ben

chm

ark

= le

arne

r ex

pect

atio

n fo

r ea

ch s

tand

ard

at e

ach

deve

lopm

enta

l gra

de le

vel,

[Pre

-K-2

, 3-5

, 6-8

, 9-1

2, 1

3,14

-Adu

lt]Sa

mpl

e Pe

rfor

man

ce D

escr

iptio

n =

exa

mpl

es o

f th

ings

stu

dent

s co

uld

do to

dem

onst

rate

ach

ieve

men

t of

the

benc

hmar

k.

App

endi

x 3B

- P

rovi

des

sam

ple

perf

orm

ance

des

crip

tions

for

eac

h be

nchm

ark

iden

tifie

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the

appl

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tech

nolo

gy d

evel

opm

enta

lfr

amew

ork.

Flor

ida'

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pplie

d T

echn

olog

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Prep

arin

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ll L

earn

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for

Tom

orro

w's

Wor

k Fo

rce

Page

139

App

endi

x 3A

Stra

nd 1

.0Pl

anni

ngSt

anda

rd1.

1A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

Prim

ary

(Pre

-K to

2)

Inte

rmed

iate

(3-

5)M

iddl

e Sc

hool

(6-

8)H

igh

Scho

ol (

9-12

)Po

st S

econ

dary

(13

, 14

&A

dult)

1.1.

1.1

Follo

ws

sequ

ence

of

dire

ctio

ns.

1.1.

2.1

1.1.

2.2

Dem

onst

rate

skn

owle

dge

of a

plan

ning

pro

cess

.

Dem

onst

rate

s ab

ility

topl

an a

head

for

dif

fere

ntty

pes

of e

vent

s.

1.1.

3.1

1.1.

3.2

1.1.

3.3

Dem

onst

rate

s th

e st

eps

invo

lved

in p

lann

ing

and

orga

nizi

ng a

n ev

ent o

rac

tivity

.

Cre

ates

a w

ritte

n pl

an f

ordi

ffer

ent t

ypes

of

prod

ucts

, pro

ject

s, o

rev

ents

usi

ng a

ppro

pria

tepl

anni

ng m

etho

ds.

Dem

onst

rate

s ab

ility

tore

sear

ch, c

ondu

ct a

ndev

alua

te a

long

term

proj

ect o

r ex

peri

men

t.

1.1.

4.1

1.1.

4.2

1.1.

4.3

Dem

onst

rate

s ab

ility

toga

ther

info

rmat

ion

from

vari

ous

sour

ces

to p

lan

apr

ojec

t.

Cre

ates

a c

olla

bora

tive

and

com

preh

ensi

ve p

lan

whi

ch a

ddre

sses

spe

cifi

cev

ents

, pro

duct

s, o

rpr

ojec

ts e

ither

pers

onal

ly o

r fo

r th

ew

ork

plac

e.

Dem

onst

rate

skn

owle

dge

of p

lann

ing

proc

esse

s in

an

indu

stry

.

1.1.

5.1

a. b. c. d. e. f.

Dem

onst

rate

sor

gani

zatio

n an

dpl

anni

ng p

roce

sses

use

din

the

indu

stry

.

Res

earc

hes

and

anal

yzes

need

s, c

usto

mer

conc

erns

, pro

blem

s, to

be a

ddre

ssed

.

Use

s ac

tiviti

es, t

ime

lines

, res

pons

ibili

ties,

inpl

anni

ng f

or p

roje

cts

and

goal

set

ting.

Dev

elop

s an

dim

plem

ents

the

plan

base

d on

a n

eeds

asse

ssm

ent.

Cre

ates

and

impl

emen

tsm

easu

rem

ent t

ode

term

ine

cont

inua

nce,

adju

stm

ent o

rte

rmin

atio

n.

Allo

cate

s re

sour

ces

for

impl

emen

tatio

n of

the

plan

.

Eva

luat

es th

e pl

anni

ngpr

oces

s an

d th

e pl

anim

plem

enta

tion.

Page

140

1 40

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

141

Stra

nd 2

.0M

anag

emen

tSt

anda

rd 2

.1E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

to w

ork

and

life

role

s.

Prim

ary

(Pre

-K to

2)

Inte

rmed

iate

(3-

5)M

iddl

e Sc

hool

(6-

8)H

igh

Scho

ol (

9-12

)Po

st S

econ

dary

(13

, 14

&A

dult)

2.1.

1.1

Sele

cts

a pr

ojec

t to

com

plet

e.

2.1.

1.2

Dem

onst

rate

sab

ility

to c

ompl

ete

2.1.

2.1

Dem

onst

rate

s ab

ility

to w

ork

in c

oope

rativ

e

grou

ps/te

ams

taki

ngtu

rns

at m

anag

ing

and

mak

ing

deci

sion

s.

2.1.

3.1

Rec

ogni

zes

the

need

to w

ork

in a

div

erse

colla

bora

tive

grou

pto

des

ign,

fab

rica

te,

dist

ribu

te, a

nd

2.1.

4.1

Dev

elop

s th

epl

anni

ng,

impl

emen

tatio

n,fi

scal

, and

eva

luat

ion

syst

ems

nece

ssar

y to

2.1.

5.1

Res

earc

hes,

ana

lyze

s,an

d se

lect

s th

e m

ost

appr

opri

ate

man

agem

ent s

yste

ms

for

a sp

ecif

ic s

ituat

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and

docu

men

tdi

spos

e/re

cycl

em

anag

e a

proj

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rpr

ogre

ssiv

e ta

sks.

2.1.

2.2

Dem

onst

rate

s ab

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to in

tegr

ate

plan

ning

prod

ucts

or

serv

ices

.pr

ovid

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serv

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2.1.

5.2

Dev

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appr

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ate

2.1.

1.3

Dem

onst

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san

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t2.

1.3.

2 A

naly

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2.1.

4.2

Ana

lyze

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t pla

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ility

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in th

e pr

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s of

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man

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kills

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erat

ivel

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on m

akin

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proj

ect

nece

ssar

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r de

cisi

on2.

1.5.

3 D

emon

stra

tes

indu

stry

prod

uctiv

ely

inw

ithin

thei

r te

ams.

or e

nter

pris

e, b

oth

mak

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in d

iffe

rent

spec

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dec

isio

npa

irs

and

team

s.pe

rson

ally

and

in th

ew

ork

rela

ted

mak

ing

and

criti

cal

2.1.

2.3

Dem

onst

rate

s ab

ility

to r

efle

ct o

n de

cisi

ons

wor

k pl

ace.

situ

atio

ns.

thin

king

ski

lls.

and

anal

ytic

ally

rep

ort

2.1.

3.3

App

lies

curr

ent

2.1.

5.4

App

lies

reso

urce

them

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anag

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tsy

stem

s to

sch

ool

base

d pr

ojec

ts o

ren

terp

rise

s.

man

agem

ent t

echn

ique

sin

pla

nnin

g an

dim

plem

entin

gpr

oces

ses.

2.1.

5.5

App

lies

prob

lem

solv

ing

proc

ess

toin

dust

ry r

elat

edm

anag

emen

t iss

ues

orpr

ojec

ts. 14

5Fl

orid

a's

App

lied

Tec

hnol

ogy

- Pr

epar

ing

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

ePa

ge 1

41

Stra

nd2.

0M

anag

emen

tSt

anda

rd 2

.2A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

pro

duct

s an

d se

rvic

es in

a b

usin

ess

or s

ocia

l set

ting.

Prim

ary

( Pr

e-K

to 2

)In

term

edia

te (

3-5)

Mid

dle

Scho

ol (

6-8)

Hig

h Sc

hool

(9-

12)

Post

Sec

onda

ry (

13, 1

4 &

Adu

lt)

2.2.

1.1

Des

crib

es w

ays

med

ia2.

2.2.

1D

evel

ops

elem

enta

ry2.

2.3.

12.

2.4.

1A

naly

zes

conc

epts

of

2.2.

5.1

Dev

elop

s a

com

plet

e

conv

eys

mes

sage

s in

the

scho

ol a

ndm

edia

pro

duct

ions

for

scho

ol u

se.

Cre

ates

sim

ple

prod

uct o

rse

rvic

e an

d de

velo

ps te

stin

g,su

pply

& d

eman

d an

d ho

wth

ese

appl

y to

pro

mot

ion

inm

arke

ting

syst

em,

incl

udin

g:

com

mun

ity.

prod

uctio

n, d

istr

ibut

ion,

mar

ketin

g, a

nd d

ispo

sal

a sp

ecif

ic in

dust

ry.

a.D

evel

ops

prom

otio

nal

syst

ems.

2.2.

4.2

Ana

lyze

s co

ncep

ts o

fdi

min

ishi

ng r

etur

ns a

ndho

w th

ey a

pply

tom

arke

ting

and

prom

otio

n

cam

paig

n fo

r a

spec

ific

busi

ness

or

indu

stry

in a

colla

bora

tive

man

ner.

of a

spe

cifi

c in

dust

ry.

b.D

esig

ns a

dis

trib

utio

nsy

stem

for

pro

duct

s or

2.2.

4.3

Ana

lyze

s va

riou

sm

arke

ting

syst

ems

and

the

serv

ices

.

met

hods

use

d w

ithin

eac

h(i

nclu

ding

med

ia, i

.e.

mai

l/cat

alog

sal

es, r

etai

l

c.A

naly

zes

and

uses

mar

ket

rese

arch

pro

cedu

res.

and

sale

s of

ser

vice

s vs

.pr

oduc

ts).

d.E

stab

lishe

s st

rate

gic

goal

s.

e.D

evel

ops

a fe

edba

ck2.

2.4.

4D

evel

ops

a pr

omot

iona

lca

mpa

ign

for

a ta

rget

mar

ket u

sing

tech

nolo

gyap

prop

riat

e fo

r in

dust

ry,

the

com

mun

ity, o

r sc

hool

.f.

syst

em v

ia c

usto

mer

resp

onse

s, q

uest

ionn

aire

s,an

d su

rvey

s.

Dev

elop

s a

plan

that

isen

ticin

g to

the

dive

rse

popu

latio

n, w

ithou

t bei

ngin

flam

mat

ory

to a

ny o

ther

grou

p.

g.Pr

ojec

ts a

nd m

onito

rsm

arke

t sha

re.

2.2.

5.6

Dem

onst

rate

s le

ader

ship

abili

ty in

impl

emen

ting

the

plan

.

Page

142

1L

i

Flor

ida'

s A

pplie

d T

echn

olog

y -

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

145

Stra

nd2.

0M

anag

emen

tSt

anda

rd 2

.3D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

orpr

oduc

t bas

ed b

usin

ess.

Prim

ary

( Pr

e-K

to 2

)In

term

edia

te (

3-5)

Mid

dle

Scho

ol (

6-8)

Hig

h Sc

hool

(9-

12)

Post

Sec

onda

ry (

13, 1

4 &

Adu

lt)

2.3.

1.1

Des

crib

es d

iffe

rent

2.3.

2.1

Dem

onst

rate

s2.

3.3.

1 R

esea

rche

s an

d2.

3.4.

1 A

naly

zes

the

posi

tive

2.3.

5.1

Dev

elop

s a

com

preh

ensi

vepr

oduc

ts a

nd s

ervi

ces

unde

rsta

ndin

g th

atcr

eate

s a

mod

el f

oran

d ne

gativ

e as

pect

spl

an to

initi

ate

and

mai

ntai

n a

avai

labl

e in

the

loca

lth

ere

are

diff

eren

ta

stud

ent o

wne

dof

dif

fere

nt ty

pes

ofsp

ecif

ic b

usin

ess,

incl

udin

g:co

mm

unity

.ty

pes

of b

usin

ess

owne

rshi

p.

busi

ness

.bu

sine

ss o

wne

rshi

p.a.

Ana

lyze

the

amou

nt o

f2.

3.1.

2 D

emon

stra

tes

an2.

3.4.

2 D

emon

stra

tes

a ba

sic

capi

tal n

eede

d an

d th

eun

ders

tand

ing

of th

e-

unde

rsta

ndin

g of

vari

ous

sour

ces

for

that

conc

ept o

f bu

sine

ss

owne

rshi

p.va

riou

s re

sour

ces

and

skill

s re

quir

ed to

initi

ate

and

mai

ntai

na

busi

ness

.

capi

tal.

b.D

eter

min

e lo

catio

n an

d ty

peof

fac

ilitie

s re

quir

ed.

c.A

naly

ze c

hoic

es o

f bu

y,bu

ild, o

r le

ase.

d.R

esea

rche

s al

l lic

ense

s,ce

rtif

icat

es, i

nsur

ance

, and

appr

oval

s ne

eded

for

the

busi

ness

.

e.D

evel

ops

appr

opri

ate

syst

ems

for

setti

ng p

rice

s,in

vent

ory

cont

rol,

invo

icin

gpr

oced

ures

, ini

tial a

nd lo

ngte

rm m

arke

ting

plan

, cas

hfl

ow, a

ccou

ntin

g pr

oced

ures

,an

d re

port

s.

1 4

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

147

Page

143

Stra

nd 3

.0St

anda

rd 3

.1Fi

nanc

eD

emon

stra

tes

fina

ncia

l pla

nnin

g ab

ility

and

dec

isio

n-m

akin

g re

late

d to

wor

k an

d lif

e ro

les.

Prim

ary

( Pr

e-K

to 2

)In

term

edia

te (

3-5)

Mid

dle

Scho

ol (

6-8)

Hig

h Sc

hool

(9-

12)

Post

Sec

onda

ry (

13, 1

4 &

Adu

lt)

3.1.

1.1

Dem

onst

rate

s ab

ility

to s

elec

t an

item

base

d on

need

/pur

pose

, mon

eyav

aila

ble,

and

3.1.

2.1

Dev

elop

s a

fina

ncia

lpl

an f

or a

n ev

ent

(fie

ld tr

ip, c

lass

par

ty,

fam

ily v

acat

ion,

or

othe

r fu

nctio

ns).

3.1.

3.1

Dev

elop

s a

budg

etan

d m

akes

dec

isio

nsre

quir

ed f

or a

chie

ving

a ba

lanc

ed p

roje

ctbu

dget

.

3.1.

4.1

Dev

elop

s a

budg

et,

fina

ncia

l pla

n, a

ndca

sh f

low

pro

ject

ions

for

a te

am p

roje

ct.

3.1.

5.1

Dev

elop

s a

fina

ncia

l pla

nin

clud

ing

cash

flo

wpr

ojec

tions

, tax

cons

ider

atio

ns, i

nter

est

rate

eff

ects

, etc

.al

tern

ativ

e ch

oice

s3.

1.4.

2R

econ

cile

s in

com

e(i

.e. s

nack

s).

3.1.

2.2

Rel

ates

acc

ount

ing

for

a sc

hool

or

pers

onal

fun

ctio

n(s

uch

as a

clu

b), t

o

3.1.

3.2

Dev

elop

s a

fman

cial

plan

for

bot

h w

ork

and

pers

onal

goa

ls.

and

expe

nse

acco

unts

in a

wor

k pl

ace

situ

atio

n to

det

erm

ine

prof

it/lo

ss.

3.1.

5.2

Dev

elop

s an

d re

conc

iles

sim

ple

acco

untin

g fo

rin

com

e an

d ex

pens

es to

budg

et a

nd m

ake

the

budg

et p

roce

ss f

or3.

1.3.

3C

reat

es w

ritte

nfi

nanc

ial d

ecis

ions

.sc

hool

or

busi

ness

.ac

coun

ts f

or b

udge

ts3.

1.4.

3C

ompl

etes

sim

ple

tax

and

ratio

nale

for

fina

ncia

l dec

isio

ns.

form

s re

quir

ed o

fem

ploy

ees.

3.1.

5.3

Ana

lyze

s an

d re

sear

ches

sour

ces,

cos

t, an

dav

aila

bilit

y fo

r st

art-

up3.

1.4.

4E

valu

ates

var

ious

retir

emen

t pro

gram

sca

pita

l.

and

inve

stm

ent

optio

ns (

such

as

IRA

s, 4

01K

pla

ns,

etc.

).

3.1.

5.4

Ana

lyze

s an

d pr

epar

eslo

cal,

stat

e, a

nd f

eder

alfo

rms

nece

ssar

y to

ent

erbu

sine

ss in

a n

ew o

res

tabl

ishe

d in

dust

ry.

3.1.

4.5

Eva

luat

es p

erso

nal

insu

ranc

e ne

eds

(suc

has

hea

lth, l

ife,

disa

bilit

y, li

abili

ty,

etc)

.

3.1.

5.5

Ana

lyze

s m

etho

ds o

fpr

otec

ting,

ext

endi

ng, o

rle

vera

ging

per

sona

l net

wor

th th

roug

h in

sura

nce,

tax-

defe

rred

opt

ions

, rea

les

tate

, and

sto

ck f

unds

.

Page

144

A

41

jAO

Flor

ida'

s A

pplie

d T

echn

olog

y -

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e1_

4

Stra

nd 4

.0 T

echn

ical

and

Pro

duct

ion

Skill

s in

the

Wor

k Pl

ace

Stan

dard

4.1

:O

rgan

izes

wor

k as

sign

men

ts b

y de

mon

stra

ting

prod

uctio

n te

chni

ques

.

Prim

ary

( Pr

e-K

to 2

)In

term

edia

te (

3-5)

Mid

dle

Scho

ol (

6-8)

Hig

h Sc

hool

(9-

12)

Post

Sec

onda

ry (

13, 1

4 &

Adu

lt)

4.1.

1.1

4.1.

1.2

4.1.

1.3

Org

aniz

es a

ndco

mpl

etes

colla

bora

tive

prod

uct-

base

d pr

ojec

tor

ser

vice

for

sch

ool

or th

e co

mm

unity

.

Dem

onst

rate

s an

unde

rsta

ndin

g of

the

conc

ept o

f ta

king

turn

s.

Tea

ches

pee

rs h

ow to

com

plet

e a

task

.

4.1.

2.1

4.1.

2.2

App

lies

a va

riet

y of

orga

niza

tiona

l and

proc

edur

al s

kills

toas

sign

men

ts a

ndpr

ojec

ts in

sch

ool o

rco

mm

unity

.

Perf

orm

s al

l ass

igne

dta

sks

andJ

oi r

oles

in a

coop

erat

ive

grou

p or

unit

(e.g

. job

rot

atio

nan

d cr

oss

trai

ning

).

4.1.

3.1

4.1.

3.2

4.1.

3.3

Ana

lyze

s al

tern

ativ

epr

oduc

tion

met

hods

for

prod

uctio

n of

prod

ucts

or

serv

ices

.

Synt

hesi

zes

cost

of

prod

uctio

n an

ddi

stri

butio

n w

ithre

turn

and

pro

fit.

App

lies

a va

riet

y of

tech

nica

l ski

lls to

sim

ple

proj

ects

.

4.1.

4.1

4.1.

4.2

4.1.

4.3

4.1.

4.4

Ana

lyze

s an

dde

scri

bes

the

vari

ous

indu

stry

met

hods

of

orga

nizi

ng th

ew

orkp

lace

to e

nhan

cepr

oduc

tivity

.

Ana

lyze

s an

dde

scri

bes

the

jobs

requ

ired

in a

nin

dust

ry w

orkp

lace

.

Ana

lyze

sde

velo

pmen

t of

high

er q

ualit

ypr

oduc

ts o

r se

rvic

esus

ing

cont

inuo

usqu

ality

impr

ovem

ent

appr

oach

to in

dust

ryre

late

d pr

ojec

t.

App

lies

a va

riet

y of

tech

nica

l ski

lls to

indu

stry

spe

cifi

cpr

ojec

ts.

4.1.

5.1

4.1.

5.2

4.1.

5.3

Dev

elop

s an

indu

stry

spec

ific

pro

duct

ion

plan

ana

lyzi

ngal

tern

ate

type

s of

prod

uctio

n m

odel

sut

ilizi

ng te

chno

logy

and

rank

ing

antic

ipat

edpr

oduc

tivity

and

cost

s.

Ana

lyze

s va

riou

spr

oduc

tion

mod

els

incl

udin

g as

sem

bly

line,

job

rota

tion,

cros

s-tr

aine

dw

orke

rs, a

ndpr

oduc

tion

team

.

App

lies

a va

riet

y of

tech

nica

l ski

lls to

com

plex

, lon

g te

rmin

dust

ry s

peci

fic

proj

ects

.

15

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce.

151_

Page

145

Stra

nd 5

:T

echn

olog

ySt

anda

rd5.

1In

tegr

ates

aca

dem

ic a

nd a

pplie

d te

chno

logy

pri

ncip

les

into

the

wor

kpla

ce.

Prim

ary

(Pre

-K to

2)

Inte

rmed

iate

(3-

5)M

iddl

e Sc

hool

(6-

8)H

igh

Scho

ol (

9-12

)Po

st S

econ

dary

(13

, 14

&A

dult)

5.1.

1.1

Ana

lyze

s "b

est

5.1.

2.1

Cre

ates

a s

impl

e5.

1.3.

1A

naly

zes

5.1.

4.1

Ana

lyze

s an

dsi

mpl

e te

chno

logy

"to

per

form

sim

ple

acad

emic

task

s (i

.e.,

cray

ons,

com

pute

rs,

etc.

).

tech

nolo

gy-b

ased

proj

ect a

pply

ing

mat

h, s

cien

ce,

soci

al s

tudi

es, a

ndla

ngua

ge a

rts

skill

s.

tech

nolo

gies

avai

labl

e to

ass

ist

with

a p

robl

em's

solu

tion

and

uses

acad

emic

ski

lls to

disp

lays

exa

mpl

esof

all

acad

emic

disc

iplin

es r

elat

edto

indu

stry

.

5.1.

5.1

App

lies

mat

h an

d/or

scie

ntif

ic c

once

pts

to in

dust

ry r

elat

edpr

oble

ms.

rese

arch

, ado

pt, o

r5.

1.4.

2C

reat

es p

oten

tial

5.1.

5.2

App

lies

nece

ssar

y5.

1.1.

2U

ses

tech

nolo

gy to

impr

ove

scho

olre

late

d sk

ills.

deve

lop

and

eval

uate

a "

best

solu

tion.

"

solu

tions

toin

dust

ry p

robl

ems

usin

g m

ath

and/

orsc

ient

ific

con

cept

s

lang

uage

arts

/com

mun

icat

ion

skill

s fo

r a

spec

ific

indu

stry

.5.

1.3.

2D

evel

ops

solu

tions

and

com

mun

icat

esto

wor

kpla

ce a

ndlif

e ro

le p

robl

ems

that

req

uire

hig

her

leve

l mat

h,sc

ienc

e, a

ndte

chni

cal

com

mun

icat

ions

skill

s.

solu

tion

usin

gin

dust

ry a

ppro

pria

tela

ngua

ge a

rts

and

grap

hic

skill

s.

5.1.

5.3

App

lies

othe

rac

adem

ic s

kills

(i.e

.he

alth

, soc

ial

scie

nces

, art

s)re

quir

ed f

or s

peci

fic

indu

stry

situ

atio

n.

5.1.

3.3

Use

s ap

plie

dte

chno

logy

and

wor

kpla

ceex

ampl

es in

acad

emic

disc

iplin

es to

sol

vepr

oble

ms.

Page

146

152

Flor

ida'

s A

pplie

d T

echn

olog

y -

Pre

i ng

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

eX53

Stra

nd 5

:T

echn

olog

ySt

anda

rd5.

2A

pplie

s ap

prop

riat

e te

chno

logy

to a

n in

dust

ry to

sol

ve te

chni

cal a

nd p

rodu

ctio

n pr

oble

ms

Prim

ary

(Pre

-K to

2)

Inte

rmed

iate

(3-

5)M

iddl

e Sc

hool

(6-

8)H

igh

Scho

ol (

9-12

)Po

st S

econ

dary

(13

, 14

&A

dult)

5.2.

1.1

Use

s te

chno

logy

in"j

ust i

n tim

e"le

arni

ng s

ettin

gs(e

.g.,

appl

ies

com

pute

r so

ftw

are

to c

ompl

ete

a cl

ass

proj

ect)

.

5.2.

2.1

.

Solv

es p

robl

ems

byus

ing

appr

opri

ate

tech

nolo

gy a

nd"j

ust i

n tim

e"le

arni

ng. (

e.g.

appl

ies

com

pute

rso

ftw

are

to s

olve

prob

lem

s).

5.2.

3.1

App

lies

prob

lem

solv

ing

skill

s to

dete

rmin

e th

e le

vel

and

suita

bilit

y of

vari

ous

tech

nolo

gies

need

ed to

sol

vein

dust

ry r

elat

edpr

oble

ms.

5.2.

4.1

5.2.

4.2

5.2.

4.3

5.2.

4.4

Res

earc

hes

and

anal

yzes

the

leve

lsof

tech

nolo

gyap

plie

d in

an

indu

stry

.

App

lies

tech

nolo

gyin

pro

blem

sol

ving

activ

ities

, as

they

rela

te to

pro

duct

ion.

Dem

onst

rate

s an

unde

rsta

ndin

g of

indu

stry

spe

cifi

cau

tom

ated

and

elec

tron

ical

lyco

ntro

lled

syst

ems

and

proc

esse

s.

Use

s te

chno

logi

esto

indi

vidu

ally

acce

ss in

form

atio

nor

tuto

rial

s as

need

ed to

com

plet

ea

pers

onal

or

indu

stry

rel

ated

task

, pro

cess

, or

proj

ect.

5.2.

5.1

5.2.

5.2

5.2.

5.3

Use

s te

chno

logy

totr

oubl

e sh

oot,

reco

rd, o

r pr

edic

tin

dust

ry-r

elat

edpr

oble

ms.

Ana

lyze

s th

esu

itabi

lity

ofva

riou

ste

chno

logi

es to

impr

ove

prod

uctiv

ity o

fse

rvic

e, p

rovi

de a

prod

uct,

or p

rodu

cein

dust

rial

s.

Rou

tinel

y us

este

chno

logi

esle

arne

d "j

ust i

ntim

e" a

s re

quir

edby

new

appl

icat

ions

, cod

ech

ange

s, a

nd w

ork

requ

irem

ents

.

154

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

155

Page

147

Stra

nd 6

:L

abor

Stan

dard

6.1

Dem

onst

rate

s an

und

erst

andi

ng o

f la

bor

issu

es r

elat

ed to

the

wor

k pl

ace.

Prim

ary

(Pre

-K to

2)

Inte

rmed

iate

(3-

5)M

iddl

e Sc

hool

(6-

8)H

igh

Scho

ol (

9-12

)Po

st S

econ

dary

(13

, 14

&A

dult)

6.1.

1.1

6.1.

1.2

Shar

es r

espo

nsib

ility

with

oth

ers

in s

mal

lgr

oup

wor

k.

Dem

onst

rate

sle

ader

ship

abi

litie

s.

6.1.

2.1

6.1.

2.2

6.1.

2.3

Com

plet

es a

ssig

ned

task

s in

wor

k re

late

dpr

ojec

ts in

a h

igh

qual

ity a

nd ti

mel

ym

anne

r.

Wor

ks a

s a

team

mem

ber

on p

roje

cts.

Lea

ds te

am m

embe

rson

pro

ject

.

6.1.

3.1

6.1.

3.2

6.1.

3.3

6.1.

3.4

Dem

onst

rate

s te

amw

ork

skill

s in

proj

ects

.

Ana

lyze

s fa

irdi

visi

on o

f w

ork

inpr

ojec

ts.

Eva

luat

es s

elf

and

peer

per

form

ance

on p

roje

cts.

Dir

ects

oth

ers

ingr

oup

proj

ects

.

6.1.

4.1

6.1.

4.2

Ana

lyze

s so

cial

,le

gal,

econ

omic

,an

d et

hica

l asp

ects

of la

bor

and

man

agem

ent

rela

tions

hip.

Ass

igns

task

s,co

ordi

nate

s w

ork,

and

mot

ivat

es p

eers

at s

choo

l, w

ork,

and

spor

ts o

r ot

her

soci

al s

ettin

gs.

6.1.

5.1

Ana

lyze

s th

ein

terr

elat

ions

hip

ofem

ploy

er/e

mpl

oyee

lega

l and

eth

ical

rig

hts

and

resp

onsi

bilit

ies

inth

e w

ork

plac

e an

dco

mm

unity

.

6.1.

5.2

Ana

lyze

s ef

fect

s of

colle

ctiv

e ba

rgai

ning

,em

ploy

ee b

enef

its,

wag

e st

ruct

ures

, and

empl

oym

ent c

ontr

acts

.

6.1.

5.3

Dem

onst

rate

s an

unde

rsta

ndin

g of

lega

las

pect

s of

empl

oyer

/em

ploy

eere

latio

nshi

ps, i

nclu

ding

:

a.R

ecog

nize

s is

sues

rela

ting

to c

olle

ctiv

eba

rgai

ning

.

b.A

naly

zes

the

term

s an

dco

nditi

ons

ofem

ploy

men

t con

trac

ts.

c.A

naly

zes

labo

r la

wis

sues

rel

ated

to a

spec

ific

indu

stry

.

Page

148

156

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

. All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e15

7

Stra

nd 7

: Com

mun

ity I

ssue

sSt

anda

rd 7

.1: A

naly

zes

and

com

mun

icat

es th

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

d on

the

indi

vidu

al.

Prim

ary

(Pre

-K to

2)

Inte

rmed

iate

(3-

5)M

iddl

e Sc

hool

(6-

8)H

igh

Scho

ol (

9-12

)Po

st S

econ

dary

(13

,14

&A

dult)

7.1.

1.1

Dem

onst

rate

saw

aren

ess

of th

ein

tra-

depe

nden

ce o

f

7.1.

2.1

Ana

lyze

s th

eim

port

ance

of

indu

stry

and

the

7.1.

3.1

Util

izes

cur

rent

soci

al, e

cono

mic

,po

litic

al, a

nd/o

r

7.1.

4.1

Res

earc

hes

a gi

ven

indu

stry

's d

ata

and

repo

rts

its

7.1.

5.1

Iden

tifie

s,re

sear

ches

, ana

lyze

s,an

d pr

ojec

ts th

elo

cal i

ndus

trie

s, th

eco

mm

unity

, and

the

com

mun

ity to

eac

hot

her.

envi

ronm

enta

l iss

ues

or d

ata

as a

bas

is f

oren

viro

nmen

tal,

soci

al, a

nd e

cono

mic

impa

ct o

f an

indu

stry

on th

e en

viro

nmen

tin

divi

dual

.an

alyz

ing

the

impa

ctth

at th

e co

mm

unity

and

indu

stry

hav

e on

impa

ct o

n th

eco

mm

unity

.in

a c

omm

unity

.

7.1.

5.2

Dev

elop

s a

publ

icea

ch o

ther

.7.

1.4.

2 D

emon

stra

tes

how

com

mun

ityre

latio

ns p

lan

toco

mm

unic

ate

the

7.1.

3.2

Part

icip

ates

in s

ocia

lde

mog

raph

ics

posi

tive

impa

ct o

f an

and

or e

nvir

onm

enta

lpr

ojec

ts w

hich

(pop

ulat

ion,

geog

raph

y, a

ndin

dust

ry.

impa

ct th

e sc

hool

and/

or c

omm

unity

.na

tura

l res

ourc

es,

etc.

) im

pact

indu

stry

.

7.1.

4.3

Use

s ap

plie

dte

chno

logy

and

wor

kpla

ce e

xam

ples

to s

olve

aca

dem

icpr

oble

ms.

7.1.

5.3

Iden

tifie

s,re

sear

ches

, and

anal

yzes

the

com

mun

ity's

impa

cton

and

invo

lvem

ent

with

a lo

cal i

ndus

try.

7.1.

5.4

Dev

elop

s a

com

mun

ity r

elat

ions

plan

to in

crea

seco

mm

unity

invo

lvem

ent w

ithlo

cal i

ndus

try.

15'-

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

15

Page

149

Stra

nd 8

: Hea

lth, S

afet

y, a

nd E

nvir

onm

ent

Stan

dard

8.1

:Ana

lyze

s an

d co

mm

unic

ates

hea

lth a

nd s

afet

y is

sues

in th

e w

orkp

lace

.

Prim

ary

(Pre

-K to

2)

Inte

rmed

iate

(3-

5)M

iddl

e Sc

hool

(6-

8)H

igh

Scho

ol (

9-12

)Po

st S

econ

dary

(13

, 14

&A

dult)

8.1.

1.1

Dem

onst

rate

s8.

1.2.

1 D

emon

stra

tes

8.1.

3.1

Dem

onst

rate

s an

8.1.

4.1

Dev

elop

s an

8.1.

5.1

Res

earc

hes,

ana

lyze

s an

daw

aren

ess

ofhe

alth

y ha

bits

inun

ders

tand

ing

ofev

alua

tion

orco

mpl

ies

with

fed

eral

and

heal

th r

elat

edan

d ou

t of

scho

ol.

heal

th a

nd s

afet

yin

stru

men

t tha

t dea

lsst

ate

heal

th a

nd s

afet

yha

bits

and

issu

es in

and

out

of

with

hea

lth a

ndla

ws

and

regu

latio

ns f

orac

tiviti

es, i

.e.,

hand

8.1.

2.2

Dem

onst

rate

sth

e sc

hool

.sa

fety

in w

orke

rs'

an in

dust

ry.

was

hing

, eat

ing,

and

drin

king

.sa

fety

pra

ctic

es in

and

out o

f sc

hool

.8.

1.3.

2 D

emon

stra

tes

anpr

ofes

sion

al li

fe.

8.1.

5.2

Dem

onst

rate

s be

stun

ders

tand

ing

of8.

1.4.

2 R

esea

rche

spr

actic

es, f

or h

ealth

and

8.1.

1.2

Dem

onst

rate

s8.

1.2.

3 Id

entif

ies

prob

lem

sen

viro

nmen

tal

envi

ronm

enta

lsa

fety

in th

e w

orkp

lace

awar

enes

s of

rela

ted

topr

oble

ms

that

impa

ctpr

oble

ms

and

repo

rts

and

com

mun

ity.

unhe

alth

y ha

bits

and

activ

ities

.w

orkp

lace

,co

mm

unity

, and

heal

th a

nd s

afet

y.th

eir

impa

ct o

n th

eoc

cupa

tiona

l hea

lth8.

1.5.

3 A

naly

zes

the

envi

ronm

ent.

8.1.

3.3

Util

izes

ana

lysi

s an

dan

d sa

fety

of

aen

viro

nmen

tal c

once

rns

8.1.

1.3

Dem

onst

rate

spr

oble

m-s

olvi

ngsp

ecif

ic in

dust

ry.

of a

spe

cifi

c in

dust

ry.

awar

enes

s of

saf

ety

8.1.

2.4

Kno

ws

whe

re to

skill

s to

fin

dpr

actic

es.

get i

nfor

mat

ion

orso

lutio

ns f

or8.

1.4.

3 A

naly

zes

fede

ral a

nd8.

1.5.

4 C

ompa

res

the

help

in d

ealin

gen

viro

nmen

tal

stat

e sa

fety

law

s an

den

viro

nmen

tal i

mpa

ct o

f8.

1.1.

4 D

emon

stra

tes

with

hea

lth a

ndco

ncer

ns a

ffec

ting

regu

latio

n (s

uch

aslig

ht a

nd h

eavy

indu

stry

awar

enes

s of

saf

ety

safe

ty is

sues

.th

e sc

hool

.O

SHA

) as

they

in a

com

mun

ity, a

s it

haza

rds

rela

te to

a s

peci

fic

rela

tes

to h

ealth

, saf

ety

8.1.

1.5

Dem

onst

rate

s8.

1.3.

4 Id

entif

ies

whe

re a

ndho

w to

get

indu

stry

.an

d ec

onom

ic b

enef

it.

awar

enes

s of

info

rmat

ion

or h

elp

8.1.

4.4

Eva

luat

es m

etho

ds to

8.1.

5.5

Dem

onst

rate

s ab

ility

toda

nger

ous

item

s in

conc

erni

ng h

ealth

reso

lve

eval

uate

cos

t vs.

ben

efit

scho

ol a

nd a

tan

d sa

fety

issu

es.

envi

ronm

enta

lof

env

iron

men

tal

hom

e.pr

oble

ms.

prot

ectio

n.

8.1.

1.6

Dem

onst

rate

skn

owle

dge

of h

owto

get

hel

p fo

rem

erge

ncie

s.

8.1.

5.6

Proj

ects

, ana

lyze

s an

dim

plem

ents

a p

lan

toso

lve

an e

nvir

onm

enta

ldi

lem

ma

in a

com

mun

ity.

Page

150

Oa

Flor

ida'

s A

pplie

d T

echn

olog

y -

Piin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

16

Stra

nd 9

: Per

sona

l Con

duct

Stan

dard

9.1

: Dem

onst

rate

s an

und

erst

andi

ng o

f pr

ofes

sion

al c

ondu

ct in

per

sona

l rol

es, a

s w

ell a

s in

wor

k an

d in

dust

ry.

Prim

ary

(Pre

-K to

2)

Inte

rmed

iate

(3-

5)M

iddl

e Sc

hool

(6-

8)H

igh

Scho

ol (

9-12

)Po

st S

econ

dary

(13

, 14

&A

dult)

9.1.

1.1

Follo

ws

clas

sroo

m9.

1.2.

1 A

naly

zes

and

9.1.

3.1

Dev

elop

s an

d9.

1.4.

1 R

esea

rche

s an

d9.

1.5.

1 E

xhib

its a

cod

e of

rule

s fo

r be

havi

or.

conf

orm

s to

conf

orm

s to

gro

upan

alyz

es a

cod

e of

ethi

cs in

the

clas

sroo

m r

ules

for

and

indi

vidu

alpr

ofes

sion

al c

ondu

ctw

orkp

lace

.9.

1.1.

2 D

emon

stra

tes

indi

vidu

al a

nd g

roup

cond

uct g

uide

lines

.fo

r a

spec

ific

posi

tive

wor

k.in

dust

ry.

9.1.

5.2

Util

izes

sel

f-in

terp

erso

nal s

kills

,te

amw

ork,

and

a9.

1.2.

2 D

emon

stra

tes

abili

ty9.

1.3.

2 D

emon

stra

tes

inte

rper

sona

l ski

lls9.

1.4.

2 D

emon

stra

tes

the

man

agem

ent

tech

niqu

es in

bot

hw

ork

ethi

c in

cla

ssto

wor

k ef

fect

ivel

yw

hich

enh

ance

team

abili

ty to

wor

k an

d lif

e ro

les.

wor

k.an

d po

sitiv

ely

with

prod

uctiv

ity a

ndco

oper

ativ

ely

wor

kdi

vers

e pe

ers

and

adul

ts d

ispl

ayin

gfo

ster

pos

itive

wor

kat

titud

es.

in v

ario

us s

ettin

gs,

acro

ss d

iver

se9.

1.5.

3 D

emon

stra

tes

anun

ders

tand

ing

ofap

prop

riat

e be

havi

or.

popu

latio

ns.

resp

onsi

bilit

y in

bot

hw

ork

and

life

role

s.9.

1.2.

3 R

ecog

nize

s th

e9.

1.4.

3 Fa

cilit

ates

the

impo

rtan

ce a

nd n

eed

busi

ness

/edu

catio

n9.

1.5.

4 D

ispl

ays

inte

grity

for

high

sta

ndar

ds o

fpa

rtne

rshi

p in

the

and

hone

sty

in a

llpr

ofes

sion

al c

ondu

ctde

velo

pmen

t of

join

tw

ork

and

pers

onal

in b

oth

pers

onal

and

wor

k ro

les.

goal

s.si

tuat

ions

.

9.1.

5.5

Cre

ates

a b

usin

ess

and

educ

atio

npa

rtne

rshi

p.

162

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

151

APP

EN

DIX

3-B

App

lied

Tec

hnol

ogy

Sam

ple

Perf

orm

ance

Des

crip

tion

Mat

rix

The

mat

rix

is d

esig

ned

to g

ive

teac

hers

idea

s of

how

stu

dent

s m

ay d

emon

stra

te th

e ap

plie

d te

chno

logy

cor

e st

anda

rds

by le

vel

thro

ugho

ut th

e cu

rric

ulum

. The

mat

rix

also

sho

ws

whe

re th

e ro

les

requ

ired

in th

e Sc

hool

Im

prov

emen

t Acc

ount

abili

ty A

ct (

SIA

A)

Goa

l 3 m

ay b

e pe

rfor

med

thro

ugh

real

act

iviti

es in

the

curr

icul

um.

The

mat

rix

is o

rgan

ized

by

deve

lopm

enta

l lev

el f

or e

ach

of th

e ni

ne s

tand

ards

.

Prim

ary

PreK

-2In

term

edia

te3-

5M

iddl

e Sc

hool

6-8

Hig

h Sc

hool

9-12

Post

-Sec

onda

ry a

nd A

dult

13+

I ci

4

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

153

Prim

ary

(Pre

-K th

roug

h 2)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI -

Par

enta

l Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 1

: Pla

nnin

gSt

anda

rd 1

.1:

App

lies

plan

ning

met

hods

tode

cisi

on-m

akin

g re

late

d to

life

and

wor

k ro

les.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

1.1.

1.1

Follo

ws

sequ

ence

of

dire

ctio

ns.

-C

ompl

etes

ass

igne

d cl

assr

oom

task

aft

erfo

llow

ing

dire

ctio

ns.

Stud

ents

pla

n th

e se

quen

ce o

f ev

ents

for

thei

rda

y us

ing

plan

, do,

rev

iew

, to

man

age

thei

rtim

e.Pl

an a

bir

thda

y pa

rty

.

Tel

l how

to p

lay

a ga

me.

ii

ii

Stra

nd2:

Man

agem

ent

Stan

dard

2.1

: Em

ploy

s m

anag

emen

tte

chni

ques

to m

anag

e pr

ojec

tsan

d en

terp

rise

s re

late

d to

wor

k an

d lif

e ro

les.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.1.

1.1

Sele

cts

a pr

ojec

t to

com

plet

e.

.

.Se

lect

s le

arni

ng a

ctiv

ity b

ased

on

inte

rest

or

deve

lopm

enta

l lev

el.

_.Se

lect

mod

el to

bui

ld w

ith le

gos

or b

lock

s, o

rde

velo

pmen

tally

app

ropr

iate

mat

eria

ls.

Sele

ct a

gam

e to

pla

y.

,/,,/

if1/

i.

2.1.

1.2

Dem

onst

rate

s ab

ility

to c

ompl

ete

and

docu

men

t pro

gres

sive

task

s.-

Dem

onst

rate

s us

e an

d ca

re o

f te

chno

logy

incl

udin

g co

mpu

ter,

boo

ks, a

nd m

ater

ials

.-.

Iden

tifie

s, n

ames

, and

mat

ches

sha

pes

and

colo

rs to

pre

-exi

stin

g ed

ucat

iona

l mat

eria

ls.

Iden

tify

by s

ight

and

wor

d fo

ods

or o

ther

rela

ted

grou

ps o

f th

ings

.

ii

ii

isl

if/

ii

if

2.1.

1.3

Dem

onst

rate

s ab

ility

to w

ork

coop

erat

ivel

y an

d pr

oduc

tivel

y in

pair

s an

d tr

iads

.

_.D

emon

stra

tes

abili

ty to

per

form

on

a te

am.

-.C

ompl

etes

ass

igne

d ta

sk w

ith a

par

tner

(s).

,,/,,/

,,//

,,/,/

,/,,,

,,,/

,/

Page

154

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

167

Prim

ary

(Pre

-K th

roug

h 2)

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 2

: Man

agem

ent

Stan

dard

2.2

: App

lies

mar

ketin

g an

dpr

omot

iona

l tec

hniq

ues

topr

oduc

ts a

nd s

ervi

ces

in a

busi

ness

or

soci

al s

ettin

g.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.2.

1.1

Des

crib

es w

ays

med

ia c

onve

ysm

essa

ges

in th

e sc

hool

and

com

mun

ity.

Use

s pi

ctur

es to

tell

a st

ory.

-Id

entif

ies

dire

ctio

nal s

igns

in b

uild

ings

.A

ttend

s an

d re

spon

ds to

sch

ool a

nnou

ncem

ents

.D

iscu

sses

tele

visi

on c

omm

erci

als

gear

ed to

child

ren.

-.R

epea

ts c

omm

erci

als.

Dec

ides

wha

t to

incl

ude

in s

choo

l new

s ab

out

thei

r da

y.

iif

.1I(

ii

s/it

Stra

nd 2

: Man

agem

ent

Stan

dard

2.3

:D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

cont

ract

em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ct b

ased

busi

ness

.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.3.

1.1

Des

crib

es d

iffe

rent

pro

duct

s an

dse

rvic

es a

vaila

ble

in th

e lo

cal

com

mun

ity.

Iden

tifie

s w

hat c

ompa

nies

and

jobs

are

in th

eco

mm

unity

.-

Des

crib

es w

hat j

obs

are

in th

e sc

hool

.-.

Des

crib

es w

here

dif

fere

nt p

eopl

e w

ork.

Des

crib

es w

here

pro

duct

s su

ch a

s fo

od,

clot

hing

, or

shel

ter

are

prod

uced

or

sold

.

at.1

.1/

/of

//

V

2.3.

1.2

Dem

onst

rate

s an

und

erst

andi

ng o

fth

e co

ncep

t of

busi

ness

ow

ners

hip.

-.Pa

rtic

ipat

es in

a c

lass

room

bus

ines

s pr

ojec

t suc

has

a c

ooki

e sa

le, c

oupo

n bo

oks,

can

dies

.,,/

/,,/

/,/

,//

,,//

,,//

16Fl

orid

a's

App

lied

Tec

hnol

ogy

- Pr

epar

ing

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

G

Page

155

Prim

ary

(Pre

-K th

roug

h 2)

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 3

: Fin

ance

Stan

dard

3.1

Dem

onst

rate

s fi

nanc

ial

plan

ning

abi

lity

and

deci

sion

-m

akin

g re

late

d to

wor

k an

dlif

e ro

les.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC w

EL

MS

PI

3.1.

1.1

Dem

onst

rate

s ab

ility

to s

elec

t an

item

base

d on

nee

d/pu

rpos

e, m

oney

avai

labl

e, a

nd a

ltern

ativ

e ch

oice

s,(i

.e. s

nack

s).

-Id

entif

y co

ins

and

valu

e of

U.S

. mon

ey.

-Pl

an a

pro

ject

and

acq

uire

res

ourc

es to

com

plet

e

-ta

sks.

Sele

ct a

sna

ck to

pur

chas

e ba

sed

on a

vaila

ble

mon

ey.

./

..

11/

/I/

1/I'

Stra

nd 4

: Tec

hnic

al a

nd P

rodu

ctio

nSk

ills

in th

e W

ork

Plac

eSt

anda

rd 4

.1O

rgan

izes

wor

k as

sign

men

tsby

dem

onst

ratin

g pr

oduc

tion

tech

niqu

es.

IME

CPS

..

CT

EW

RM

SMC

WE

LM

SPI

4.1.

1.1

Org

aniz

es a

nd c

ompl

etes

colla

bora

tive

prod

uct-

base

d pr

ojec

tor

ser

vice

for

sch

ool o

r th

eco

mm

unity

.

-Pa

rtic

ipat

es in

cle

anup

pro

ject

s in

cla

ss o

rsc

hool

.Pa

rtic

ipat

es in

rec

yclin

g in

cla

ss, s

choo

l, or

hom

e.-

Part

icip

ates

in a

hol

iday

act

ivity

suc

h as

Arb

orD

ay p

lant

ing

tree

see

dlin

gs.

Part

icip

ates

in N

ewsp

aper

col

lect

ions

to r

aise

fund

s fo

r cl

ass.

//

/I/

//

//

I/I/

it

4.1.

1.2

Dem

onst

rate

s an

und

erst

andi

ng o

f th

eco

ncep

t of

taki

ng tu

rns.

-W

orks

wel

l with

oth

ers.

-.U

nder

stan

ds r

otat

ion.

Wai

ts f

or r

ecog

nitio

n or

turn

.Pa

rtic

ipat

es in

cir

cle

time.

-Pa

rtic

ipat

es a

ppro

pria

tely

in r

otat

ion

take

sap

prop

riat

e tu

rn in

line

.

//

%I

/./

i

4.1.

1.3

Tea

ches

pee

rs h

ow to

com

plet

e a

task

.

-Sh

ares

exp

ertis

e w

ith p

artn

er.

-Sh

ows

"how

to"

task

they

kno

w w

ith o

ther

s./

//

/a/

.//

//

st

Page

156

4 aH

okFl

orid

a's

App

lied

Tec

hnol

ogy

- Pr

ep a

m11

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

1

S

Prim

ary

(Pre

-K th

roug

h 2)

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 5

: Tec

hnol

ogy

Stan

dard

5.1

Inte

grat

es a

cade

mic

and

appl

ied

tech

nolo

gy p

rinc

iple

sin

to th

e w

orkp

lace

.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

5.1.

1.1

Ana

lyze

s "b

est s

impl

e te

chno

logy

" to

perf

orm

sim

ple

acad

emic

task

s (i

.e.

cray

ons,

com

pute

rs, e

tc.)

.

-U

ses

tria

l and

err

or to

sol

ve p

robl

ems.

Exp

erim

ents

with

var

ious

tool

s to

sol

vepr

oble

ms.

i

5.1.

1.2

Use

s te

chno

logy

to im

prov

e sc

hool

rela

ted

skill

s.-

Use

s co

mpu

ter,

gam

es, a

rt, m

usic

, act

iviti

es to

impr

ove

skill

./

//

I(/

//

iof

Stra

nd 5

: Tec

hnol

ogy

Stan

dard

5.2

App

lies

appr

opri

ate

tech

nolo

gy to

an

indu

stry

toso

lve

tech

nica

l and

pro

duct

ion

prob

lem

s.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

5.2.

1.1

Use

s te

chno

logy

in "

just

in ti

me"

lear

ning

set

tings

. (e.

g., A

pplie

sco

mpu

ter

soft

war

e to

com

plet

e a

clas

s pr

ojec

t).

-U

ses

a ca

lcul

ator

to e

xped

ite p

robl

em s

olvi

ng.

Sele

cts

tool

s fo

r th

e ta

sk.

Acc

esse

s in

form

atio

n vi

a a

med

ia c

ente

r or

lear

ning

cen

ter.

/,/

//

12

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

11 7

Page

157

Prim

ary

(Pre

-K th

roug

h 2)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

sSt

rand

6: L

abor

Stan

dard

6.1

: Dem

onst

rate

s an

unde

rsta

ndin

g of

labo

r is

sues

rela

ted

to th

e w

ork

plac

e.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

6.1.

1.1

Shar

es r

espo

nsib

ility

with

oth

ers

insm

all g

roup

wor

k.-

Use

s po

sitiv

e la

ngua

ge w

hen

wor

king

with

othe

rs.

//

//

//

/11

/st

i6.

1.1.

2 D

emon

stra

tes

lead

ersh

ip a

bilit

ies.

-T

akes

initi

ativ

e to

sta

rt a

task

.-

Will

ingn

ess

to s

hare

idea

s.If

sliii

ii11

,

Stra

nd 7

: Com

mun

ity I

ssue

s

-

Stan

dard

7.1

Ana

lyze

s an

d co

mm

unic

ates

the

impa

ct th

at in

dust

ry a

ndth

e co

mm

unity

hav

e on

eac

hot

her

and

on th

e in

divi

dual

.

IME

CPS

CT

EW

. RM

SMC

WE

LM

SPI

7.1.

1.1

Dem

onst

rate

s aw

aren

ess

of th

e in

tra-

depe

nden

ce o

f lo

cal i

ndus

trie

s, th

eco

mm

unity

, and

them

selv

es.

-D

emon

stra

tes

awar

enes

s of

com

mun

ity h

elpe

rsan

d th

eir

rela

tions

hips

.-

Dem

onst

rate

s aw

aren

ess

of f

amily

rol

es a

ndre

spon

sibi

litie

s.-

Dem

onst

rate

s ro

le in

the

clas

sroo

m a

nd s

choo

l.

ofif

//

//

/sf

/i

Page

158

iiFlo

rida

's A

pplie

d T

echn

olog

y -

Prep

arin

P11

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

175

Prim

ary

(Pre

-K th

roug

h 2)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 8

: Hea

lth, S

afet

y, a

ndE

nvir

onm

ent

Stan

dard

8.1

Ana

lyze

s an

d co

mm

unic

ates

heal

th a

nd s

afet

y is

sues

in th

ew

orkp

lace

and

com

mun

ity.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

8.1.

1.1

Dem

onst

rate

s aw

aren

ess

of h

ealth

rela

ted

habi

ts a

nd a

ctiv

ities

, i.e

. han

dw

ashi

ng, e

atin

g, d

rink

ing.

-D

emon

stra

tes

prop

er h

and

was

hing

task

and

habi

ts.

-D

emon

stra

tes

appr

opri

ate

eatin

g ha

bits

and

man

ners

.-.

App

reci

ates

impo

rtan

ce o

f ph

ysic

al e

xerc

ise.

-.D

emon

stra

tes

posi

tive

men

tal a

ttitu

de.

liti

ifi

I//

st

8.1.

1.2

Dem

onst

rate

s aw

aren

ess

of u

nhea

lthy

habi

ts a

nd a

ctiv

ities

.-

Iden

tifie

s co

nseq

uenc

es o

f sm

okin

g, d

rugs

,un

clea

nlin

ess,

and

inap

prop

riat

e be

havi

or.

Dis

cuss

es J

ust S

ay N

o ca

mpa

ign.

I/i

ii

i1/

iti

/i

8.1.

1.3

Dem

onst

rate

s aw

aren

ess

of s

afet

ypr

actic

es.

-.D

emon

stra

tes

stop

, dro

p, a

nd r

oll f

or f

ire

evac

uatio

n.D

iscu

sses

saf

ety

proc

edur

es f

or s

choo

l, ho

me,

and

plea

sure

.-

Iden

tify

safe

ty h

elpe

rs.

8.1.

1.4

Dem

onst

rate

s aw

aren

ess

of s

afet

yha

zard

s.-

Exp

osed

ele

ctri

cal c

ords

.-

Com

plet

es c

heck

for

saf

ety

haza

rds.

8.1.

1.5

Dem

onst

rate

s aw

aren

ess

ofda

nger

ous

item

s in

sch

ool a

nd a

tho

me.

Safe

ty c

heck

list

s.-

Dev

elop

boo

k on

saf

ety.

ii

!,,

ii

ist

iiii

itst

8.1.

1.6

Dem

onst

rate

s kn

owle

dge

of h

ow to

get h

elp

for

emer

genc

ies.

-D

emon

stra

tes

use

of 9

11.

vivi

viv

1'1

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

7 7

Page

159

Prim

ary

(Pre

-K th

roug

h 2)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

sSt

rand

9: P

erso

nal C

ondu

ctSt

anda

rd 9

.1D

emon

stra

tes

anun

ders

tand

ing

of p

rofe

ssio

nal

cond

uct i

n pe

rson

al r

oles

, as

wel

l as

in w

ork

and

indu

stry

.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

9.1.

1.1

Follo

ws

clas

sroo

m r

ules

for

beh

avio

r.U

ses

stop

sig

n as

mod

el to

com

mun

icat

ebe

havi

or p

erfo

rman

ces

stop

-red

, thi

nk-y

ello

w,

do-g

reen

.D

iscu

sses

app

ropr

iate

beh

avio

rs.

Con

trib

utes

to d

evel

opm

ent o

f cl

assr

oom

rul

es.

I//

I/#

.1/

/1/

st1/

9.1.

1.2

Dem

onst

rate

s po

sitiv

e in

terp

erso

nal

skill

s, te

amw

ork,

and

a w

ork

ethi

c in

clas

s w

ork.

Com

mun

icat

es c

lass

room

rul

es.

Dem

onst

rate

s th

e ab

ility

to in

dica

te a

ndm

aint

ain

cont

act w

ith a

pee

r.-

Lis

teni

ng s

kills

.-

Part

icip

ates

in te

am g

ames

.C

ompl

etes

sel

f-in

itiat

ed p

roje

cts.

/if

il/

//

/11

/it

B

Page

160

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

ariA

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

7

Inte

rmed

iate

(3-

5)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS -

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 1

: Pla

nnin

gSt

anda

rd 1

.1:

App

lies

plan

ning

met

hods

tode

cisi

on-m

akin

g re

late

d to

life

and

wor

k ro

les.

Ben

chm

ark

Perf

orm

ance

Act

ivity

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

1.1.

2.1

Dem

onst

rate

s kn

owle

dge

of a

pla

nnin

gpr

oces

s.-.

Prep

are

an it

iner

ary

for

a fi

eld

trip

.Pl

an a

sci

ence

fai

r pr

ojec

t.Pl

an a

pro

gram

for

par

ents

.

ifif

ifif

ifif

if

1.1.

2.2

Dem

onst

rate

s ab

ility

to p

lan

ahea

d fo

rdi

ffer

ent t

ypes

of

even

ts.

-Pl

an, s

ched

ule,

and

impl

emen

t a c

omm

unity

, sci

ence

,111

11iii

iiilit

erat

ure,

sch

ool o

r se

rvic

e pr

ojec

t.

Stra

nd 2

: Man

agem

ent

Stan

dard

2.1

: Em

ploy

s m

anag

emen

tte

chni

ques

to m

anag

e pr

ojec

tsan

d en

terp

rise

s re

late

d to

wor

k an

d lif

e ro

les.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.1.

2.1

Dem

onst

rate

s ab

ility

to w

ork

in c

oope

rativ

egr

oup/

team

s ta

king

turn

s at

man

agin

g an

dm

akin

g de

cisi

ons.

-C

oope

rativ

ely

wri

te, e

dit,

illus

trat

e, a

nd p

roof

rea

d a

book

.-

Coo

pera

tivel

y w

rite

, edi

t, ill

ustr

ate,

pro

of, a

nd te

stte

chni

cal g

uide

she

ets

for

clas

sroo

m e

quip

men

top

erat

ion.

ifif

ifif

ifif

ifif

ifif

2.1.

2.2

Dem

onst

rate

s ab

ility

to in

tegr

ate

plan

ning

and

time

man

agem

ent i

n th

e pr

oces

s of

deci

sion

mak

ing

with

in th

eir

team

s.

-.C

oope

rativ

ely

deve

lop

guid

elin

es a

nd ti

me

lines

for

com

plet

ion

of p

roje

cts.

ifif

ifif

ifif

ifif

ifif

if

2.1.

2.3

Dem

onst

rate

s ab

ility

to r

efle

ct o

n de

cisi

ons

and

anal

ytic

ally

rep

ort t

hem

.-.

Con

duct

sur

vey

of in

tere

st to

stu

dent

s or

the

com

mun

ity a

nd r

epor

t the

res

ults

.A

naly

ze e

lect

ion

resu

lts a

nd d

evel

op a

rep

ort a

fter

stud

ying

can

dida

te's

pla

tfor

ms,

issu

es, a

nd s

pend

ing.

ifif

ifif

ifif

ifif

ifif

if

Y1

tL

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

161

Inte

rmed

iate

(3-

5)IM

- I

nfor

mat

ion

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sSM

- S

yste

ms

Man

ager

sC

W -

Coo

pera

tive

Wor

kers

PS -

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 2

: Man

agem

ent

Stan

dard

2.2

:A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

prod

ucts

and

ser

vice

s in

abu

sine

ss o

r so

cial

set

ting.

Ben

chm

ark

Perf

orm

ance

Act

ivity

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.2.

2.1

Dev

elop

s ru

dim

enta

ry m

edia

for

pro

mot

ing

inst

itutio

nal p

urpo

ses.

-.D

evel

op p

oste

rs, s

igns

, bro

chur

es, s

choo

l pub

licad

dres

s sy

stem

, or

T.V

. ann

ounc

emen

ts p

rom

otin

g a

clas

s, s

choo

l, or

com

mun

ity p

roje

ct.

it

Stra

nd 2

: Man

agem

ent

Stan

dard

2.3

: Dem

onst

rate

s kn

owle

dge

and

abili

ties

nece

ssar

y as

aco

ntra

ct e

mpl

oyee

or

toin

itiat

e an

d m

aint

ain

a se

rvic

eor

pro

duct

bas

ed b

usin

ess.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.3.

2.1

Dem

onst

rate

s un

ders

tand

ing

that

ther

e ar

edi

ffer

ent t

ypes

of

busi

ness

ow

ners

hip.

Iden

tifie

s di

ffer

ent t

ypes

of

busi

ness

ow

ners

hip

foun

din

the

com

mun

ity: c

orpo

ratio

ns, p

artn

ersh

ip, s

ole

prop

riet

orsh

ip, a

nd c

oope

rativ

es, l

ocal

ly o

wne

d,na

tiona

l cha

ins,

or

fran

chis

es.

itit

itit

itit

itit

itit

it

Stra

nd 3

: Fin

ance

Stan

dard

3.1

Dem

onst

rate

s fi

nanc

ial

plan

ning

abi

lity

and

deci

sion

-m

akin

g re

late

d to

wor

k an

dlif

e ro

les.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

3.1.

2.1

Dev

elop

s a

fina

ncia

l pla

n fo

r an

eve

nt (

fiel

dtr

ip, c

lass

par

ty, f

amily

vac

atio

n, o

r ot

her

func

tions

).

-Pr

ojec

ts c

osts

for

a s

choo

l or

com

mun

ity e

vent

.-

Dev

elop

s a

plan

to f

und

or p

rovi

de r

esou

rces

for

asc

hool

or

com

mun

ity e

vent

.

itit

itit

itit

itit

ifit

it

3.1.

2.2

Rel

ates

acc

ount

ing

for

a sc

hool

or

pers

onal

func

tion

(suc

h as

a c

lub)

, to

the

budg

etpr

oces

s fo

r sc

hool

or

busi

ness

.

Com

pare

s an

d co

ntra

cts

diff

eren

t typ

es o

f bu

dget

s.-

Dev

elop

s a

budg

et f

or p

erso

nal g

oals

, and

mon

itors

expe

nditu

res

for

a pe

riod

of

time.

///ii/

ii///

Page

162

tFlo

rida

's A

pplie

d T

echn

olog

y -

Prep

an

11 L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

185

Inte

rmed

iate

(3-

5)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS -

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I-

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 4

: Tec

hnic

al a

nd P

rodu

ctio

nSk

ills

in th

e W

ork

Plac

eSt

anda

rd 4

.1O

rgan

izes

wor

k as

sign

men

tsby

dem

onst

ratin

g pr

oduc

tion

tech

niqu

es.

Ben

chm

ark

Perf

orm

ance

Act

ivity

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

4.1.

2.1

App

lies

a va

riet

y of

org

aniz

atio

nal a

ndpr

oced

ural

ski

lls to

ass

ignm

ents

and

pro

ject

sin

sch

ool o

r co

mm

unity

.

-U

ses

qual

ity to

ols

to g

raph

ical

ly s

how

pro

cess

es o

rre

latio

nshi

p be

twee

n ta

sks,

pro

ject

s, o

r su

bjec

ts.

1I

i1

11

i1

11

1

4.1.

2.2

Perf

orm

s al

l ass

igne

d ta

sks

and/

or r

oles

in a

coop

erat

ive

grou

p or

uni

t (e.

g., j

ob r

otat

ion

or c

ross

trai

ning

).

-.Pe

rfor

ms

a va

riet

y of

rol

es in

gro

up s

ettin

gs a

nd o

nte

ams.

d,r

1i

11

11

11

1

Stra

nd 5

: Tec

hnol

ogy

Stan

dard

5.1

Inte

grat

es a

cade

mic

and

appl

ied

tech

nolo

gy p

rinc

iple

sin

to th

e w

orkp

lace

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

5.1.

2.1

Cre

ates

a s

impl

e te

chno

logy

-bas

ed p

roje

ctap

plyi

ng m

ath,

sci

ence

, soc

ial s

tudi

es, a

ndla

ngua

ge a

rts

skill

s.

Dev

elop

s a

mul

ti-m

edia

rep

ort o

n a

topi

c or

are

a of

care

er o

r lif

e in

tere

st.

14

11

4"1

11

11

I

Stra

nd 5

: Tec

hnol

ogy

Stan

dard

5.2

App

lies

appr

opri

ate

tech

nolo

gy to

an

indu

stry

toso

lve

tech

nica

l and

pro

duct

ion

prob

lem

s.

IME

CPS

CT

EW

RM

SMC

WE

LM

SP1

5.2.

2.1

Solv

es p

robl

ems

by u

sing

app

ropr

iate

tech

nolo

gy a

nd "

just

in ti

me"

lear

ning

(e.

g.,

appl

ies

com

pute

r so

ftw

are

to s

olve

prob

lem

s).

Dem

onst

rate

s us

e of

tech

nolo

gy n

eede

d to

pre

sent

solu

tions

to a

var

iety

of

prob

lem

s in

the

clas

sroo

m,

com

mun

ity o

r or

gani

zatio

n.-

Pres

ents

sol

utio

ns to

pro

blem

s us

ing

mor

e th

an o

nem

edia

or

met

hod.

.r1

1,r

,r,r

,r4.

,r,r

,r

1) 0

fII

c,

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

163

Inte

rmed

iate

(3-

5)IM

- I

nfor

mat

ion

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sSM

- S

yste

ms

Man

ager

sC

W -

Coo

pera

tive

Wor

kers

PS -

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 6

: Lab

orSt

anda

rd 6

.1D

emon

stra

tes

anun

ders

tand

ing

of la

bor

issu

esre

late

d to

the

wor

k pl

ace.

Ben

chm

ark

Perf

orm

ance

Act

ivity

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

6.1.

2.1

Com

plet

es a

ssig

ned

task

s in

wor

k re

late

dpr

ojec

ts in

a h

igh

qual

ity a

nd ti

mel

y m

anne

r.D

emon

stra

tes

qual

ity p

erfo

rman

ce in

pro

ject

s an

dac

tiviti

es.

11

11

I1

11

11

1

6.1.

2.2

Wor

ks a

s a

team

mem

ber

on p

roje

cts.

-.D

emon

stra

tes

posi

tive

team

wor

ker

attr

ibut

es.

/1

1i1

11

i11

1

6.1.

2.3

Lea

ds te

am m

embe

rs o

n pr

ojec

t.-

Prov

ides

lead

ersh

ip in

a v

arie

ty o

f ta

sks

and

area

s in

scho

ol, s

ocia

l situ

atio

n, a

nd th

e co

mm

unity

.iii

iiiiil

liSt

rand

7: C

omm

unity

Iss

ues

Stan

dard

7.1

Ana

lyze

s an

d co

mm

unic

ates

the

impa

ct th

at in

dust

ry a

ndth

e co

mm

unity

hav

e on

eac

hot

her

and

on th

e in

divi

dual

.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

7.1.

2.1

Ana

lyze

s th

e im

port

ance

of

indu

stry

and

the

com

mun

ity to

eac

h ot

her.

-St

udie

s an

d re

port

s on

the

impo

rtan

ce o

f a

part

icul

arca

reer

fie

ld o

r in

dust

ry to

the

com

mun

ity, s

tate

, or

natio

n.

/1

1Ill

iiii

1

Page

164

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

187

S

Inte

rmed

iate

(3-

5)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS -

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 8

: Hea

lth, s

afet

y an

dE

nvir

onm

ent

Stan

dard

8.1

Ana

lyze

s an

d C

omm

unic

ates

heal

th a

nd s

afet

y is

sues

in th

ew

orkp

lace

and

com

mun

ity.

Ben

chm

ark

Perf

orm

ance

Act

ivity

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

8.1.

2.1

Dem

onst

rate

s he

alth

y ha

bits

in a

nd o

ut o

fsc

hool

.-.

Doc

umen

ts a

nd r

epor

ts o

n pe

rson

al h

ealth

hab

its,

incl

udin

g cl

eanl

ines

s, e

xerc

ise,

sle

ep, a

nd e

atin

gha

bits

.

II

II

II

II

II

I

8.1.

2.2

Dem

onst

rate

s sa

fety

pra

ctic

es in

and

out

of

scho

ol.

-.St

udie

s an

d re

port

s on

saf

ety

prac

tices

in th

ecl

assr

oom

, hom

e, a

nd c

omm

unity

.I

II

II

II

II

II

8.1.

2.3

Iden

tifie

s pr

oble

ms

rela

ted

to w

orkp

lace

,co

mm

unity

, and

env

iron

men

t.-.

Res

earc

hes

and

plan

s fo

r im

prov

emen

t of

prob

lem

saf

fect

ing

the

hom

e, c

omm

unity

or

wor

k pl

ace.

II

II

II

II

II

I8.

1.2.

4K

now

s w

here

to g

et in

form

atio

n or

hel

p in

deal

ing

with

hea

lth a

nd s

afet

y is

sues

.A

cces

ses

info

rmat

n is

fro

m a

var

iety

of

reso

urce

sin

clud

ing

Inte

rnet

, CD

Rom

s, s

choo

l or

com

mun

itype

rson

nel,

libra

ries

, mus

eum

s, h

ome,

and

com

pani

es.

II

II

II

II

II

I

Stra

nd 9

: Per

sona

l Con

duct

,

Stan

dard

9.1

Dem

onst

rate

s an

unde

rsta

ndin

g of

pro

fess

iona

lco

nduc

t in

pers

onal

rol

es, a

sw

ell a

s in

wor

k an

d in

dust

ry.

IME

C

. PSC

TE

WR

MSM

CW

EL

MS

. PI

9.1.

2.1

Ana

lyze

s an

d co

nfor

ms

to c

lass

room

rul

esfo

r in

divi

dual

and

gro

up w

ork.

-.D

emon

stra

tes

high

sta

ndar

ds th

roug

h pe

rson

al a

ndpr

ofes

sion

al b

ehav

ior.

II

II

II

II

II

I

9.1.

2.2

Dem

onst

rate

s ab

ility

to w

ork

effe

ctiv

ely

and

posi

tivel

y w

ith d

iver

se p

eers

and

adu

ltsdi

spla

ying

app

ropr

iate

beh

avio

r.

-.W

orks

eff

ectiv

ely

in a

var

iety

of

situ

atio

ns w

ithdi

ffer

ent t

ypes

of

indi

vidu

als.

i1

I1

II

11

1I

I

9.1.

2.3

Rec

ogni

zes

the

impo

rtan

ce a

nd n

eed

for

high

sta

ndar

ds o

f pr

ofes

sion

al c

ondu

ct in

both

per

sona

l and

wor

k ro

les.

-D

emon

stra

tes

resp

ect f

or in

divi

dual

dif

fere

nces

fro

mth

e st

uden

t in

lear

ning

, soc

ial,

and

wor

k re

late

dse

tting

s.

1i

11

14'

4-4.

I4-

4'

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

165

Mid

dle

Scho

ol (

6-8)

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

sSt

rand

1: P

lann

ing

Stan

dard

1.1

:A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fean

d w

ork

role

s.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

1.1.

3.1

Dem

onst

rate

s th

e st

eps

invo

lved

in p

lann

ing

and

orga

nizi

ng a

n ev

ent o

r ac

tivity

.D

evel

ops

sequ

entia

l pla

ns f

or p

roje

cts,

act

iviti

es,

or e

vent

s.lii

iii/

1.1.

3.2

Cre

ates

a w

ritte

n pl

an f

or d

iffe

rent

type

s of

prod

ucts

, pro

ject

s, o

r ev

ents

usi

ngap

prop

riat

e pl

anni

ng m

etho

ds.

Use

s gr

aphi

c or

gani

zers

to d

emon

stra

te th

roug

hpl

anni

ng p

roce

sses

.,./

1.1.

3.3

Dem

onst

rate

s ab

ility

to r

esea

rch,

con

duct

,an

d ev

alua

te a

long

term

pro

ject

or

expe

rim

ent.

-.D

evel

ops

timel

ine

and

eval

uatio

n st

rate

gies

show

ing

who

, wha

t, w

here

, and

how

som

ethi

ng is

asse

ssed

.

,,/

Stra

nd 2

: Man

agem

ent

Stan

dard

2.1

: Em

ploy

s m

anag

emen

tte

chni

ques

to m

anag

e pr

ojec

tsan

d en

terp

rise

s re

late

d to

wor

k an

d lif

e ro

les.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.1.

3.1

Rec

ogni

zes

the

need

to w

ork

in a

div

erse

colla

bora

tive

grou

p to

des

ign,

fab

rica

te,

dist

ribu

tes,

and

dis

pose

/rec

ycle

pro

duct

s or

serv

ices

.

-.W

orks

with

a v

arie

ty o

f in

divi

dual

s to

acc

ompl

ish

goal

s, p

roje

cts,

or

assi

gnm

ents

.

2.1.

3.2

Ana

lyze

s m

anag

emen

t sys

tem

s fo

r a

proj

ect o

ren

terp

rise

, bot

h pe

rson

ally

and

in th

e w

ork

plac

e.-.

Rev

iew

s an

d se

lect

s th

e ap

prop

riat

e m

anag

emen

tto

ols

for

addr

essi

ng u

se o

f tim

e, r

esou

rces

, or

pers

onal

com

mun

icat

ions

.

2.1.

3.3

App

lies

curr

ent m

anag

emen

t sys

tem

s to

sch

ool

base

d pr

ojec

ts o

r en

terp

rise

s.-.

Dem

onst

rate

s us

e of

cha

rts,

che

cklis

ts, g

raph

icor

gani

zers

, and

oth

er m

anag

emen

t too

ls to

com

plet

e ta

sks

or p

roje

cts.

--

190

Flor

ida'

s A

pplie

d T

echn

olog

y-

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

191

Page

167

Mid

dle

Scho

ol (

6-8)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

sSt

rand

2: M

anag

emen

tSt

anda

rd 2

.2: A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

prod

ucts

and

ser

vice

s in

abu

sine

ss o

r so

cial

set

ting.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.2.

3.1

Cre

ates

sim

ple

prod

uct o

r se

rvic

e an

dde

velo

ps te

stin

g, p

rodu

ctio

n, d

istr

ibut

ion,

mar

ketin

g an

d di

spos

al s

yste

ms.

Plan

s, d

evel

ops,

test

s, a

nd im

prov

es p

rodu

ct o

rse

rvic

e.

Stra

nd 2

: Man

agem

ent

Stan

dard

2.3

: Dem

onst

rate

s kn

owle

dge

and

abili

ties

nece

ssar

y as

aco

ntra

ct e

mpl

oyee

or

toin

itiat

e an

d m

aint

ain

a se

rvic

eor

pro

duct

bas

ed b

usin

ess.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.3.

3.1

Res

earc

hes

and

crea

tes

a m

odel

for

a s

tude

ntow

ned

busi

ness

.-.

Dev

elop

s an

em

ploy

ee p

aym

ent s

yste

m f

or w

ork

with

in a

sch

ool o

r st

uden

t ope

rate

d en

terp

rise

.

Stra

nd 3

: Fin

ance

Stan

dard

3.1

Dem

onst

rate

s fi

nanc

ial

plan

ning

abi

lity

and

deci

sion

-m

akin

g re

late

d to

wor

k an

dlif

e ro

les.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

3.1.

3.1

Dev

elop

s a

budg

et a

nd m

akes

dec

isio

nsre

quir

ed f

or a

chie

ving

a b

alan

ced

proj

ect

budg

et.

-.C

oope

rativ

ely

desi

gns

and

impl

emen

ts a

bud

get

for

a pr

ojec

t or

ente

rpri

se.

3.1.

3.2

Dev

elop

s a

fman

cial

pla

n fo

r bo

th w

ork

and

pers

onal

goa

ls.

Dev

elop

s, im

plem

ents

, and

adj

usts

a p

erso

nal

budg

et a

nd s

avin

gs p

lan

.

3.1.

3.3

Cre

ates

wri

tten

acco

unts

for

bud

gets

and

ratio

nale

for

fm

anci

al d

ecis

ions

.D

evel

ops,

impl

emen

ts, a

nd a

djus

ts a

n ac

coun

ting

syst

em f

or s

choo

l rel

ated

pro

ject

s an

d w

ork.

Page

168

192

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e11

93

Mid

dle

Scho

ol (

6 -8

)IM

- I

nfor

mat

ion

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sSM

- S

yste

ms

Man

ager

sC

W -

Coo

pera

tive

Wor

kers

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 4

Tec

hnic

al a

nd P

rodu

ctio

nSk

ills

in th

e W

ork

Plac

eSt

anda

rd 4

.1O

rgan

izes

wor

k as

sign

men

tsby

dem

onst

ratin

g pr

oduc

tion

tech

niqu

es.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

4.1.

3.1

Ana

lyze

s al

tern

ativ

e pr

oduc

tion

met

hods

for

prod

uctio

n of

pro

duct

s or

ser

vice

s.Id

entif

ies

the

plus

es a

nd m

inus

es f

or e

ach

ofse

vera

l met

hods

of

com

plet

ing

a pr

ojec

t or

serv

ice.

a

4.1.

3.2

Synt

hesi

zes

cost

of

prod

uctio

n an

ddi

stri

butio

n w

ith r

etur

n an

d pr

ofit.

--R

evie

ws

and

anal

yzes

pro

fit a

nd lo

ss f

or s

peci

fic

prod

ucts

, ser

vice

s, o

r pr

ojec

ts.

_ 4.1.

3.3

App

lies

a va

riet

y of

tech

nica

l ski

lls to

sim

ple

proj

ects

.-.

Util

izes

tech

nolo

gy a

nd in

dust

ry r

elat

ed to

ols

toco

mpl

ete

a sc

hool

, com

mun

ity, o

r w

ork

rela

ted

proj

ect.

Stra

nd 5

Tec

hnol

ogy

Stan

dard

5.1

Inte

grat

es a

cade

mic

and

appl

ied

tech

nolo

gy p

rinc

iple

sin

to th

e w

orkp

lace

.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

5.1.

3.1

Ana

lyze

s te

chno

logi

es a

vaila

ble

to a

ssis

tw

ith a

pro

blem

's s

olut

ion

and

uses

aca

dem

icsk

ills

to r

esea

rch,

ado

pt, o

r de

velo

p an

dev

alua

te a

"be

st s

olut

ion.

"

_.U

ses

scie

ntif

ic p

robl

em s

olvi

ng m

etho

d to

sel

ect

tech

nolo

gies

for

spe

cifi

c cl

ass,

wor

k, o

r ca

reer

rela

ted

proj

ects

.

5.1.

3.2

Dev

elop

s so

lutio

ns to

wor

kpla

ce a

nd li

fero

le p

robl

ems

that

req

uire

hig

her

leve

l mat

h,sc

ienc

e, a

nd te

chni

cal c

omm

unic

atio

n sk

ills.

Prob

lem

sol

ves

usin

g ca

se s

tudi

es, p

roje

cts,

or

exam

ples

that

are

fou

nd in

the

com

mun

ity,

busi

ness

, or

scho

ol.

..,

5.1.

3.3

Use

s ap

plie

d te

chno

logy

and

wor

kpla

ceex

ampl

es in

aca

dem

ic d

isci

plin

es to

sol

vepr

oble

ms.

-.A

pplie

s ac

adem

ic s

kills

to s

olvi

ng w

orkp

lace

and

real

life

pro

blem

s an

d pr

esen

ting

reco

mm

enda

tions

or

solu

tions

to p

robl

ems.

194

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

(--!

ieD

Page

169

Mid

dle

Scho

ol (

6-8)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 5

: Tec

hnol

ogy

Stan

dard

5.2

App

lies

appr

opri

ate

tech

nolo

gy to

an

indu

stry

toso

lve

tech

nica

l and

pro

duct

ion

prob

lem

s.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

5.2.

3.1

App

lies

prob

lem

sol

ving

ski

lls to

det

erm

ine

the

leve

l and

sui

tabi

lity

of v

ario

uste

chno

logi

es n

eede

d to

sol

ve in

dust

ry r

elat

edpr

oble

ms.

-D

emon

stra

tes

use

of m

ultim

edia

and

var

ious

tech

nolo

gica

l too

ls w

hen

solv

ing

wor

kpla

cere

late

d pr

oble

ms

or s

imul

ated

situ

atio

ns in

life

.

Stra

nd 6

: Lab

orSt

anda

rd 6

.1D

emon

stra

tes

anun

ders

tand

ing

of la

bor

issu

esre

late

d to

the

wor

k pl

ace.

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

6.1.

3.1

Dem

onst

rate

s te

am w

orks

kills

in p

roje

cts.

Perf

orm

s an

d ev

alua

tes

a va

riet

y of

team

ski

llsan

d ro

les.

//iiii

iii/

6.1.

3.2

Ana

lyze

s fa

ir d

ivis

ion

of w

ork

in p

roje

cts.

-.A

ssum

es f

air

shar

e of

task

s in

pro

ject

act

iviti

es.iii

iiiiii

ii6.

1.3.

3E

valu

ates

sel

f an

d pe

er p

erfo

rman

ce o

npr

ojec

ts.

-.U

tiliz

es c

heck

lists

and

rub

rics

to a

sses

s fo

llow

thro

ugh

and

perf

orm

ance

of

self

and

team

mem

bers

.

//////

iiiii

6.1.

3.4

Dir

ects

oth

ers

in g

roup

pro

ject

s.D

emon

stra

tes

lead

ersh

ip in

teac

hing

oth

ers

skill

san

d w

orki

ng o

n pr

ojec

ts.

iiiiii

/iiii

Page

170

196

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

11 L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

197

Mid

dle

Scho

ol (

6-8)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 7

: Com

mun

ity I

ssue

sSt

anda

rd 7

.1A

naly

zes

and

com

mun

icat

esth

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

d on

the

indi

vidu

al.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

7.1.

3.1

Util

izes

cur

rent

soc

ial,

econ

omic

, pol

itica

l,an

d/or

env

iron

men

tal i

ssue

s or

dat

a as

aba

sis

for

anal

yzin

g th

e im

pact

that

the

com

mun

ity a

nd in

dust

ry h

ave

on e

ach

othe

r.

Dev

elop

s co

nseq

uenc

e, d

iagr

ams

whi

chde

mon

stra

te s

tudy

of

com

mun

ity a

nd in

dust

ryis

sues

and

impa

cts.

7.1.

3.2

Part

icip

ates

in s

ocia

l and

or

envi

ronm

enta

lpr

ojec

ts w

hich

impa

ct th

e sc

hool

and

/or

com

mun

ity.

_.Pa

rtic

ipat

es in

deb

ates

, cam

paig

ns, f

ield

-bas

edst

udy,

and

pre

sent

atio

ns o

f sc

hool

, com

mun

ity,

and

indu

stry

impa

ct s

tudi

es a

nd is

sues

.U

tiliz

es a

var

iety

of

scho

ol b

ased

, wor

k ba

sed,

and

com

mun

ity r

esou

rces

to r

esea

rch

and

repo

rton

wor

kpla

ce, i

ndus

try,

or

com

mun

ity c

once

rns.

.U

tiliz

es te

chno

logy

ava

ilabl

e to

the

scho

ol,

indu

stry

, and

com

mun

ity to

exp

lore

que

stio

ns o

fca

reer

or

pers

onal

inte

rest

to th

e st

uden

t.

S

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

171

Mid

dle

Scho

ol (

6-8)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

sSt

rand

8: H

ealth

, Saf

ety

and

Env

iron

men

tSt

anda

rd 8

.1A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce a

nd c

omm

unity

.

Ben

chm

ark

_.

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

8.1.

3.1

Dem

onst

rate

s an

und

erst

andi

ng o

f he

alth

and

safe

ty is

sues

in a

nd o

ut o

f th

e sc

hool

.-

Dem

onst

rate

s ap

prop

riat

e he

alth

hab

its in

clud

ing

diet

, exe

rcis

e, c

lean

lines

s, a

nd le

isur

e tim

e us

e._.

Mod

els

resp

ect f

or s

afet

y ru

les

in a

ll sc

hool

rela

ted

activ

ities

._.

Follo

ws

safe

ty r

ules

in c

lass

room

s, s

choo

lla

bora

tori

es, a

nd g

roun

ds.

_.R

efra

ins

from

end

ange

ring

oth

ers

by a

ttend

ing

toor

rep

ortin

g un

safe

situ

atio

ns im

med

iate

ly.

_.St

udie

s sa

fety

and

hea

lth is

sues

in th

e ho

me

and

com

mun

ity.

8.1.

3.2

Dem

onst

rate

s an

und

erst

andi

ng o

fen

viro

nmen

tal p

robl

ems

that

impa

ct h

ealth

and

safe

ty.

_.U

tiliz

es c

onse

quen

ce d

ecis

ion

tree

s an

d ot

her

orga

nize

rs to

exp

lain

env

iron

men

tal p

robl

ems

rela

ted

to h

ealth

and

saf

ety.

8.1.

3.3

Util

izes

ana

lysi

s an

d pr

oble

m-s

olvi

ng s

kills

to f

ind

solu

tions

for

env

iron

men

tal c

once

rns

affe

ctin

g th

e sc

hool

.

-C

oope

rate

s w

ith o

ther

s to

iden

tify

and

solv

epr

oble

ms

rela

ted

to th

e sc

hool

or

com

mun

ity .

_.W

orks

with

loca

l bus

ines

ses

to id

entif

y lo

cal

envi

ronm

enta

l con

cern

s.

8.1.

3.4

Iden

tifie

s w

here

and

how

to g

et in

form

atio

nor

hel

p co

ncer

ning

hea

lthan

d sa

fety

issu

es.

-U

ses

vari

ous

reso

urce

s to

obt

ain

info

rmat

ion

and

stat

istic

s re

latin

g to

hea

lth a

nd s

afet

yis

sues

.

Page

172

0 '1

0

ElF

lori

da's

App

lied

Tec

hnol

ogy

- Pr

epar

in A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

0

Mid

dle

Scho

ol (

6-8)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rsE

L-

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

rally

Sen

sitiv

e C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 9

: Per

sona

l Con

duct

Stan

dard

9.1

Dem

onst

rate

s an

unde

rsta

ndin

g of

pro

fess

iona

lco

nduc

t in

pers

onal

rol

es, a

sw

ell a

s in

wor

k an

d in

dust

ry.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

9.1.

3.1

Dev

elop

s an

d co

nfor

ms

to g

roup

and

indi

vidu

al c

ondu

ct g

uide

lines

.

-.D

evel

ops

qual

ity in

dica

tors

in p

lann

ing

beha

vior

guud

elin

es f

or a

var

iety

of

sutu

atio

ns.

Wor

ks c

oope

rativ

ely

to d

evel

op in

divi

dual

beha

vior

exp

ecta

tions

in in

divi

dual

and

team

situ

atio

ns.

//

//

//

//

//

/

9.1.

3.2

Dem

onst

rate

s in

terp

erso

nal s

kills

whi

chen

hanc

e te

am p

rodu

ctiv

ity a

nd f

oste

rpo

sitiv

e w

ork

attit

udes

.

-.D

emon

stra

tes

team

wor

king

ski

lls in

a v

arie

tyof

situ

atio

ns.

//

//

//

//

//

/

2'32

20:i tit

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

173

Hig

h Sc

hool

(94

2)IM

- I

nfor

mat

ion

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sSM

- S

yste

ms

Man

ager

sC

W -

Coo

pera

tive

Wor

kers

PS -

Num

eric

Pro

blem

Sol

ver

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

lly S

ensi

tive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 1

: Pla

nnin

g

Ben

chm

ark

Stan

dard

1.1

:A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

tolif

e an

d w

ork

role

s.

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

1.1.

4.1

Dem

onst

rate

s ab

ility

to g

athe

r in

form

atio

nfr

om v

ario

us s

ourc

es to

pla

n a

proj

ect.

-.E

xpla

in h

ow to

loca

te a

ll pe

rtin

ent i

nfor

mat

ion

for

an in

dust

ry m

anuf

actu

rer

who

is th

inki

ng o

fbu

ildin

g a

plan

t in

the

com

mun

ity. I

nclu

detr

ansp

orta

tion,

zon

ing,

con

stru

ctio

n co

st, l

abor

mar

ket,

tax,

and

tax

ince

ntiv

e co

nsid

erat

ions

.

//

//

//

//

//

/

1.1.

4.2

Cre

ates

a c

olla

bora

tive

and

com

preh

ensi

vepl

an w

hich

add

ress

es s

peci

fic

even

ts,

prod

ucts

, or

proj

ects

eith

er p

erso

nally

or

for

the

wor

k pl

ace.

Use

rea

l lif

e ca

se p

robl

ems

for

stud

ents

to s

olve

thro

ugh

use

of a

var

iety

of

prob

lem

sol

ving

stra

tegi

es. T

he f

ollo

win

g pr

ovid

es a

n ex

ampl

e:ea

ch w

eek

of th

e sc

hool

yea

r on

e cl

assr

oom

/lab

will

be

shut

dow

n fo

r re

mod

elin

g. U

sing

blue

prin

ts a

nd c

lass

sch

edul

es h

ave

the

stud

ents

devi

se a

pla

n th

at in

clud

es a

list

of

whi

chcl

assr

oom

will

be

shut

dow

n ea

ch w

eek,

and

whe

re w

ill th

e st

uden

ts f

rom

that

cla

ss g

o?

//

//

//

//

//

/

1.1.

4.3

Dem

onst

rate

s kn

owle

dge

of p

lann

ing

proc

esse

s in

an

indu

stry

.

-.W

ith te

am m

embe

rs, l

ist i

n se

quen

tial o

rder

the

plan

ning

pro

cess

for

bri

ngin

g a

new

pro

duct

to th

eU

.S. m

arke

t.

//

//

//

//

//

/

204

205

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

175

Hig

h Sc

hool

(9-

12)

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rE

L -

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s.

Stra

nd 2

: Man

agem

ent

Stan

dard

2.1

:E

mpl

oys

man

agem

ent

tech

niqu

es to

man

age

proj

ects

and

ent

erpr

ises

rela

ted

to w

ork

and

life

role

s.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.1.

4.1

Dev

elop

s th

e pl

anni

ng, i

mpl

emen

tatio

n, f

isca

l,an

d ev

alua

tion

syst

ems

nece

ssar

y to

man

age

apr

ojec

t or

prov

ide

a se

rvic

e.

_.In

rea

sona

ble

deta

il, d

escr

ibe

a hy

poth

etic

albu

sine

ss to

be

star

ted

in th

e co

mm

unity

.Pa

rtic

ipat

e on

a te

am f

or o

ne o

f th

e fo

llow

ing:

plan

ning

, fis

cal,

impl

emen

tatio

n, o

r ev

alua

tion.

Lis

t, de

scri

be, a

nd b

e pr

epar

ed to

def

end

the

tool

sne

eded

for

the

part

icul

ar a

rea.

//

ii

f,/

1I

//

/

2.1.

4.2

Ana

lyze

s th

e m

anag

eria

l ski

lls n

eces

sary

for

deci

sion

mak

ing

in d

iffe

rent

wor

k re

late

dsi

tuat

ions

.

.L

ist t

he m

anag

eria

l ski

lls n

eede

d in

an

indu

stry

or

care

er c

lust

er o

f in

tere

st to

the

stud

ent.

Gra

phic

ally

dis

play

, des

crib

e, a

nd d

iscu

ss th

em

anag

eria

l ski

lls c

omm

on to

all

indu

stri

es, a

ndth

ose

uniq

ue to

the

one

of p

erso

nal i

nter

est.

//

1I

fi

i/

/1

/

2G3

Page

176

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

2 3

Hig

h Sc

hool

(9-

12)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rE

L -

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

sSt

rand

2: M

anag

emen

tSt

anda

rd 2

.2:

App

lies

mar

ketin

g an

dpr

omot

iona

l tec

hniq

ues

topr

oduc

ts a

nd s

ervi

ces

in a

busi

ness

or

soci

al s

ettin

g.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.2.

4.1

Ana

lyze

s co

ncep

ts o

f su

pply

& d

eman

d an

dho

w th

ese

appl

y to

pro

mot

ion

in a

spe

cifi

cin

dust

ry.

Ana

lyze

the

mar

ketin

g an

d pr

omot

iona

l cam

paig

nof

an

indu

stry

with

an

abun

danc

e of

pro

duct

ion

capa

city

(su

ch a

s au

tos,

com

pute

rs, s

tere

oeq

uipm

ent,

etc.

). D

iscu

ss a

mar

ketin

g an

dpr

omot

iona

l cam

paig

n fo

r th

e sa

me

indu

stry

but

assu

min

g pr

oduc

tion

capa

city

was

onl

y 90

% o

fde

man

d.

2.2.

4.2

Ana

lyze

s co

ncep

ts o

f di

min

ishi

ng r

etur

nsan

d ho

w it

app

lies

to m

arke

ting

and

prom

otio

n of

a s

peci

fic

indu

stry

.

_.So

lve

case

pro

blem

s lik

e th

e fo

llow

ing:

tele

visi

on s

ets

wer

e on

ly in

a f

ew h

ouse

hold

s in

the

earl

y '5

0s c

ompa

red

to m

ultip

le s

ets

in n

earl

yev

ery

hom

e to

day.

Hav

e st

uden

ts li

st p

ossi

ble

prom

otio

n st

rate

gies

for

bot

h tim

e pe

riod

s, a

nddi

scus

s th

e di

ffer

ence

s an

d si

mila

ritie

s of

the

two

stra

tegi

es.

2.2.

4.3

Ana

lyze

s va

riou

s m

arke

ting

syst

ems

and

the

met

hods

use

d w

ithin

eac

h (i

nclu

ding

med

ia,

i.e. m

ail/c

atal

og s

ales

, ret

ail a

nd s

ales

of

serv

ices

vs.

pro

duct

s).

-K

eep

a lo

g fo

r a

peri

od o

f tim

e (1

or

2 w

eeks

)de

scri

bing

all

adve

rtis

emen

ts a

nd p

rom

otio

nsen

coun

tere

d du

ring

that

tim

e, f

or a

par

ticul

arin

dust

ry in

clud

ing

T.V

., ra

dio,

new

spap

ers,

mag

azin

es, b

illbo

ards

, mai

l, di

spla

ys in

sto

res,

etc.

Cat

egor

ize

and

disc

uss.

2.2.

4.4

Ana

lyze

s th

e ge

nera

l cha

ract

eris

tics

of a

prom

otio

nal c

ampa

ign

for

prod

ucts

or

serv

ices

.(S

uch

as: d

eter

min

e ta

rget

mar

ket a

nd w

hat i

sin

volv

ed in

the

desi

gnin

g of

an

adve

rtis

emen

tca

mpa

ign

dire

cted

tow

ards

that

mar

ket)

.

_.D

evis

e a

com

plet

e ad

vert

isin

g ca

mpa

ign

for

asc

hool

, com

mun

ity, o

r w

ork

base

d pr

ojec

t. Fo

rex

ampl

e, f

or th

e sc

hool

yea

rboo

k. U

se v

ideo

clip

s, b

roch

ures

, pos

ters

, ann

ounc

emen

ts, m

ail-

outs

, etc

.

2.2.

4.5

Dev

elop

s an

adv

ertis

ing

cam

paig

n us

ing

ava

riet

y of

tech

niqu

es a

nd te

chno

logy

for

an

indu

stry

.

Dev

elop

an

adve

rtis

ing

cam

paig

n fo

r a

popu

lar

teen

age

prod

uct (

Seg

a G

enes

is, a

ppar

el, b

oard

grou

ps, e

tc.)

.D

escr

ibe

a th

eme

adve

rtis

emen

tca

mpa

ign,

incl

udin

g tim

e sl

ots,

pic

ture

loca

tion,

prom

otio

nal i

deas

, etc

. Use

loca

l or

area

med

iain

form

atio

n to

com

plet

e th

e pr

ojec

t

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

2 nt ,

2,Pa

ge 1

77

Hig

h Sc

hool

(9-

12)

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rE

L -

Eff

ectiv

e L

eade

rsC

T "

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 2

: M

anag

emen

tSt

anda

rd 2

.3: D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

cont

ract

em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ct b

ased

bus

ines

s.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.3.

4.1

Ana

lyze

s th

e di

ffer

ent t

ypes

of

busi

ness

owne

rshi

p an

d th

e po

sitiv

e an

d ne

gativ

eas

pect

s of

eac

h.

Dis

cuss

the

thre

e ba

sic

form

s of

bus

ines

sow

ners

hip

(pro

prie

tors

hip,

par

tner

ship

, and

corp

oiat

ion)

, det

erm

ine

the

best

for

m o

fow

ners

hip

for

sele

cted

indu

stri

es o

r ca

reer

path

way

s.

2.3.

4.2

Dem

onst

rate

s a

basi

c un

ders

tand

ing

ofva

riou

s re

sour

ces

and

skill

s re

quir

ed to

initi

ate

and

mai

ntai

n a

busi

ness

.

_.D

ebat

e th

e pr

os a

nd c

ons

of v

ario

us ty

pes

ofow

ners

hip

for

give

n si

tuat

ions

. Int

ervi

ew lo

cal

entr

epre

neur

s. U

sing

a c

heck

list

of

ques

tions

, the

stud

ents

sho

uld

dete

rmin

e w

hy th

ey s

elec

ted

the

loca

tion

they

did

, the

am

ount

of

star

t-up

cap

ital

requ

ired

, nor

mal

inve

ntor

y am

ount

s, th

e ty

pe a

ndco

st o

f ad

vert

isin

g, th

e nu

mbe

r an

d sk

ill le

vel o

fem

ploy

ees,

cas

h fl

ow p

roje

ctio

ns, e

tc.

Usi

ng c

heck

lists

and

oth

er r

esou

rces

for

suc

cess

in b

usin

ess,

ana

lyze

per

sona

l str

engt

hs a

ndw

eakn

esse

s in

kno

wle

dge

and

skill

s re

quir

ed f

orsu

cces

s in

a p

artic

ular

bus

ines

s or

indu

stry

and

deve

lop

a pl

an to

ove

rcom

e w

eakn

esse

s.O

n a

team

, sel

ect a

bus

ines

s th

at y

our

team

wan

tsto

sta

rt a

nd o

pera

te. D

evel

op a

com

preh

ensi

vebu

sine

ss p

lan

incl

udin

g in

itial

cap

ital

requ

irem

ents

, loc

atio

n, s

tart

-up

inve

ntor

y, c

ash

flow

est

imat

es, a

dver

tisin

g ca

mpa

ign,

per

sonn

elre

quir

emen

ts, p

rese

nt te

am p

lan

to b

usin

ess

part

ners

rol

e pl

ayin

g po

tent

ial i

nves

tors

fro

m th

eco

mm

unity

.

Page

178

2O

Flor

ida'

s A

pplie

d T

echn

olog

y -

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

Hig

h Sc

hool

(9-

12)

Stra

nd 3

: Fin

ance

Stan

dard

3.1

Dem

onst

rate

s fi

nanc

ial

plan

ning

abi

lity

and

deci

sion

-m

akin

g re

late

d to

wor

k an

dlif

e ro

les.

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

PS -

Num

eric

Pro

blem

Sol

ver

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

RM

- R

esou

rce

Man

ager

s

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsE

L -

Eff

ectiv

e L

eade

rsM

S -

Mul

ticul

tura

lly S

ensi

tive

Citi

zens

PI -

Par

enta

l Inv

olve

men

t

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

3.1.

4.1

Dev

elop

s a

budg

et, f

inan

cial

pla

n, a

nd c

ash

flow

pro

ject

ions

for

a te

am p

roje

ct.

Split

the

clas

s in

to te

ams

and

have

eac

h te

amse

lect

a s

choo

l san

ctio

ned

spor

t. E

ach

team

will

inte

rvie

w th

e ap

prop

riat

e co

ache

s an

d ot

her

pers

onne

l to

dete

rmin

e th

e co

mpl

ete

cost

of

havi

ng th

at s

port

at s

choo

l. T

he c

osts

sho

uld

incl

ude

unif

orm

s, e

quip

men

t (co

st a

nd e

xpec

ted

life)

, tra

vel e

xpen

se, m

aint

enan

ce c

osts

, coa

chin

gsa

lari

es, e

tc. T

hen

each

team

is to

det

erm

ine

inco

me

sour

ces,

suc

h as

spo

nsor

ship

s, ti

cket

sal

es,

conc

essi

on, s

tude

nt f

ees,

fun

d ra

iser

s, e

tc.

Part

icip

ate

and

form

team

s an

d se

lect

a m

ajor

clas

s pr

ojec

t for

whi

ch to

dev

elop

a f

ull

com

petit

ive

prop

osal

, i.e

. sen

ior

trip

, pro

m,

grad

uatio

n, y

ear

book

, sch

ool e

nter

pris

e, a

ndde

velo

p a

fina

ncia

l pla

n an

d pr

ojec

tions

tosu

cces

sful

ly im

plem

ent t

he p

roje

ct, i

nclu

ding

chec

ks a

nd b

alan

ce.

3.1.

4.2

Rec

onci

les

inco

me

and

expe

nse

acco

unts

ina

wor

k pl

ace

situ

atio

n to

det

erm

ine

prof

it/lo

ss.

Usi

ng th

e da

ta f

rom

one

of

the

abov

e pr

ojec

ts,

deve

lop

a ca

sh f

low

sta

tem

ent a

nd a

n in

com

e(p

rofi

t/los

s) s

tate

men

t.

3.1.

4.3

Com

plet

es s

impl

e ta

x fo

rms

requ

ired

of

empl

oyee

s.

Invi

te lo

cal b

usin

ess

peop

le to

spe

ak to

the

clas

sco

ncer

ning

the

vari

ous

tax

form

s re

quir

ed f

orth

eir

busi

ness

ope

ratio

n. A

sk s

elec

ted

busi

ness

peop

le to

bri

ng c

opie

s of

var

ious

tax

form

s su

chas

pay

roll

dedu

ctio

n ta

x, s

ales

tax,

busi

ness

/inve

ntor

y ta

x fo

rms,

etc

.C

ompl

ete

pers

onal

tax

form

s fo

r pa

rt-t

ime

empl

oym

ent.

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

23

Page

179

Hig

h Sc

hool

(9-

12)

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rE

L -

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

rally

Sen

sitiv

e C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 3

Fin

ance

Stan

dard

3.1

Dem

onst

rate

s fi

nanc

ial

plan

ning

abi

lity

and

deci

sion

-m

akin

g re

late

d to

wor

k an

dlif

e ro

les.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

1ME

CPS

CT

EW

RM

SMC

WE

LM

SPI

3.1.

4.4

Eva

luat

es v

ario

us r

etir

emen

t pro

gram

s an

din

vest

men

t opt

ions

, (su

ch a

s IR

As,

401

Kpl

ans,

etc

.).

.In

vite

a f

inan

cial

pla

nner

to s

peak

to th

e cl

ass

abou

t var

ious

ret

irem

ent o

ptio

ns. A

sk th

em to

show

the

trem

endo

us d

iffe

renc

e in

acc

umul

ated

wea

lth w

hen

som

eone

sta

rts

inve

stin

g in

thei

r 20

svs

. som

eone

who

doe

sn't

star

t unt

il th

eir

40s.

-.E

xpla

in to

oth

er s

tude

nts

the

impo

rtan

ce o

f ea

rly

fina

ncia

l pla

nnin

g.

i/

/i

iti

iti

ii

i

3.1.

4.5

Eva

luat

es p

erso

nal i

nsur

ance

nee

ds, (

such

as:

heal

th, l

ife,

dis

abili

ty, l

iabi

lity,

etc

.).

-.H

ave

each

stu

dent

dev

elop

a li

fe p

lan

for

thei

rin

sura

nce

need

s. A

lthou

gh h

ealth

insu

ranc

e is

desi

rabl

e at

any

age

, hav

e th

em p

roje

ct h

ow m

uch

life

insu

ranc

e th

ey n

eed

now

, aft

er m

arri

age,

aft

erch

ildre

n, a

fter

chi

ldre

n ar

e go

ne, a

nd a

fter

retir

emen

t. H

ave

them

inve

stig

ate

wha

t typ

e of

life

insu

ranc

e is

bes

t for

thei

r ne

eds

i.e. w

hole

life,

uni

vers

al li

fe, t

erm

, dec

linin

g ba

lanc

e lif

e(u

sual

ly m

ortg

age

insu

ranc

e), e

tc. H

ave

them

disc

uss

whe

n it

is a

ppro

pria

te to

hav

e di

sabi

lity

insu

ranc

e an

d/or

liab

ility

insu

ranc

e.

iiiiii

i/iii

252/

Page

180

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

ari

11 L

earn

ers

for

Tom

orro

ws

Wor

k Fo

rce

Hig

h Sc

hool

(9-

12)

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rE

L -

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

ySe

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 4

: Tec

hnic

al a

nd P

rodu

ctio

nSk

ills

in th

e W

ork

Plac

eSt

anda

rd 4

.1O

rgan

izes

wor

k as

sign

men

tsby

dem

onst

ratin

g pr

oduc

tion

tech

niqu

es.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC W

EL

MS

PI

4.1.

4.1

Ana

lyze

s an

d de

scri

bes

the

vari

ous

indu

stry

met

hods

of

orga

nizi

ng th

e w

orkp

lace

toen

hanc

e pr

oduc

tivity

.

-A

s a

team

mem

ber,

inve

stig

ate

curr

ent

indu

stry

wor

kpla

ce o

rgan

izat

ion

mod

els

incl

udin

g le

ased

em

ploy

men

t

4.1.

4.2

Ana

lyze

s an

d de

scri

bes

the

jobs

req

uire

d in

an in

dust

ry w

orkp

lace

.-

Hav

e a

team

of

stud

ents

cho

ose

a lo

cal

man

ufac

ture

r/pr

oduc

tion

com

pany

or

indu

stry

in w

hich

they

hav

e a

com

mon

inte

rest

and

as

a gr

oup

proj

ect h

ave

them

obta

in a

n or

gani

zatio

nal a

nd s

taff

ing

char

t of

all p

ositi

ons

requ

ired

with

in th

at b

usin

ess.

Hav

e th

em in

vite

the

com

pany

and

per

sonn

elm

anag

ers

to p

artic

ipat

e on

a p

anel

to d

iscu

ssw

hat t

he in

dust

ry lo

oks

for

in e

mpl

oyee

s.

./.

4.1.

4.3

Ana

lyze

s de

velo

pmen

t of

high

er q

ualit

ypr

oduc

ts o

r se

rvic

es u

sing

con

tinuo

us q

ualit

yim

prov

emen

t app

roac

h to

indu

stry

rel

ated

proj

ect.

-Id

entif

ies

com

pone

nts

of in

tern

atio

nal

stan

dard

s fo

r or

gani

zatio

ns (

ISO

) an

dw

orkp

lace

ski

ll st

anda

rds

for

spec

ific

indu

stri

es o

r ca

reer

clu

ster

s re

quir

ed f

orem

ploy

men

t in

wor

ld c

lass

org

aniz

atio

ns.

4.1.

4.4

App

lies

a va

riet

y of

tech

nica

l ski

lls to

indu

stry

spe

cifi

c pr

ojec

ts.

,D

emon

stra

tes

wor

kpla

ce e

mpl

oym

ent a

ndte

chni

cal s

kills

req

uire

d fo

r en

try

into

a c

aree

rcl

uste

r or

rel

ated

indu

stri

es.

2Fl

orid

a's

App

lied

Tec

hnol

ogy

- Pr

epar

ing

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e2

PI 7

Page

181

Hig

h Sc

hool

(9-

12)

Stra

nd 5

: Tec

hnol

ogy

Stan

dard

5.1

Int

egra

tes

acad

emic

and

appl

ied

tech

nolo

gypr

inci

ples

into

the

wor

kpla

ce

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rE

L -

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

5.1.

4.1

Ana

lyze

s an

d di

spla

ys e

xam

ples

of

all

acad

emic

dis

cipl

ines

rel

ated

to in

dust

ry.

Split

the

clas

s in

to th

ree

grou

ps, o

ne f

orm

anuf

actu

ring

/pro

duct

ion,

one

for

ser

vice

, and

one

for

reta

il. H

ave

each

gro

up p

ick

a sp

ecif

ic b

usin

ess

that

falls

into

thei

r ar

ea. T

hen

have

them

dev

elop

a m

atri

x,w

ith th

e se

ven

acad

emic

sub

ject

are

as a

cros

s th

e to

p an

d th

eva

riou

s em

ploy

men

t pos

ition

s lis

ted

dow

n on

the

left

, and

have

the

stud

ents

che

ck th

e in

ters

ectin

g bo

xes

whe

re s

kills

are

need

ed o

n th

e jo

b. H

ave

the

grou

ps c

ondu

ctre

sear

ch o

r in

terv

iew

s to

sup

port

thei

r fi

ndin

gs.

Dis

cuss

eac

h gr

oups

fin

ding

s.

VI

VI

5.1.

4.2

Cre

ates

pot

entia

l sol

utio

ns to

indu

stry

prob

lem

s us

ing

mat

h an

d/or

sci

entif

icco

ncep

ts a

nd c

omm

unic

ates

sol

utio

n us

ing

indu

stry

app

ropr

iate

lang

uage

art

s an

dgr

aphi

c sk

ills.

Usi

ng th

e co

nstr

uctio

n in

dust

ry a

s an

exa

mpl

e,sh

ow h

ow a

lgeb

ra a

nd a

pplie

d m

ath

are

used

inde

term

inin

g th

e m

ater

ials

nee

ded

for

the

cons

truc

tion

of a

bui

ldin

g, h

ow g

eom

etry

and

trig

onom

etry

are

use

d in

det

erm

inin

g ro

of s

lope

and

stai

rcas

es, h

ow p

neum

atic

s ar

e us

ed f

or n

ail

guns

and

jack

ham

mer

s, h

ow h

ydra

ulic

s al

low

heav

y eq

uipm

ent t

o m

ove

vast

qua

ntiti

es o

f ea

rth.

Usi

ng m

ajor

car

eer

clus

ters

or

rela

ted

indu

stri

es,

cond

uct r

esea

rch

to id

entif

y ty

pes

of m

ath,

scie

ntif

ic, a

nd c

omm

unic

atio

n sk

ills

requ

ired

for

vari

ous

aspe

cts

and

leve

ls w

ithin

the

indu

stry

.

Page

182

218

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

11 L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

219

Hig

h Sc

hool

(9-

12)

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rE

L -

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

sSt

rand

5: T

echn

olog

ySt

anda

rd 5

.2A

pplie

s ap

prop

riat

ete

chno

logy

to a

n in

dust

ry to

solv

e te

chni

cal a

nd p

rodu

ctio

npr

oble

ms.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

5.2.

4.1

Res

earc

hes

and

anal

yzes

the

leve

ls o

fte

chno

logy

app

lied

in a

n in

dust

ry.

Inve

stig

ate

loca

l bus

ines

ses

and

repo

rt o

n th

eva

riou

s fo

rms

of te

chno

logy

bei

ng u

sed

by e

ach

busi

ness

.

liiiii

iiii

5.2.

4.2

App

lies

tech

nolo

gy in

pro

blem

sol

ving

activ

ities

, as

they

rel

ate

to p

rodu

ctio

n.-.

Kee

p a

lear

ning

log

of s

tude

nt p

rodu

ctio

n (i

.e.

rese

arch

, rep

orts

, etc

.) a

nd th

e so

urce

s us

ed f

orre

sear

ch (

i.e. I

nter

net,

CD

RO

MS,

ele

ctro

nic

ency

clop

edia

, etc

.) a

nd th

e co

nstr

uctio

n of

the

repo

rts

(i.e

. wor

d pr

oces

sing

or

desk

top

publ

ishi

ng p

rogr

ams,

dra

win

g pr

ogra

ms,

CA

Dpr

ogra

ms,

etc

.).

_.D

evel

opm

ent t

echn

olog

y us

e th

roug

h st

uden

tde

velo

pmen

tal p

ortf

olio

.

ill/il

l5.

2.4.

3D

emon

stra

tes

an u

nder

stan

ding

of

indu

stry

spec

ific

aut

omat

ed a

nd e

lect

roni

cally

cont

rolle

d sy

stem

s an

d pr

oces

ses.

-.Pa

rtic

ipat

e in

a f

ield

trip

to a

loca

l or

regi

onal

man

ufac

turi

ng c

ompa

ny, a

nd r

eque

st th

at th

e"g

uide

" ex

plai

n th

e us

e of

ele

ctro

nica

llyco

ntro

lled

syst

ems

and

devi

ces.

_.Sh

adow

in c

aree

r re

late

d in

dust

ries

whe

rest

uden

ts c

an in

vest

igat

e th

e us

e an

d ty

pes

ofte

chno

logy

req

uire

d fo

r ef

fici

ency

in th

e in

dust

ryin

whi

ch th

ey a

re in

tere

sted

.

ill/1

/i/5.

2.4.

4 U

ses

tech

nolo

gies

to in

divi

dual

ly a

cces

sin

form

atio

n or

tuto

rial

s as

nee

ded

toco

mpl

ete

a pe

rson

al o

r in

dust

ry r

elat

ed ta

sk,

proc

ess,

or

proj

ect.

_.U

sing

the

faci

litie

s in

the

clas

sroo

m, l

ibra

ry,

com

mun

ity o

r ho

me

use

the

Inte

rnet

, CD

RO

MS,

and

any

othe

r av

aila

ble

tech

nolo

gy to

obt

ain

info

rmat

ion

conc

erni

ng a

spe

cifi

c in

dust

ry.

iiiiii

iiiii

223

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

183

Hig

h Sc

hool

(9-

12)

IM -

Inf

orm

atio

n M

anag

ers

SM -

Sys

tem

s M

anag

ers

- E

ffec

tive

Com

mun

icat

ors

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rE

L -

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

veE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Citi

zens

Stra

nd 6

: Lab

orSt

anda

rd 6

.1D

emon

stra

tes

anun

ders

tand

ing

of la

bor

issu

esre

late

d to

the

wor

k pl

ace.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

6.1.

4.1

Ana

lyze

s so

cial

, leg

al, e

cono

mic

, and

mor

alas

pect

s of

labo

r an

d m

anag

emen

tre

latio

nshi

p.

-Pa

rtic

ipat

e in

a te

am w

hich

inve

stig

ates

typi

cal

labo

r an

d m

anag

emen

t rol

es a

nd r

elat

ions

hips

in a

care

er c

lust

er o

r in

dust

ry o

f pe

rson

al in

tere

st.

Are

as m

ay in

clud

e w

age

rate

s, b

enef

its, a

ndem

ploy

ee tu

rn-o

ver

.

_.T

eam

s m

ay r

epor

t fin

ding

s an

d an

alyz

edi

ffer

ence

s am

ong

indu

stri

es.

it/

.1i

.1i

ii

/i

/

6.1.

4.2

Ass

igns

task

s, c

oord

inat

es w

ork,

and

mot

ivat

es p

eers

at s

choo

l, w

ork,

and

spo

rts

or o

ther

soc

ial s

ettin

gs

_.Pa

rtic

ipat

e an

d do

cum

ent d

iffe

rent

rol

es in

clud

ing

faci

litat

or, t

eam

mem

ber,

in p

roje

cts

rela

ted

tost

udyi

ng a

ll as

pect

s of

an

indu

stry

.Pa

rtic

ipat

es a

nd d

ocum

ents

var

ious

rol

es a

ndex

peri

ence

s in

sch

ool a

ctiv

ities

, (sa

me

as a

bove

)in

org

aniz

atio

ns in

clud

ing

club

s, p

rofe

ssio

nal

asso

ciat

ions

, and

ser

vice

clu

bs in

hea

lth a

ndle

isur

e ac

tiviti

es.

/i

i/

,//

I/

,/,/

,/

Page

184

Cl

ad2

=1

iiFlo

rida

's A

pplie

d T

echn

olog

y -

Prep

arin

11 L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Hig

h Sc

hool

(9-

12)

Stra

nd 7

: Com

mun

ity I

ssue

sSt

anda

rd 7

.1A

naly

zes

and

com

mun

icat

esth

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

d on

the

indi

vidu

al.

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

PS -

Num

eric

Pro

blem

Sol

ver

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

RM

- R

esou

rce

Man

ager

s

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsE

L -

Eff

ectiv

e L

eade

rsM

S -

Mul

ticul

tura

lly S

ensi

tive

Citi

zens

PI -

Par

enta

l Inv

olve

men

t

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

7.1.

4.1

Res

earc

hes

a gi

ven

indu

stry

's d

ata

and

repo

rts

its e

nvir

onm

enta

l, so

cial

, and

econ

omic

impa

ct o

n th

e co

mm

unity

.

Obt

ain

repo

rts

on a

loca

l ind

ustr

y an

d in

terv

iew

exec

utiv

es o

f th

at in

dust

ry to

det

erm

ine

in it

sec

onom

ic (

payr

oll)

and

inve

stm

ents

, soc

ial

activ

ities

of

the

com

pany

(bo

th e

cono

mic

and

empl

oyee

par

ticip

atio

n), a

nd e

nvir

onm

ent i

mpa

ctof

how

they

dis

pose

of

thei

r w

aste

and

em

issi

ons

and

the

effo

rts

they

mak

e to

lim

it th

ose

was

tes

and

emis

sion

s.

7.1.

4.2

Res

earc

hes

vari

ous

aspe

cts

of th

e lo

cal

com

mun

ity, i

.e. d

emog

raph

ics,

geo

grap

hy,

and

natu

ral r

esou

rces

, etc

., an

d re

port

s on

how

it im

pact

s on

an

indu

stry

.

Obt

ain

and

use

data

fro

m th

e lo

cal c

ham

ber

ofco

mm

erce

and

cen

sus

data

to o

btai

n de

mog

raph

icin

form

atio

n an

d na

tura

l res

ourc

es to

ana

lyze

pote

ntia

l ben

efits

/def

icie

ncie

s w

hen

tryi

ng to

attr

act i

ndus

try

to th

e co

mm

unity

.E

cono

mic

impa

ct (

payr

oll a

nd in

vest

men

ts in

com

mun

ity)

Soci

al im

pact

(ci

vil o

rgan

izat

ions

and

com

mun

ityin

volv

emen

t)E

nvir

onm

ent i

mpa

ct

2

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

185

Hig

h Sc

hool

(9-

12)

1M -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rE

L -

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

s

Stra

nd 8

: Hea

lth, S

afet

y an

dE

nvir

onm

ent

Stan

dard

8.1

Ana

lyze

s an

d co

mm

unic

ates

heal

th a

nd s

afet

y is

sues

in th

ew

orkp

lace

and

com

mun

ity.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

8.1.

4.1

Dev

elop

s an

eva

luat

ion

or in

stru

men

t tha

tde

als

with

hea

lth a

nd s

afet

y in

wor

kers

'pr

ofes

sion

al li

fe.

Dev

elop

a c

ompr

ehen

sive

hea

lth a

nd s

afet

y pl

anfo

r a

scho

ol.

With

one

team

, sel

ect m

ajor

indu

stri

es o

r ca

reer

clus

ters

, res

earc

h an

d de

velo

p he

alth

and

saf

ety

stra

tegi

es f

or e

mpl

oyee

s in

the

fiel

d.

8.1.

4.2

Res

earc

hes

vari

ous

envi

ronm

enta

l pro

blem

san

d re

port

on

thos

e th

at im

pact

occ

upat

iona

lhe

alth

and

saf

ety

with

in a

spe

cifi

c in

dust

ry.

Dis

cuss

env

iron

men

tal c

once

rns

in th

eir

com

mun

ity.

Sele

ct o

ne p

robl

em a

nd r

esea

rch

the

caus

e an

def

fort

s be

ing

mad

e to

elim

inat

e or

red

uce

that

prob

lem

.D

evel

op a

nd im

plem

ent a

pro

gres

sive

pla

n to

cont

inue

to im

prov

e th

e en

viro

nmen

t.

_

8.1.

4.3

Ana

lyze

s fe

dera

l and

sta

te s

afet

y la

ws

and

regu

latio

ns (

such

as

OSH

A)

as th

ey r

elat

e to

spec

ific

sys

tem

of

an in

dust

ry.

Sele

ct a

loca

l ind

ustr

y to

inve

stig

ate

conc

erni

ngth

e va

riou

s la

ws

and

labo

r la

ws

for

that

indu

stry

.

8.1.

4.4

Eva

luat

es m

etho

ds to

res

olve

env

iron

men

tal

prob

lem

s.-

Iden

tify

and

rese

arch

loca

l nat

iona

l iss

ues

rela

ted

to e

nvir

onm

enta

l pro

tect

ion.

-.Pa

rtic

ipat

e w

ith in

dust

ry a

nd c

omm

unity

gro

ups

to im

prov

e th

e w

ork

and

com

mun

ityen

viro

nmen

t.-.

Use

indu

stry

qua

lity

stan

dard

s an

d to

ols

and

asse

ssm

ent t

echn

ique

s to

eva

luat

e a

vari

ety

ofen

viro

nmen

tal p

robl

ems.

Page

186

F

iiFlo

rida

's A

pplie

d T

echn

olog

y -

Prep

anr

11 L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

227

Hig

h Sc

hool

(9-

12)

IM -

Inf

orm

atio

n M

anag

ers

EC

- E

ffec

tive

Com

mun

icat

ors

SM -

Sys

tem

s M

anag

ers

CW

- C

oope

rativ

e W

orke

rsPS

- N

umer

ic P

robl

em S

olve

rE

L -

Eff

ectiv

e L

eade

rsC

T -

Cre

ativ

e an

d C

ritic

al T

hink

ers

MS

- M

ultic

ultu

ral l

y Se

nsiti

ve C

itize

nsE

W -

Res

pons

ible

and

Eth

ical

Wor

kers

PI

- Pa

rent

al I

nvol

vem

ent

RM

- R

esou

rce

Man

ager

sSt

rand

9: P

erso

nal C

ondu

ctSt

anda

rd 9

.1D

emon

stra

tes

anun

ders

tand

ing

ofpr

ofes

sion

al c

ondu

ct in

pers

onal

rol

es, a

s w

ell a

s in

wor

k an

d in

dust

ry.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tions

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

.... 9.

1.4.

1R

esea

rche

s an

d an

alyz

es a

cod

e of

prof

essi

onal

con

duct

for

an

indu

stry

in th

ew

orkp

lace

.

Sele

ct a

n in

dust

ry o

r ca

reer

are

a , s

ervi

cebu

sine

ss, o

r re

tail

busi

ness

and

res

earc

h th

e co

deof

eth

ics

form

team

s to

com

pare

and

hav

e cl

ass

disc

ussi

on c

once

rnin

g th

e si

mila

ritie

s of

the

code

s.

/1

if/

//

//

//

9.1.

4.2

Dem

onst

rate

s th

e ab

ility

to c

oope

rativ

ely

wor

k in

var

ious

set

tings

, acr

oss

dive

rse

popu

latio

ns.

Part

icip

ates

in g

roup

s, a

ssoc

iatio

ns, c

lubs

, and

activ

ities

as

a te

am m

embe

r, le

ader

, or

supp

orte

r./

//

//

//

//

//

9.1.

4.3

Faci

litat

es th

e bu

sine

ss/e

duca

tion

part

ners

hip

inth

e de

velo

pmen

t of

join

t goa

ls.

Wor

k w

ith te

ache

rs, c

ouns

elor

s, w

orkp

lace

men

tors

, and

oth

ers

in d

evel

opin

g an

dim

plem

entin

g pl

ans

for

impr

ovin

g le

arni

ng,

educ

atio

nal o

ppor

tuni

ties,

bus

ines

s or

the

com

mun

ity.

-.W

ork

with

bus

ines

s pa

rtne

rs o

n pr

ojec

ts o

fm

utua

l ben

efit

afte

r se

tting

coo

pera

tive

goal

s.

//

//

//

1/

11

99

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

187

Post

-Sec

onda

ry (

1391

49 &

Adu

lt)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS-

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 1

: Pla

nnin

gSt

anda

rd 1

.1:

App

lies

plan

ning

met

hods

tode

cisi

on-m

akin

g re

late

d to

life

and

wor

k ro

les.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

1.1.

5.1

Dem

onst

rate

s or

gani

zatio

n an

d pl

anni

ngpr

oces

ses

used

in th

e in

dust

ry.

_.D

evel

ops

a pr

opos

al f

or a

cus

tom

er.

Ii

11

1.1.

5.1a

Res

earc

hes

and

anal

yzes

nee

ds, c

usto

mer

conc

erns

, pro

blem

s, to

be

addr

esse

d.

-.T

roub

lesh

oots

a p

robl

em p

rese

nted

by

acu

stom

er.

1.1.

5.1b

Use

s ac

tiviti

es, t

ime

lines

, & r

espo

nsib

ilitie

sin

pla

nnin

g pr

ojec

ts a

nd g

oal s

ettin

g.G

ives

an

estim

ate

for

an in

dust

rial

or

wor

kre

late

d pr

ojec

t.

1.1.

5.1c

Dev

elop

s an

d im

plem

ents

the

plan

bas

ed o

na

need

s as

sess

men

t.Pr

ovid

es a

wri

tten

plan

to s

olve

a w

ork

rela

ted

prob

lem

.iii

IiI

1.1.

5.1d

Cre

ates

and

impl

emen

ts m

easu

rem

ent t

ode

term

ine

cont

inua

nce,

adj

ustm

ent,

orte

rmin

atio

n.

Use

s gr

aphi

c or

gani

zers

app

ropr

iate

ly f

orpl

anni

ng.

iIiii

i1.

1.5.

1e A

lloca

tes

reso

urce

s fo

r im

plem

enta

tion

ofth

e pl

an.

1.1.

5.1f

Eva

luat

es th

e pl

anni

ng p

roce

ss a

nd th

e pl

anim

plem

enta

tion.

2f)

0ra

dla

231

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

189

Post

-Sec

onda

ry (

1391

49 &

Adu

lt)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS-

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 2

: Man

agem

ent

Stan

dard

2.1

:E

mpl

oys

man

agem

ent

tech

niqu

es to

man

age

proj

ects

and

ent

erpr

ises

rela

ted

to w

ork

and

life

role

s.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.1.

5.1

Res

earc

hes,

ana

lyze

s, a

nd s

elec

ts th

e m

ost

appr

opri

ate

man

agem

ent s

yste

ms

for

a sp

ecif

icsi

tuat

ion.

Res

earc

hes

curr

ent m

anag

emen

t pra

ctic

es a

nd

appl

ies

prac

tices

app

ropr

iate

ly.

2.1.

5.2

Dev

elop

s an

app

ropr

iate

man

agem

ent p

lan.

Out

lines

or

grap

hica

lly o

rgan

izes

a m

anag

emen

tpl

an f

or a

giv

en s

ituat

ion.

2.1.

5.3

Dem

onst

rate

s in

dust

ry s

peci

fic

deci

sion

mak

ing

and

criti

cal t

hink

ing

skill

s.T

hink

s th

roug

h an

d re

com

men

ds a

ppro

pria

teac

tion

for

wor

k or

life

rol

e pr

oble

ms.

2.1.

5.4

App

lies

reso

urce

man

agem

ent t

echn

ique

s in

plan

ning

and

impl

emen

ting

proc

esse

s.D

emon

stra

tes

appr

opri

ate

man

agem

ent o

ftim

e, p

eopl

e, a

nd o

ther

res

ourc

es.

2.1.

5.5

App

lies

prob

lem

sol

ving

pro

cess

to in

dust

ryre

late

d m

anag

emen

t iss

ues

or p

roje

cts.

-R

ecom

men

ds a

ppro

pria

te s

olut

ions

toin

dust

ry r

elat

ed p

robl

ems.

Page

190

232

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

ari1

111

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

23

Post

-Sec

onda

ry (

1391

49 &

Adu

lt)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS-

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 2

: Man

agem

ent

Stan

dard

2.2

: App

lies

mar

ketin

g an

dpr

omot

iona

l tec

hniq

ues

to p

rodu

cts

and

serv

ices

in a

bus

ines

s or

soc

ial s

ettin

g.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.2.

5.1

Dev

elop

s a

com

plet

e m

arke

ting

syst

em,

incl

udin

g:A

naly

zes

mar

ketin

g sy

stem

s us

ed in

a g

iven

indu

stry

.

2.2.

5.1a

Dev

elop

s pr

omot

iona

l cam

paig

n fo

r a

spec

ific

bus

ines

s or

indu

stry

in a

colla

bora

tive

man

ner.

Dev

elop

s im

prov

ed s

yste

ms,

pro

duct

s an

dpr

oces

ses

for

mar

ketin

g in

a s

peci

fic

indu

stry

or

care

er a

rea.

2.2.

5.1b

Des

igns

a d

istr

ibut

ion

syst

em f

or p

rodu

cts

orse

rvic

es.

2.2.

5.1c

Ana

lyze

s an

d us

es m

arke

t res

earc

hpr

oced

ures

.

2.2.

5.1d

Est

ablis

hes

stra

tegi

c go

als.

2.2.

5.1e

Dev

elop

s a

feed

back

sys

tem

via

cus

tom

erre

spon

ses,

que

stio

nnai

res,

and

sur

veys

.

2.2.

5.1f

Dev

elop

s a

plan

that

is e

ntic

ing

to th

edi

vers

e po

pula

tion,

with

out b

eing

infl

amm

ator

y to

any

oth

er g

roup

.

2.2.

5.1g

Pro

ject

s an

d m

onito

rs m

arke

t sha

re.

23B

ES

T C

OP

Y A

VA

ILA

BLE

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

2

Page

191

Post

-Sec

onda

ry (

1391

49 &

Adu

lt)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS-

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

lly S

ensi

tive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 2

: Man

agem

ent

Stan

dard

2.3

:D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

cont

ract

em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ct b

ased

busi

ness

.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

2.3.

5.1

Dev

elop

s a

com

preh

ensi

ve p

lan

to in

itiat

e an

dm

aint

ain

a sp

ecif

ic b

usin

ess,

incl

udin

g:D

evel

ops

a co

mpr

ehen

sive

bus

ines

s pl

an f

or a

give

n bu

sine

ss o

r en

terp

rise

.

2.3.

5.1a

Ana

lyze

s th

e am

ount

of

capi

tal n

eede

d an

dth

e va

riou

s so

urce

s fo

r th

at c

apita

l.

2.3.

5.1b

Det

erm

ines

loca

tion

and

type

of

faci

litie

sre

quir

ed.

2.3.

5.1c

Ana

lyze

s ch

oice

of

buy,

bui

ld, o

r le

ase.

2.3.

5.1d

Res

earc

hes

all l

icen

ses,

cer

tific

ates

,in

sura

nce,

and

app

rova

ls n

eede

d fo

r th

ebu

sine

ss.

.

2.3.

5.1e

Dev

elop

s ap

prop

riat

e sy

stem

s fo

r se

tting

pric

es, i

nven

tory

con

trol

, inv

oici

ngpr

oced

ures

, ini

tial a

nd lo

ng te

rm m

arke

ting

plan

, cas

h fl

ow, a

ccou

ntin

g pr

oced

ures

, and

repo

rts.

2

Page

192

Flor

ida'

s A

pplie

d T

echn

olog

y -Pr

epar

iell

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

Post

-Sec

onda

ry (

1391

49 &

Adu

lt)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS-

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 3

: Fin

ance

Stan

dard

3.1

Dem

onst

rate

s fi

nanc

ial

plan

ning

abi

lity

and

deci

sion

-m

akin

g re

late

d to

wor

k an

dlif

e ro

les.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

3.1.

5.1

Dev

elop

s a

fina

ncia

l pla

n, in

clud

ing

cash

flow

pro

ject

ions

, tax

con

side

ratio

ns, i

nter

est

rate

eff

ects

, etc

.

Dev

elop

s a

fina

ncia

l pla

n fo

r a

give

n bu

sine

ss.

.3.1

.5.2

Dev

elop

s an

d re

conc

iles

sim

ple

acco

untin

gfo

r in

com

e an

d ex

pens

e to

bud

get a

nd m

ake

fina

ncia

l dec

isio

ns.

Ana

lyze

s pa

st p

erfo

rman

ce o

f a

com

pany

in a

spec

ific

indu

stry

.

3.1.

5.3

Ana

lyze

s an

d re

sear

ches

sou

rces

, cos

t, an

dav

aila

bilit

y fo

r st

art-

up c

apita

l.-.

Dev

elop

s a

fina

ncia

l pla

n to

initi

ate

a ne

wbu

sine

ss.

3.1.

5.4

Ana

lyze

s an

d pr

epar

es lo

cal,

stat

e, a

ndfe

dera

l for

ms

nece

ssar

y to

ent

er b

usin

ess

in a

new

or

esta

blis

hed

indu

stry

.

Com

plet

es lo

cal,

stat

e, a

nd f

eder

al f

orm

s re

quir

edto

ent

er b

usin

ess

appr

opri

atel

y.

3.1.

5.5

Ana

lyze

s m

etho

ds o

f pr

otec

ting,

ext

endi

ngor

leve

ragi

ng p

erso

nal n

et w

orth

thro

ugh

insu

ranc

e, ta

x-de

ferr

ed o

ptio

ns, r

eal e

stat

e,an

d st

ock

fund

s.

Dev

elop

s a

pers

onal

por

tfol

io in

clud

ing

stra

tegi

esan

d go

als

for

impr

ovin

g ne

t wor

th.

Jilts

/Jilt

/

235

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

193

Post

-Sec

onda

ry (

1391

49 &

Adu

lt)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS-

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 4

: Tec

hnic

al a

nd P

rodu

ctio

nSk

ills

in th

e W

ork

Plac

eSt

anda

rd 4

.1O

rgan

izes

wor

k as

sign

men

tsby

dem

onst

ratin

g pr

oduc

tion

tech

niqu

es.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

4.1.

5.1

Dev

elop

s an

indu

stry

spe

cifi

c pr

oduc

tion

plan

ana

lyzi

ng a

ltern

ate

type

s of

pro

duct

ion

mod

els

utili

zing

tech

nolo

gy a

nd r

anki

ngan

ticip

ated

pro

duct

ivity

and

cos

ts.

Dev

elop

s a

prod

uctio

n pl

an a

nd e

valu

atio

nin

stru

men

t for

an

indu

stry

rel

ated

pro

duct

,pr

ojec

t, or

ser

vice

s.

4.1.

5.2

Ana

lyze

s va

riou

s pr

oduc

tion

mod

els

incl

udin

g as

sem

bly

line,

job

rota

tion,

cro

ss-

trai

ned

wor

kers

, and

pro

duct

ion

team

.

-.T

roub

lesh

oots

per

sona

l iss

ues

and

reco

mm

ends

appr

opri

ate

syst

ems

for

impr

ovin

g pr

oduc

tion

orse

rvic

e in

a g

iven

indu

stry

rel

ated

pro

blem

.

4.1.

5.3

App

lies

a va

riet

y of

tech

nica

l ski

lls to

com

plex

, lon

g te

rm in

dust

ry s

peci

fic

proj

ects

.

-.D

emon

stra

tes

tech

nica

l ski

lls r

equi

red

for

prof

icie

ncy

in a

giv

en in

dust

ry o

r ca

reer

are

a.

240

Page

194

areF

lori

da's

App

lied

Tec

hnol

ogy

- Pr

ep'

11 L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Post

-Sec

onda

ry (

1391

49 &

Adu

lt)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS-

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

lly S

ensi

tive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 5

: Tec

hnol

ogy

Stan

dard

5.1

Inte

grat

es a

cade

mic

and

appl

ied

tech

nolo

gy p

rinc

iple

sin

to th

e w

orkp

lace

.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

5.1.

5.1

App

lies

mat

h an

d/or

sci

entif

ic c

once

pts

toin

dust

ry r

elat

ed p

robl

ems.

-.U

tiliz

es p

rope

r ac

adem

ic s

kills

to s

olve

pro

blem

sor

impr

ove

situ

atio

ns in

the

wor

kpla

ce.

5.1.

5.2

App

lies

nece

ssar

y la

ngua

gear

ts /c

omm

unic

atio

n sk

ills

for

a sp

ecif

icin

dust

ry.

-.U

tiliz

es a

ppro

pria

te c

omm

unic

atio

n sk

ills

topr

esen

t inf

orm

atio

n, tr

ain,

or

resp

ond

to a

nin

dust

ry b

ased

situ

atio

n.

5.1.

5.3

App

lies

othe

r ac

adem

ic s

kills

,(i.e

. hea

lth, s

ocia

lsc

ienc

es, a

rts)

req

uire

d fo

r sp

ecif

ic in

dust

rysi

tuat

ions

.

Util

izes

a w

ide

know

ledg

e ba

se o

f ac

adem

ic s

kills

to s

olve

pro

blem

s in

a s

peci

fic

indu

stry

situ

atio

n.

Stra

nd 5

: Tec

hnol

ogy

r

Stan

dard

5.2

App

lies

appr

opri

ate

tech

nolo

gy to

an

indu

stry

toso

lve

tech

nica

l and

prod

uctio

n pr

oble

ms.

IME

CPS

CT

, EW

RM

SM

.

CW

EL

MS

PI

5.2.

5.1

Use

s te

chno

logy

to tr

oubl

e sh

oot,

reco

rd, o

rpr

edic

t ind

ustr

y-re

late

d pr

oble

ms.

Dem

onst

rate

s ap

prop

riat

e us

e of

tool

s of

the

indu

stry

to a

naly

ze p

robl

ems.

5.2.

5.2

Ana

lyze

s th

e su

itabi

lity

of v

ario

uste

chno

logi

es to

impr

ove

prod

uctiv

ity o

fse

rvic

e, p

rovi

de a

pro

duct

, or

prod

uce

indu

stri

als.

Dem

onst

rate

s ap

prop

riat

e to

ols

of th

e in

dust

ry to

perf

orm

wor

k ta

sks

in th

e in

dust

ry.

5.2.

5.3

Rou

tinel

y us

es te

chno

logi

es le

arne

d "j

ust i

n tim

e"as

req

uire

d by

new

app

licat

ions

, cod

e ch

ange

s,an

d w

ork

requ

irem

ents

.

Dem

onst

rate

s fl

exib

ility

to a

djus

t, an

d le

arn

new

proc

esse

s an

d pr

oced

ures

as

need

ed f

or w

orkp

lace

task

s.

242

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

kFo

rce

243

Page

195

Post

-Sec

onda

ry (

1391

49 &

Adu

lt)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS-

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 6

: Lab

orSt

anda

rd 6

.1D

emon

stra

tes

anun

ders

tand

ing

of la

bor

issu

esre

late

d to

the

wor

k pl

ace.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

6.1.

5.1

Ana

lyze

s th

e in

terr

elat

ions

hip

ofem

ploy

er/e

mpl

oyee

lega

l and

eth

ical

rig

hts

and

resp

onsi

bilit

ies

in th

e w

orkp

lace

and

com

mun

ity.

Dem

onst

rate

s et

hica

l beh

avio

r an

d un

ders

tand

sle

gal r

ight

s of

em

ploy

ees

in th

e in

dust

ry a

ndco

mm

unity

.

6.1.

5.2

Ana

lyze

s ef

fect

s of

col

lect

ive

barg

aini

ng,

empl

oyee

ben

efits

, wag

e st

ruct

ures

, and

empl

oym

ent c

ontr

acts

.

-.A

naly

zes

and

mak

es d

ecis

ions

rel

ated

toem

ploy

men

t ben

efits

, str

uctu

res,

and

con

trac

tsba

sed

on in

dust

ry o

ptio

ns a

nd tr

ends

.

6.1.

5.3

Dem

onst

rate

s an

und

erst

andi

ng o

f le

gal

aspe

cts

of e

mpl

oyer

/em

ploy

eere

latio

nshi

ps, i

nclu

ding

:

Com

mun

icat

es th

e im

port

ance

of

lega

l iss

ues

and

appr

opri

ate

beha

vior

rel

ated

to a

spe

cifi

c in

dust

ryor

car

eer

area

.

I/1

1

6.1.

5.3a

Rec

ogni

zes

issu

es r

elat

ing

to c

olle

ctiv

eba

rgai

ning

.

6.1.

5.3b

Ana

lyze

s th

e te

rms

and

cond

ition

s of

em

ploy

men

tco

ntra

cts.

6.1.

5.3c

Ana

lyze

s la

bor

law

issu

es r

elat

ed to

a s

peci

fic

indu

stry

..

Page

196

2

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

All

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

24S

Post

-Sec

onda

ry (

1391

49 &

Adu

lt)IM

- I

nfor

mat

ion

Man

ager

sSM

- S

yste

ms

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sC

W -

Coo

pera

tive

Wor

kers

PS-

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 7

: Com

mun

ity I

ssue

sSt

anda

rd 7

.1A

naly

zes

and

Com

mun

icat

esth

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

d on

the

indi

vidu

al.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

7.1.

5.1

Iden

tifie

s, r

esea

rche

s, a

naly

zes,

and

pro

ject

s th

eim

pact

of

an in

dust

ry o

n th

e en

viro

nmen

t in

aco

mm

unity

.

Rec

ogni

zes

the

impo

rtan

t con

trib

utio

ns o

f bo

thin

dust

ry a

nd th

e co

mm

unity

to q

ualit

y of

life

.

7.1.

5.2

Dev

elop

s a

publ

ic r

elat

ions

pla

n to

com

mun

icat

eth

e po

sitiv

e im

pact

of

an in

dust

ry.

Sele

cts

med

ia f

or p

ublic

izin

g po

sitiv

e in

dust

ryne

ws.

7.1.

5.3

Iden

tifie

s, r

esea

rche

s, a

nd a

naly

zes

the

com

mun

ity's

impa

ct o

n an

d in

volv

emen

t with

alo

cal i

ndus

try.

Com

mun

icat

es e

cono

mic

and

env

iron

men

tal

impa

ct o

n th

e co

mm

unity

of

the

indu

stry

or

care

erar

ea.

7.1.

5.4

Dev

elop

s a

com

mun

ity r

elat

ions

pla

n to

incr

ease

com

mun

ity in

volv

emen

t with

loca

l ind

ustr

y.Id

entif

ies

pote

ntia

l com

mun

ity in

volv

emen

top

port

uniti

es f

or e

mpl

oyee

s of

the

indu

stry

.

246

247

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

197

Post

-Sec

onda

ry (

1391

49 &

Adu

lt)IM

- I

nfor

mat

ion

Man

ager

sE

C -

Eff

ectiv

e C

omm

unic

ator

sSM

- S

yste

ms

Man

ager

sC

W -

Coo

pera

tive

Wor

kers

PS-

Num

eric

Pro

blem

Sol

vers

EL

- E

ffec

tive

Lea

ders

CT

- C

reat

ive

and

Cri

tical

Thi

nker

sM

S -

Mul

ticul

tura

l ly

Sens

itive

Citi

zens

EW

- R

espo

nsib

le a

nd E

thic

al W

orke

rs P

I -

Pare

ntal

Inv

olve

men

tR

M -

Res

ourc

e M

anag

ers

Stra

nd 8

: Hea

lth, S

afet

y an

dE

nvir

onm

ent

Stan

dard

8.1

Ana

lyze

s an

d co

mm

unic

ates

heal

th a

nd s

afet

y is

sues

in th

ew

orkp

lace

and

com

mun

ity.

Ben

chm

ark

Sam

ple

Perf

orm

ance

Des

crip

tion

IME

CPS

CT

EW

RM

SMC

WE

LM

SPI

8.1.

5.1

Res

earc

hes,

ana

lyze

s, a

nd c

ompl

ies

with

fede

ral a

nd s

tate

hea

lth a

nd s

afet

y la

ws

and

regu

latio

ns f

or a

n in

dust

ry.

Dem

onst

rate

s st

rate

gies

for

com

plyi

ng w

ith a

nddo

cum

entin

g sa

fety

and

reg

ulat

ions

for

the

indu

stry

.

8.1.

5.2

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199

APPENDIX 4A

Instructional Strategies for a 21st Century Applied Technology Classroom

The strategies included in this section require students to learn in context with the realworld. Most of the strategies which follow require active learning and higher level thinking fromthe students. The strategies are found in the literature related to "best practices" for teaching andlearning.

Each strategy includes a basic definition, description of how to use it, and a short list ofbenefits of using the strategy. The selected resources are included here for further reflection.The Internet has many home pages with additional descriptions of strategies identified through"best practices" in the literature on education.


Selected References

American Psychological Association and Mid-continent Regional Educational Laboratory. (1993, January).Learner-centered psychological principles: Guidelines for school redesign and reform,. Washington, DC: AmericanPsychological Association.

Arcaro, J. (1995). Creating quality in the classroom. Delray teach, FL: St. Lucie Press.Bouchillon, W. (1996). Welcome to the business world. Glen St. Mary, FL: ABA Printing.Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms.

VA: ASCD.DeBono, E. (1985). Six thinking hats. Toronto, Ontario, Canada: Key Porter Books Ltd.Dryden, G. &Vos, J. (1994). The learning revolution: A life-long learning program for the world's finest

computer: your amazing brain! Torrance, CA: Jalmar Press.Erickson, H. (1995). Stirring the head, heart. and soul.. redefming curriculum and instruction. Thousand

Oaks, CA: Corwin Press, Inc.Gardner, H. (1991). The unschooled mind: How children think & How school should teach. United States

of America: Basic Books.Haggerty, B. A. (1995). Nurturing intelligences: a guide to multiple intelligences theory and teaching.

United States of America: Addison-Wesley.Hull, D. (1993). Opening minds, opening doors. Waco, TX: Center for Occupational Research and

Development (CORD).Hyerle, D. (1996). Visual tools. Alexandria, VA: Association for Supervision and Curriculum

Development.Jacobs, H. H. (1989). Interdisciplinary curriculum: design and implementation. Alexandria, VA: ASCD.Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). Cooperative learning in the classroom.

Alexandria, VA: ASCD.Johnson, D. W., Johnson, R. T. & Holubec, E. J. (1994). The new circles of learning: Cooperation in the

classroom and school. Alexandria, VA: ASCD.Marzano, R., Pickering, D., Arredondo, D., Blackburn, G., Brandt, R., & Moffett, C. (1992). Teacher's

manual: Dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.Norwood, M. (1995). Creative teaching! Methods/strategies for teachers. Friendswood, TX: McComas

Publishing Co.Parnell, D. (1995). Why do I have to learn this?: Teaching the way people learn best Waco, TX: CORD

Communications, Inc.Pautler, Jr., A. (1978). Teaching technical subjects in education and industry. Urbana, IL: Griffon Press.Scholtes, P., Bayless, D., Massaro, G., & Roche, N. (1994). The team handbook for educators. Madison,

WI: Straus Printing Co.Senge, P., Kleiner, A., Roberts, C., Ross, R., & Smith, B. (1994). The fifth discipline field book: /strategies

and tools for building a learning organization. New York, NY: Doubleday.Stern, D., Stone, III, J., Hopkins, C. McMillion, M., & Crain, R. (1994). School-based-enterprise:

Productive learning in American high schools. San Francisco, CA: Jossey-Bass Publishers.Stodden, R., Ianacone, R., Boone, R. & Bisconer, S. (1987). Curriculum-based vocational assessment: A,

guide for addressing youth with special needs. Honolulu, Hawaii: Centre Publications.Sylvester, R. (1995). A celebration of neurons an educator's guide to the human brain. Alexandria, VA:

Association for Supervision and Curriculum Development.Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA:

Association for Supervision and Curriculum Development.U.S. Department of Education. (1994). School-to-work: What does research say about it? Washington,

DC: U.S. Government Printing Office.Zedelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for teaching and learning in

America's schools. Portsmouth, NH: Heinemann.


Appendix 4A

Instructional Strategies for a 21st-Century Applied Technology Classroom

Multiple IntelligencesWhat is it? There are many forms of intelligence, many ways by which we know, understand, and learn aboutthe world. Seven intelligences have been identified: verbal/linguistic, logical/mathematical, visual/spatial,body/kinesthetic, musical/rhythmic, intra-personal, interpersonal.

How do you use it?Teachers incorporate the 7 ways of knowing intotheir lessons plans and students learn anddemonstrate knowledge and skills through allintelligences

"'Multiple Intelligences: appropriate for all levels.

Benefits?

Active learning"Reach" all students

Process material in area(s) of strength

Goes beyond verbal and mathematical intelligencestraditionally used in classrooms

Graphic OrganizerWhat is it? Visual representations of abstract concepts and processes. Students transfer abstract informationinto a more concrete form.

How do you use it?Teacher provides a specific format for learning,recalling, and organizing

I 1 r Graphic Organizer: appropriate from third grade

through adult.

What are the benefits?Helps in transfer of learning from abstract to concreteHelps visual learners organize ideasProvides format for studyUsed in business and industry for communication

Specific Graphic Organizer Strategies

Consequence Diagram/Decision TreeWhat is it? A graphic organizer strategy in which students use diagrams or decision trees to illustrate real or possibleoutcomes of different actions.

How do you use it? What are the benefits?Learners visually depict possible outcomes for a given Helps in transferring learning to applicationproblem. The consequence diagram or tree usually Aids in predicting with accuracyincludes geometric symbols, lines, and arrows. A Develops ability to identify the causes and effectsrectangle shape indicates a start and stop point, a square of decisionsindicates a step or process, a diamond represents a Provides an opportunity to infuse adecision, a line and arrow indicates continue if yes, go multicultural perspectiveback if no. Used in trouble shooting by many industries

'Consequence Diagram/Decision Tree: appropriate from

third through adult.


FlowchartWhat is it? A graphic organizer strategy in which students depict positioning and role relationships.

How do you use it?Students structure a sequential flow of events, actions,roles, and decisions graphically on paper. The visual isusually represented by a geometric symbol line, andarrows pointing in the direction of the flow.

Flowchart: appropriate from third grade through

adult.

What are the benefits?Fosters logical and sequential thinkingFocuses on connectionsDevelops ability to determine details, specificpointsImproves organizational skillsAids in planningProvides an outline for writingMay be used to explore a multiculturalperspectiveUsed in industry to improve

processes and products

Venn DiagramWhat is it? A graphics organizer strategy for creating a visual analysis of information representing similaritiesand differences among concepts, objects, animals, etc.

How do you use it? What are the benefits?Using two overlapping circles, students list unique Helps students organize reading, ideas, and acharacteristics of two items or concepts (one in left part plan for writingof circle and one on right); in the middle they list shared Focuses on comparisonscharacteristics. Requires students to draw conclusions and

synthesizeg.'r Venn Diagram: appropriate from third grade through Moves students' minds to higher cognitive

adult. levels

Used in industry to show shared concepts

WebbingWhat is it? A graphic organizer strategy that provides a visual picture of how words or phrases connect to atopic.

How do you use it? What are the benefits?The teacher lists a topic and builds a web-like structure Provides opportunities for the visual learner toof words or phrases, etc. that students call out as being "recall" the connections for later useconnected to a topic. The process applies to most Helps students use and share their priorlearning situations including content, values, attitudes,and performance activities. The web may be symbols,drawings, color, words, and graphics to depict the topic.

knowledge

Helps students identify patterns ofinformation

g'. Webbing: appropriate at all levels.

Used in industry for note taking or diagrams


255

ConceptWhat is it? A graphic organizer strategy that shows relationshipscircled and the relationships are shown by connecting lines

Mappingamong concepts. Usually the concepts are

with short explanations.

How do you use it? What are the benefits?Select a main idea. The teacher and students Helps students visualize how ideas are connectedidentify a set of concepts associated with the main and how knowledge is organizedidea. Concepts are ranked in related groups from Improves comprehension and problem-solvingmost general to most specific. Related concepts skillsare connected and the links labeled with verbs orshort phrases. The method is very similar towebbing.

Same additional benefits as for webbing

111? Concept Mapping: appropriate from third grade

through adult.

Modular InstructionWhat is it? A learner-centered and self-directed learning experience which may be designed for individuals orfor small teams. Learning teams that are randomly scheduled so cooperation is required of students who may befrom diverse backgrounds or groups. The abilities demonstrated are pre-requisite to success on future jobs.

How do you use it?Modular Instruction is usually self-contained andcontains the following elements:

g" Student objectives or expectations

co Background information or instructions forresearch

Et' Student activities or procedures

fgt. Application of the objectives to a real life orworkplace problem

(go Assessment of the processes used and productsproduced through the module

Eg' Opportunity for self and team assessment; theinstruction may be designed for individual or forsmall teams

CO A time frame is usually given as a guide for themodule

131' Modular Instruction: appropriate from third

grade through adult.

What are the benefits?Improves creative, critical thinkingProvides practice in use of technologyRequires practice solving problems, managingtime, team work, and trouble shootingProvides for a application of academic skills


256

Technology Learning ActivitiesWhat is it? Technology Learning Activities (TLA) is a teacher developed tool which fosters the developmentof problem solving skills while connecting curricula content with real life scenarios.

How do you use it?A real life or real work problem is the basis of theTLAA tangible end product is expected uponcompletion of the TLAThe teacher's role is facilitation through planning,monitoring, and evaluationThe students work cooperatively to solve problemsthrough use and management of resources

TLA's: appropriate at all levels.

What are the benefits?TeamworkCreative thinkingProblem solvingCommunicationsApplying academic skillsStudent motivationReal world applications

SimulationsWhat is it? A learning process which involves students as participants in role-playing presentations and\orproblem solving games imitating real-life situations or workplace environments.

How do you use it? What are the benefits?Prepare students by reviewing rules Develops decision making skillsSupervise closely enough that students stay on task May be developed by a publisher (software, CD,Set expectations of performance, time, and,activities to be completed

print) or a teacherProvides practice for real life or workplace

Have necessary information and materials situations and environmentsorganized and available prior to beginning a Allows students to be active in learningsimulation May involve many SCANS competencies

111W Simulation: appropriate at all levels.

DemonstrationsWhat is it? Showing practical applications of theory, product, or equipment; may be performed by teacher,guest, or student.

How do you use it? What are the benefits?Prepare the class prior to a demonstration Shows how the information or skill is used in theSet the learning objectives real worldPerform or show the practical application of the Creates interesttheory, product, or equipment Provides opportunity for student involvementDiscuss the actual application when practice time is providedHave students perform the application Results in clearer understandingDiscuss any problems that occur Holds interest of student by adding context to

learningIW. Demonstrations: appropriate at all levels. Appeals to several learning styles


2 5 7

Competency Based Education/Performance Based EducationWhat is it? Instructional programs that are based on industry validated skills, knowledge, and attitudes that havebeen identified as essential to training for a specific purpose or occupation. (The defmition applies to any subjectarea)

How do you use it? What are the benefits?Industry knowledge, skills and attitudes required Specific workplace skills are addressed andfor a job are identified through an occupational assessedanalysis Workplace relevance is maximizedSkills, attitudes and knowledge required to Provides a basis for a portable workplaceperform tasks or duties of a job or in an occupation credential based on occupational requirements orare referred to as competencies proficiencyA competency list is determined for each May be delivered in individualized manner oroccupational or cluster job within the cluster through team workThe competencies are clustered and sequenced by Sets stage for true performance based assessmenttasks and duties within the occupation in industryStudents are evaluated on specific competencies Allows for self-pacing by studentwithin the occupation Provides remediation opportunitiesA student competency achievement record is Uses many strategies in order to appeal to severalmaintained for each student within the program learning stylesUse of pre-assessment on competencies allowsstudents to progress more rapidly through aprogram

**NOTE** Performance based instruction andassessment is an extension of competency basedinstruction. The major difference is the focus onperformance of completed skill or task rather than thecompetencies within it.

11;r Competency Based Education: appropriate at

all levels.

Individualized Competency Based ProgramsWhat is it? Competency based instruction that is self-paced and designed to meet the needs of individuals withdifferent learning modalities. The curriculum is developed through analysis of the occupation or purpose andbased on industry validated skills, knowledge, attitudes, and performance.

How do you use it? What are the benefits?See Competency Based Education See Competency Based EducationAn individualized plan and record is kept for each Self-pacing provides student opportunities tostudent speed up progress at their own ratePre-assessments are used to credit competenciesalready gained

Ilr Individualized Competency Based Programs:

appropriate at all levels.


Individualization TechniquesWhat is it? Designing learning activities to fit the needs of the individual including one-on-one instruction,tutoring, modifying reading, performance, or writing assignments to increase or decrease the academic level, andproviding technology required to adapt instruction for the individual.

How do you use it?By assessing the individuals learning styles andacademic levels in reading and math, anindividualized plan may be developed to assist thestudent in progressing successfully through aprogramIndividualization techniques include a multitude ofstrategies including individualized educationplans, tutoring, computer assisted instruction orlearning job coaching, workplace mentoring andothers

'Individualization Techniques: appropriate at all

levels.

What are the benefits?Increases self esteemRelevant to individuals' learningOpportunity to progress at own ratePersonal involvement in the plan and assessmentBuilds self esteemImproves learning

Computer Assisted InstructionWhat is it? (CAI) Written and visual information presented in a logical sequence to a student through acomputer. It is designed to be self-paced and monitor student performance. CAI may be interactive and multi-modal with the use of CD-ROMS and new technology.

How do you use it? What are the benefits?Prepare learners to operate the equipment and care Allows student to master learning at own pacefor it properly Accommodates many different needs of studentUse an individualized program which allows learningstudents to test and master areas of learning in Gives immediate feedbackwhich they are not proficient Allows teacher time to interact one-on-oneDevelop a scheduling process with goal forlearning

Improves student motivation

Check on learning progress to assure studentunderstands tasks and uses time well

VI? Computer Assisted Instruction: appropriate at

all levels.


Thematic UnitWhat is it? A topic of instruction in which several subject areas collaborate to reinforce the importance of thetopic across and within the discipline. The thematic unit is usually related to the real world or workplace. Alldisciplines may participate in thematic unit if encouraged to think and perform cooperatively and creatively.

How do you use it?Teachers agree on the topic for the unit, timeframe, how and when it is to be implementedTeachers team up to brainstorm how they canwork together to implement and support learningacross and in their classesA number of strategies may be used to implementa thematic unit including technology, teamwork,projects, technology learning activities,cooperative learning, and cooperative projects

Thematic Unit: appropriate

What are the benefits?Relevance to studentsRelated assignments allow for credit acrossdisciplinesFocus on one major topic during a specified timeperiod by all subjects; provides for depth andbreadth of learningIncreases motivation of studentsProvides teamwork opportunities for teachers andstudentsImproves quality and connection across all areasof the school

Pre-Apprenticeship TrainingWhat is it? Provides for remediation of basic skills and employability skills in apprenticeship approvedprograms (usually subsidized learning targeted for at-risk students).

How do you use it? What are the benefits?Identifies deficiencies in student basic skills andemployability skills

Improved student motivation by focusing onindividual needs

Develop an individualized training plan addressing Improved networking opportunitieseach deficiency Provides real applications of goal setting andImplement the plan using student and most accountability for student

-.

appropriate other resource person in assessingimprovement and providing accountability

Pre-Apprenticeship: targets unemployed adult,

high school dropouts, incarcerated youths, andex-offenders.

Apprentice occupations registered by Departmentof Labor are usually high skill/high wageoccupations


Youth ApprenticeshipWhat is it? Provides specific technical training and competency attainment that lead to advanced standing and aprogressive wage in an occupation approved by the Department of Labor (DOL). Youth ApprenticeshipTraining is usually offered during the last two years of high school and provides monitored work (preferablypaid) experiences which are integrated with classroom study and result in academic and occupational credentials.

How do you use it? What are the benefits?Classroom study including academic skills use Student receives advanced standing in anwork related examples for learning to be applied in occupationcontext Opportunities for wage increasing as skills build inAcademic applied technology teachers collaborateto design, implement, assess and improve learningactivities

occupation

Academic teachers meet with industryrepresentatives and in the workplace to improveapplied strategiesStudents are placed in programs in which theyhave long term career interestExit with specific technical competencies

". Youth apprenticeship: targets students from

ninth grade through twelfth.

ApprenticeshipWhat is it? A combination of teachers and workplaceexperience and guided learning within an industry or occupationpostsecondary education credentials, certification of occupationallearning opportunities.

Trainingmentors work collaboratively to assure work

cluster, linkage between secondary andskills, and both worksite and classroom

How do you use it? What are the benefits?Designed to upgrade incumbent workers Ticket to move up career ladder in industryCombine structured OJT training with theoretical Equivalent to a baccalaureate degree in the field ofinstruction building construction, and many manufacturingSponsored by employers or labor/management related industriesgroups that have the ability to hire and train in a Higher wages tied to high skillswork content of both OJT and related instruction isdictated by industry

Higher level psychomotor learning

Receives transferable certificate for progression inthe field

OD Apprenticeship Training: targets secondary

students and adults enrolled in postsecondary or community college programs.

Page 210 Florida's Applied Technology - Preparingamers for Tomorrow's Work Force

Adult ApprenticeshipWhat is it? Provides training for journey level status in high wage occupations registered by the Department ofLabor (DOL).

How do you use it? What are the benefits?Selection and entry is based on interest, aptitude,and a review process

Geared for high wage occupationsApprenticeable occupations registered by

Technical skills are the focus of the apprenticeship Department of Labor (DOL)A training frequently includes both work-based Transportable credentialsand classroom or individual based learning Recognized quality training and high level/skills

'Adult Apprenticeship: targets adults.

Guided Workplace-LearningWhat is it? Provides students with the opportunity to gain practical, first-hand knowledge in broad occupationalclusters or industry sectors through a structured intern experience. This internship is designed to give students anopportunity to integrate occupational and applied academic learning, and to apply knowledge and skills learnedin a classroom to actual work situations not generally available through paid employment.

How do you use it? What are the benefits?Individual selects a major area of interest in the Student focused and centeredcommunity or workplace; student studies the area Learning opportunities for exposure to variety ofof interest workplace levels within a career fieldA plan is developed by the workplace mentor,teachers, students, and parents that outlines the

Provides excellent working opportunitiesAllows students to connect school and work in

workplace learning experiences context of workplaceThe student, workplace mentor, and teacherdevelop a plan to monitor and improve workplacelearning for the studentThe student usually completes the learning bydeveloping a portfolio or product as a result of theguided workplace learning experiencesStudents may be required to apply and documentacademic skills throughout the experienceUsually unpaid

'Guided Workplace-Learning: appropriate frommiddle school through adult.


InternshipWhat is it? May be paid or unpaid workplace experience in roles that sometimes are more responsible thanindividuals would have as cooperative on-the-job-training (OJT) students. If internship is unpaid, strict rulesgoverning the training plan, activities, and length of time must be followed.

How do you use it?Individual selects a major area of career interestCurriculum choices are made to support the careerareaCooperative training plan is designed by thetraining sponsor, teacher, coordinator, and thestudentTypically the student begins by observing andprogresses through assisting to workplace skillsrequired in the occupation or professionThe student should be able to demonstrateacceptable technical and employability skills in theinternshipInternship may be unpaidStudent progresses through a variety of skillsrequiring increasingly higher levels of knowledgeStudents should be exposed to the broad aspects ofthe industryThe student may keep a journal of workplacelearningAn industry trained teacher or coordinator isexpected to assist the student and coordinate thetraining regularly with the workplace mentor orsupervisor

Or Internship: appropriate at secondary and postsecondary levels.

What are the benefits?Provides broad exposure to an industryAllows student to see and experience jobrequirements at many levelsProvides excellent networking opportunitiesProvides real exposure related to the occupationMay involve higher level opportunities thanavailable in other formats for workplace learning


0 :5)

ExternshipWhat is it? A program designed to partner community leadersto provide realistic learning and leadership opportunitiesorganization. Extemship is usually tied to a specific project

with students. The purpose of the extemship isrelated to careers and roles of workers within an

for a semester or less.

How do you use it? What is are the benefits?Students are matched with community leaders Provides experience in working through actualbased on interest or goal of the externship work-based problemsA written plan is developed outlining expectations Provides the same type of benefits as theof learning and experiences signed by the student,community leaders, schools, coordinator and often

internship but may be tied to a community interestof the student or a job

the parent Provides strong leadership models in actionThe student becomes a part of a team solving a Provides experience in solving communitywork based or community problem or working ona project

problems

Students should be exposed to all aspects of thework based problem or projectExternships should be followed up by a schoolcoordinator or representativeExternships are not designed to be "unpaid on-the-job" programs but higher level workbased orcommunity based project experiencesStudent should keep a learning experience log, berequired to reflect on the experience, and producea comprehensive report on the extemship after it iscompleted.

BW Externshlp: appropriate at secondary and post

secondary levels.

Career (Job) ShadowingWhat is it? An activity that enables young people to observe adults in work settings, learn the requirements ofvarious jobs, and experience the flow of a typical workday

How do you use it?Student teamed with an individual in theworkplaceStudent observes the typical workday, includingall assigned tasksStudent reports on learning and experience thatoccursCareer shadowing is usually short-termStudent may be asked to reflect on experiencesand relate to personal interests

VW. Career (Job)Shadowing: appropriate from

Kindergarten through adult.

What are the benefits?Exposure to real work placeGives student first hand look at real life in thatoccupationProvides concrete personal experiences on whichto later make career decisionsShort term experience allows for more opportunityto observe workplacesHelps student broaden view of workplaceAssists in networking with others


2S4

Page 213

Career/Workplace MentorsWhat is it? A one-on-one process using business, community, or industry representatives to interact with astudent or a teacher as a guide or counselor in matters related to their education or future job choices.

How do you use it?Student teamed with a workplace mentorMentor provides role model in the workplaceMentor counsels with students or teacherregarding careers and educationMentor provides exposure to the workplacethrough visits, projects, or other means

Career/Workplace Mentors: appropriate from

middle school through adult

What are the benefits?Networking for future employmentOpportunity to learn more about the workplacethan career shadowing affordsPositive role model influenceCareer guidance from an individual who knowswhat training, work skills, and education is neededin that field

Project-Based LearningWhat is it? Any individually or team designed learning activity that has a culminating product, service, ordemonstration related to real life or workplace application and is to be accomplished in a specified length oftime.

How do you use it? What are the benefits?Project learning is designed to include both Critical thinking skills improvedproduct and process Creativity enhancedThe project and expectation is usually described in Self-esteem builtan information sheet Communication improvedThe project may require the student to complete Ability to see in the minds eyeresearch using a variety of resources Leadership skills improved .

The students are frequently involved in creating a Technical skills requiredproduct, communication with others, andpresenting the project in a formal manner

Technology used

Students are required to assess the product andprocessesOutside evaluators from the community or otherclasses may be involved in evaluation

Project based Learning: appropriate from

kindergarten through adult.


265

School BasedWhat is it? (School Sponsored Enterprises) An activityproducing goods for sale or use to people other than theare setup to provide skills needed for entrepreneurship through

Enterprisesthat engages students in providing services or

participating students. Individual or sequenced coursesstudent run businesses.

How do you use it? What are the benefits?Students learn how to operate a business Increase decision making skillsStudents practice all steps and roles in the Workplace skillsenterprise under close supervision of teachers and Practice real workplace rolesbusiness representatives Appreciate need for skillsStudents understand first hand success or failure in Increase understanding of profit and lossan enterprise Learning contextual in natureOpportunity to analyze situation and apply qualitytools and steps to improveRequires in-depth application learning aspects ofthe industryOpportunities unlimitedApplies most academic areas to the enterprise

10? School Based Enterprises : appropriate from

elementary through adult.


Student or Senior CapstoneWhat is it? A major self-directed project of specific interestof workplace skills for participating students. ( Individualneeded for entrepreneurship through student run businesses.

Project Activityto the student which involves major improvement

or sequenced courses are set up to provide skills

How do you use? What are the benefits?Similar to project based learning except the Allows students to focus study in a high intereststudent usually designs a project or capstone . career on community service areaexperience proposal based on the student's interest Provides opportunity to increase workplace skillsand goals, and presents it to a team of advisors Provides opportunity to improve communicationincluding teachers, businesses and industry skillsrepresentatives prior to completing the project Applies all academic skills in context through theexperience activityThe project activities are coordinated by the Requires student to demonstrate goal setting, timestudent and advisory team networking throughoutthe community

and resource management, networking,troubleshooting, higher level thinking and

Upon completion of the project or experience the leadership developmentstudent is usually required to make a presentation Usually requires a formal presentation of learningto the school or school board and the community through some type of portfolio document to athrough a chamber of commerce or otherappropriate meeting

group including community representatives

Capstone experiences and senior projects usuallydo not exceed one semester in lengthBoth processes used and products of theexperience or project are evaluated by the team ofadvisors

Elr Student or Senior Capstone Project Activity:

appropriate at ending grade in each level ofeducation.


26?

Clinical Experience or Clinical PracticumWhat is it? Provides training and experience in the actual work setting which usually requires licensure. Directsupervision by a faculty member of the program with expertise and experience in the occupation being pursued isrequired. The terms Clinical Experience or Clinical Program are usually used with health and medical relatedprograms.

How do you use it? What are the benefits?Teacher is usually a licensed health care Actual experience in the workplaceprofessional in the field of the clinical experience Improved skills in real settingThe teacher coordinates training and student Real problem solving opportunitiesassisting in appropriate hospital or clinic based Higher level thinking and performance requiredtasks Emphasizes the importance of work ethics andA training plan which details tasks and duties of quality job performancethe student is developed for each workplace and True learning in contextstudent Provides opportunities to apply academic skills inStudents are evaluated by both the classroom the workplaceinstructor and the professionals in the workplace Close supervision identifies areas of needed

remediation

Clinical Experience or Clinical Practicum:

appropriate at secondary and post secondarylevels.

Occupational Field/Field PracticumWhat is it? Same definition as for clinical experience or field practicum (The terms occupational fieldexperience or field practicum may be used in any career cluster area of study requiring licensure.)

How do you use it?Student learns practical skills in the classroomStudent observes the skill in the work setting beingdemonstrated by professionals in the fieldStudent assists with the skills in the field withdirect supervisionStudent may demonstrate the skills in work settingwith direct supervision of a professional, orindustry qualified instructor for that field

111W Occupational Field/Field Practicum:

appropriate at secondary and post secondarylevels.

What are the benefits?Applied learning in the workplaceFirst hand practice of skills required on the jobSupervision reduces errorsOpportunity to assess personal success in the fieldSkills assessment mandatoryRequires higher level thinking and problemsolving skillsProvides opportunities to apply academics incontext of the workplace


2 S9

Page 217

Service LearningWhat is it? A form of experiential education in which participants gain and apply knowledge and skills as theyseek to meet real community needs. Service learning differs from conventional community service orvolunteerism by incorporating structured reflection and links to the academic curriculum. It emphasizes concreteoutcomes both for learners and for the community.

How do you use it? What are the benefits?Students select a project of importance to the Student becomes involved in providing service tocommunity or school and of interest to the student the communityDepending on the project, student may volunteer Develops good citizenship skillshours after school in the service activity or use a Builds self-esteemportion of school time to participate in the project Provides leadership trainingService learning may be done by an individual,class, or small group

Builds responsibility and work ethic

Service learning usually results in a contribution oftime, effort, and or resources by the student to helpsomeone or something in the communityAssessment of service learning provides forproduct, process, and reflective assessmentStudents' efforts usually are presented in the formof a written and oral report in the community

13D Service Learning: appropriate at all levels.

Supported EmploymentWhat is it? Is used for placing individual with significant disabilities in paid employment positions. Jobcoaches assist in training throughout the transition and skill learning phase of employment by providing ongoingsupport.

How do you use it? What are the benefits?Place and train model for individtials with Designed for individuals with significantsignificant handicaps disabilitiesDevelop training plan for individual including Involves one-on-one training and job coach skillsemployability and job specific skills Paid employment for the student while initially

employedIntensive on going support

1111r Supported Employment: appropriate from

secondary through adult.Builds self-esteem


4 0 d

Federally Sponsored Employment Training ProgramWhat is it? used for assisting targeted unemployed groups with comprehensive services to help get individualstrained or retrained and placed back into satisfying employment in the workplace.

How do you use it? What are the benefits?Place and train model for targeted unemployed Retraining improves self-esteemgroups Job placement provides fmancial stabilityMay provide education for retraining of groups Assists hard to place unemployeddisplaced by technical changes or industrydownsizing

Helps break poverty cycle

Provides employment assistance and trainingthrough employee acceptance in the workplaceInvolves one-to-one job coach and ongoingsupportPaid employment in community based jobs

II? Federally Sponsored Employment Training:

appropriate for adults.


CooperativeWhat is it? Combines classroom instruction withstudent's career goals. The student receives pay forparent, employer, school coordinator, and student is

On-the-Job-Trainingwork experience and on-the-job training related to thethe work and course credit; a training plan signed by therequired.

How do you use it?The teacher matches student career goal withrelated jobs for potential work experiencesStudents interview for jobs and are selected by theemployerTeacher, employer, and student develop and sign atraining agreement and training plan outlining inwriting the duties and learning expected on thejob, the wages, and the approximate hours perweek the student will workThe employer supervises and counsels student onthe jobThe teacher/coordinator manages classroominstruction and visits the student and employer onthe site each grading period'The student keeps a time sheet record and recordof trainingThe evaluation form and training plan is updatedeach grading period to reflect student's progressand changes in career objectiveBoth the employer and teacher evaluate the OJTThe vocational student organization (VSO) servesas the students' support organization. Through theVSO the student may demonstrate workplacecompetency in career related performance eventsheld at local, district, state, national andinternational levels of competition.

Cooperative On-The-Job-Training:

appropriate for secondary, post secondaryand adults.

What are the benefits?Used in business and industry to assess employeeprogressProvides paid experienceDevelops workplace skills progressivelyReinforces and enhances classroom instructionProvides opportunities for career growth anddevelopment


2 7 t

InterviewsWhat is it? A strategy for person to person gathering of information through questions and reporting the resultsof the session.

How do you use it? What are the benefits?Students pre-plan a set of questions, a format for Fosters connectionsthe interview, and a presentation Develops ability to interpret answersInterviews are usually tape recorded or videoed ifacceptable to the person being interviewed

Improves organizational and planning skills

Develops problem-solving skillsStudents should practice the interview prior to theactual interview

Used in many industries for multiple purposes

Students should select the person, and make anappointment for the interviewConduct the interview and write the report

Students should follow up with a thank you letter(possibly a report)

IIW' Interviews: appropriate for all levels.

JournalsWhat is it? A strategy which uses writing in a dialogue format as a way for students and the teacher tocommunicate regularly and carry on a private conversation.

How do you use it? What are the benefits?Students write on assigned topics on a regular basis,and the teacher responds with advice, comments,observations, thus serving as a participant, not an

Develops communication and writing skillsCreates a positive relationship between the teacherand the student

evaluator, in a written conversation. In the early Increases student interest and participationstages of learning to write a language, students can Allows for student to direct his/her own learningbegin by writing a few words and combining them Provides continuous feedback from the teacherwith pictures. This may be used to processteamwork or individual projects.

Used in some industries to annotate informationneeded by a following shift worker

12r Journals: appropriate from elementary through

adult.


ContinuumWhat is it? A strategy used to indicate relationships of words and phrases.

How do you use it? What are the benefits?Using a selected topic, students place words/phrases Acknowledges that others have differenton the continuum to indicate a relationship of perspectives depending on their knowledge anddegree, e.g., below industry, marginal industry,meets industry standards, exceeds industry

experience regarding the topicDevelops ability to use precise vocabulary

standards. Improves critical thinking

RW. Continuum: appropriate from middle school

through adult.

LearningWhat is it? A strategy to develop structured writing. Itrelated learning experienced by another student at any levelKnows-Wants-Learns (K-W-L).

Logis also a strategy that is useful in identifying workplace

above second grade. An excellent follow-up to

How do you use it?Student develops a list by date of what they havelearnedLog may be used for a project, subject, or taskA checklist may be used to develop the log

ilr Learning Log: appropriate form third grade

through adult.

What are the benefits?Student responsibilityStudent uses critical thinking skillsDemonstrates personal accountability for learningsomething new

ExhibitsWhat is it? A strategy for creating a focused visual display.

How do you use it? What are the benefits?Students work in groups to create exhibits Develops critical thinkingrepresenting a workplace, a career, a theme, or Highlights ability to select important high pointstechnology applications to an industry Encourages creativity and individuality

Strengthens problem-solving skills

Requires research and resource managementgW. Exhibits: appropriate from kindergarten

through adult.


273

ModelsWhat is it? A simplified representation of a concept. It may be concrete, such as a balsa wood model of abridge, cut away of an automobile transmission, or abstract like a model of weather systems. May also be usedto describe visual or graphics, organizers used in presenting ideas through total quality, continuous improvementand other business systems.

How do you use it? What are the benefits?Students create a concrete product that represents an Engages the tactile and visual learners in anabstract idea or a simplified representation of an appropriate activity for their learning styleabstract idea Facilitates understanding of conceptual ideas

Connects real world and academics visually

IIW Models: appropriate from kindergarten

through adult.

Usually easy to understand

The Learning CycleWhat is it? A sequence of lessons designed to have students engage in exploratory investigations, constructmeaning out of their findings, propose tentative explanations and solutions, and relate concepts to their ownlives.

How do you use it? What are the benefits?Engage the learner with an event or question to Encourages students to construct their owndraw their interest, evoke what they know and understanding of conceptsconnect that with new ideas Provides hands-on experiences to exploreExplore the concept, behavior, or skill with hands- concepts, behaviors, and skillson experiences Develops ability to share ideas, thoughts, andExplain the concept, behavior, or skill and define feelingsthe terms. Students use the terms to explain their Improves higher level thinking skillsexploration.Through discussion, expand the concept or behavior

-Improves academic skills and connections to real

by applying it to other situations

illW The Learning Cycle: appropriate from


world


27

Problem SolvingWhat is it? A learning strategy in which students apply knowledge to solve problems. This approach facilitatesscientific thinking.

How do you use it? What are the benefits?Discover a problem; problems can be real-worldproblems suggested by business, industry, the

Allows students to discover relationships that maybe completely new to them

community, students, or the teacher Adapts easily for all grade levels and special needsDefine the problem; ask a question about the studentsproblem Develops ability to construct new ideas andDefine the characteristics of possible solutions concepts from previously-learned information,Research the solutions, including scientific skills, and strategiesobservation and experimentation, library research,calculations, model building, etcChoose a promising solution that best fits the

Develops critical thinking skillsDevelops good employment skills

criteria stated in the definition of solutions Provides academic skill application to real life

Test the solution situations

Determine if the problem has been solved

I1W Problem Solving: appropriate from


Predict, Observe, ExplainWhat is it? A strategy in which the teacher shows the class a situation and asks them to predict what willhappen when a change is made.

How do you use it?Show students a situation and ask them to predictwhat will happen when some change is madeStudents observe what happens when the change ismade

Then, discuss differences between their predictionsand the resultsStudents explain what happened through a varietyof technology

IIW Predict, Observe, Explain: appropriate from


What are the benefits?Helps students understand science conceptsEncourages higher-level thinking

Requires students to use complex thinking skillsImproves problem solving ability

Improves communication skillsImproves technical skills

Requires application of academic skills andtechnology to the situation


2Th

ReflectiveWhat is it? Considering or thinking about what was learnedwas learned.

Thinkingafter a lesson is fmished, usually by writing what

How do you use it? What are the benefits?Two possible approaches to reflective thinking are: Helps students assimilate what they have learnedStudents can write in a journal the concept learned,comments on the learning process, questions or

Helps connect concepts to make ideas moremeaningful

unclear areas, and interest in further exploration, all Improves writing and thinking abilitiesin the students' own words Connects the lesson to life and workStudents can fill out a questionnaire addressing suchquestions as: Why did you study this? Can yourelate it to real life?

Reflective Thinking: appropriate from third

grade through adult.

Cooperative LearningWhat is it? A strategy in which students work together in small intellectually and culturally mixed groups toachieve a common goal. The outcome of their work reflects how well the group functioned.

How do you use it? What are the benefits?After organizing students into groups, the teacherthoroughly explains a task to be accomplished

Fosters interdependence and pursuit of mutual goals,joint rewards, face-to-face interaction

within a time frame Develops communication/leadership skillsThe teacher facilitates the selection of individual Increases the participation of shyer studentsroles within the group and monitors the groups,intervening only when necessary, to support

Produces higher levels of student achievement andself-esteem

students working together successfully and Fosters respect for diverse abilities and culturalaccomplishing the task backgrounds

Teaches teamworkI1W Cooperative Learning: appropriate all levels.


9 7 6BEST COPY AVAILABLE

Specific Cooperative Learning Strategies (continued)

JigsawingWhat is it? A cooperative learning strategy in which everyone becomes an "expert" and shares his or herlearning so that eventually all group members know the content.

How do you use it? What are the benefits?Students are divided into groups; each group member is Builds depth of knowledgeassigned a numbered section or a part of the materialbeing studied

Solidifies a student's own understandingand misunderstanding

Each student meets with the students from other groupswho have the same numbered section

Learning one concept well builds onanother

This new group learns together, becomes an expert ontheir material, and then plans how to teach the material

Develops cooperative working skills andteam building

to members of their original groups Develops leadershipStudents return to their original groups and teach theirarea of expertise to the other group members

Improved communication skills

116*.figsawing: appropriate elementary through adult.

CornersWhat is it? A cooperative learning strategy for learning a task and sharing that learning.

How do you use it?The teacher assigns small groups of students todifferent corners of the roomGroups discuss various solutions and points ofview concerning an issue

Corner teams share conclusions, practicecommunication skills, and decide presentationformatSmall groups present to the class.

Da' Corners: appropriate all levels.

What are the benefits?Elicits points of viewBuilds communication skills, especially listeningand taking turnsAllows opportunities for shyer students tofunction positively in small groups

Think, Pair and ShareWhat is it? A cooperative learning strategy for helping students develop their own ideas and build on ideas ofco-learners.

How do you use it?Students reflect on a topic and form pairs todiscuss, review, and revise their ideas to sharewith class

Or Think, Pair and Share: appropriate from


What are the benefits?Helps develop conceptual understanding of atopicDevelops ability to filter information and drawone's own conclusionsDevelops ability to consider other points of view


27

DebateWhat is it? A cooperative learning strategy in which students organize planned presentations on variousviewpoints.

How do you use it? What are the benefits?Students form teams to research, develop, and Develops ability to organize informationarticulate their viewpoints Develops ability to filter ideas and drawStudents follow guidelines for presenting their conclusions

viewpoints Provides opportunities for students to practice

Each team has the opportunity to challenge theother teams' key points in an organized manner

articulating their own ideas and build a persuasiveargument

Debate team then summarize their point Provides opportunities to argue issues in an

A panel or team decides on which team wins theappropriate manner

debate based on rubrics designed for the debate Provides opportunity to practice for future roles

Or Debate: appropriate elementary through adult.

BrainstormingWhat is it? A strategy for eliciting ideas from the group.

How do you use it? What are the benefits?Students contribute ideas related to a topic or Reveals background information and knowledgeproblem-centered topic Discloses misconceptionsAll contributions are accepted without initial Helps students relate existing knowledge to contentcomment Strengthens listening skillsAfter the list is fmalized, students categorize,prioritize, and defend selections

Creative thinkingConceptual thinking

Problem solvingla* Brainstorming: appropriate all levels. Low stress

Non judgmentalImproves communication both speaking andlistening skills


Field ExperienceWhat is it? A planned learning experience in the community for students to observe, study, and participate in areal-life setting, using the community as a laboratory.

How do you use it? What are the benefits?Teachers and students plan and structure the Develops organizational planning skillsexperience by preparing before hand for activities Focuses on observation skillsDuring the visit and learning, goals are firmly Assesses students in meeting goalsestablished Gives students a real-world experience

Student expectations are written and documented Provides active learning opportunitiesafter the trip in an authentic manner Connects real world to classroomStudents participate in questioning, listening, anddoing specific things during the field experience

After the field experience, students and teachersengage in follow-up activities including showingappreciation for the experience

11:4r Field Experience: appropriate all levels.

K-W-L (Knows-Wants-Learned)What is it? An introductory strategy that provides structure for recalling what the student knows regarding atopic, noting what the student wants to know, and finally listing what has been learned and is yet to be learned.

How do you use it? What are the benefits?List all information students know or think they Builds on prior knowledgeknow under "What We Know" Develops predicting skillsList "What We Want to Know," categorizing the Provides structure for learninginformation the students expect to use Improves research skills, e.g., reading for specificOnce they have read and/or done the research, they technical informationconfirm what was listed as true or not, compare with Develops communication skills in cooperativewhat was predicted, and summarize what was groupsconfirmed by the text Strengthens teamwork skillsStudents read an article, they compare and confirmwhat they found to be true in the article with whatthey thought they knewFinally, students list "What We Still Need to Learn"and work in cooperative groups to decide what theresources are, divide the responsibilities, and decideon the presentation format

115'' Knows-Wants-Learned: appropriate at all levels.


27

APPENDIX 4B

English as a Second Language (ESOL)Teaching Strategies for All Students

The appendix is divided into three sections including:Beginning ESOL Characteristics/Strategies

Intermediate ESOL Characteristics/StrategiesAdvanced ESOL Characteristics/Strategies

The list is not designed to be all inclusive, it is designed to assist teachers and students inknowing how to recognize characteristics of students and strategies for improving learning in theclassroom. The strategies are taken from "best practices" cited across the literature related toESOL students' increase in academic performance. The strategies are also found to be effectivewith students with varying learning styles.


Appendix 4B

Beginning ESOL StudentCharacteristics

Teacher Strategies

remain silent; silence is a stage oflanguage learning.

.

depend on body language, gestures, (words or

wait for students to take the time tounderstand and translate what they have tosay;

phrases such as "huh?", "unh-unh," and "uh-oh.");consistent in structure, use of gestures, para-language and body language;

remember ESOL students are not deaf;

show patience, encourage;

be actively listening as they silently translate; empathy, support, acceptance;

misinterpret body language or gestures, (a teachermotioning for a student to move toward her or himby using the forefmger may be a demeaning

provide for students to hear and practicelanguage in context with others;

gesture in certain cultures);

have limited school experience;

allow students to listen to other students,other teachers, and community people;

provide a learning buddy/mentor; peerexhibit extremes of behavior: frustration,nervousness, fear, and self-consciousness.

support builds much-needed friendshipsand understanding beyond academic areas;

involve business and industry partners,support persons, and community members;

use categorizing, this provides "hooks" forlearning;

use visual aids; label classroom items;match words with pictures, items, colors,and symbols;

provide opportunities for ESOL students tolearn and respond to classroom directions;

use repetition and consistency ininstructions and gestures.

Page 230 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force0 0

Intermediate ESOL StudentCharacteristics

.

Teacher Strategies

Unsystematic and random language errors maylead to misunderstanding.

_

Correction should occur within the area ofteaching.

Exhibit social language skills that exceedlanguage abilities necessary for academic andworkplace success.

Continually provide opportunities to expandvocabulary and use vocabulary in the contextsof work.

May have difficulty reading and writingappropriately or are able to read and write in

Provide opportunities for ESOL students tolearn how to ask and answer questions beyond

English, yet may have difficulty speaking. "yes" or "no" answers.

Exhibit limited but continuing progress invocabulary, control of sentence structure,ability to read, write, and speak in English

Do not interrupting a student who is still in atranslation stage or groping for vocabulary.

Learn to wait in silence with an encouragingAsks and answer questions without being ableto expand or explain.

look.

Set reachable goals and expect students to beRequire an extended period of time to processinformation.

accountable.

Encourage students to ask questions to clarifytheir understanding.

Obtain background information aboutlanguage and culture to avoid embarrassingsituations.

Speak clearly and at a normal pace withnormal stress and intonation.

Check for understanding.

Present key words and technical terms orally,and with the use of visual aids beforeintroducing new concepts or procedures.

Use real work objects, training aids, displays,technical reports, or self-improvementreports.


Advanced ESOL StudentCharacteristics

Teacher Strategies

Begin to apply reading and writing skills toacquire information in academic areas andin real-life situations.

Learn to rephrase what the student hassaid in a correct model and focus onthe use of English.

Choose to use more than one language tocommunicate.

Provide examples of assignments fortechnical reports, real work estimates,team reports, self-improvement

Exhibit oral fluency but still lack higher-level, specific language and writing skills.

reports, lab reports, and researchassignments.

Make inaccurate inferences from cultural,linguistic, and intellectual experiences.

Use cooperative learning groups.

Ask students to explain what they haveheard or read and where they have seenwords, phrases, or situations.

3'2

.J TJ


APPENDIX 4C

Strategies for At-Risk Students to Improve Learning

The handout is designed to provide a "laundry list" of ideas to improve students' learning andmotivation. It is not meant to be all inclusive.


Appendix 4C

Teachers can raise the level of student motivation and teach persistence by constantly

modeling interest in the subject, tasks, and connected assignments. Ideas for tapping into at-risk

student's own intrinsic levels of motivation and setting up successful strategies for improving

learning, are:

use active learning situations such as work-based learning activities, role-playing, simulations, real work projects, group work, discussions,experiments, and creative individual work;

use demonstrations: work based situations, role playing, human relationsproblems, and management decision making;

use competency based-individualized learning, computer-assisted-learning,and modular performance activities;

reduce abstraction: make instructions as concrete as possible;

load instruction with lots of examples, stories, and demonstrations;

use physical objects, pictures, models, maps, cut-a-ways diagrams, and colors;

provide short tasks and assignments to give the at-risk student a sense ofaccomplishment;

offer limited choices of homework, large projects, or long assignments;

have students compare their current efforts to their previous work;

compare student performance to a standard NOT other students;

avoid posting or calling out grades;

avoid individual competition in class, use team competitions carefullydesigned so that the at-risk student is likely to succeed;


285

use puzzles, brain teasers, and games to master facts and figures;

help students to concentrate on the task completion and success;

help students evaluate unsuccessful attempts;

develop improvement strategies;

teach test taking skills, give pre-tests and post-tests to show improvement,treat tests as opportunities for assessment of learning NOT as measures ofability, use more than one method for assessment;

provide advance structure by providing study guides, and outlines, teach note-taking and outlining skills;

provide immediate feedback on student work, circulate around the classroomand monitor student's efforts on the spot, promptly return homework,assignments, and exams.

The Dropout Prevention Act of 1986, Section 230.2316, Florida Statutes, was enacted to

authorize and encourage school boards to establish Dropout Prevention Programs. These

programs are designed to meet the needs of students who are not effectively served by traditional

programs in the public school system. They include students who are unmotivated, unsuccessful,

truant, pregnant and/or parenting, substance abusers, disruptive, and adjudicated.

Strategies used in these dropout prevention programs that have been found to be effective

are proving successful in more traditional settings. They include:

competency-based curriculum which allows students to work at their own pace;

career awareness and on-the-job training for employability skills;

instructional strategies that include cooperative learning, computer-assistedinstruction, multiple intelligences, authentic/alternative assessment, criticalthinking, and graphic organizers;


flexible scheduling or use of time; students "declare" a schedule and attend eventhough it may be beyond the traditional school day; competency-based curriculumdelivered through computer-assisted instruction;

experiential learning and hands-on activities;

mentoring and nurturing.


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ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ct b

ased

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

fina

ncia

l pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s

D. T

echn

ical

and

Pro

duct

ion

Skill

s in

the

Wor

k Pl

ace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.11

1

3. T

he s

tude

nt u

nder

stan

ds th

eef

fect

s of

ope

ratio

ns o

n nu

mbe

rs a

ndth

e re

latio

nshi

ps a

mon

g th

ese

oper

atio

ns, s

elec

ts a

ppro

pria

teop

erat

ions

, and

com

pute

s fo

rpr

oble

m s

olvi

ng.

4. T

he s

tude

nt u

ses

estim

atio

n in

pro

blem

solv

ing

and

com

puta

tion.

5. T

he s

tude

ntun

ders

tand

s an

dap

plie

s th

eori

esre

late

d to

num

bers

.

Page

238 11

1029

0Fl

orid

a's

App

lied

Tec

hnol

ogy

- Pr

epar

ing

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e29

1

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EM

ath

App

lied

Tec

hnol

ogy

A. N

umbe

r Se

nse,

Con

cept

s an

d O

pera

tions

1. T

he s

tude

nt u

nder

stan

dsth

e di

ffer

ent w

ays

num

bers

are

repr

esen

ted

and

used

inth

e re

al w

orld

.

2. T

he s

tude

nt d

emon

stra

tes

an u

nder

stan

ding

of

num

ber

syst

ems.

3. T

he s

tude

nt u

nder

stan

ds th

e ef

fect

sof

ope

ratio

ns o

n nu

mbe

rs a

nd th

ere

latio

nshi

ps a

mon

g th

ese

oper

atio

ns,

sele

cts

appr

opri

ate

oper

atio

ns, a

ndco

mpu

tes

for

prob

lem

sol

ving

.

4. T

he s

tude

nt u

ses

estim

atio

n in

pro

blem

solv

ing

and

com

puta

tion.

5. T

he s

tude

ntun

ders

tand

s an

dap

plie

s th

eori

esre

late

d to

num

bers

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riat

e te

chno

logy

to a

n in

dust

ry to

sol

ve te

chni

cal a

ndpr

oduc

tion

prob

lem

s

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of la

bor

issu

es r

elat

ed to

the

wor

kpl

ace.

G. C

omm

unity

Iss

ues

1. A

naly

zes

and

com

mun

icat

es th

eim

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

don

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

iron

men

t

1. A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of p

rofe

ssio

nal c

ondu

ct in

per

sona

lro

les,

as

wel

l as

in w

ork

and

indu

stry

.

992

,Fl

orid

a's

App

lied

Tec

hnol

ogy

- Pr

epar

ing

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

BE

ST

CO

PY

AV

AIL

AB

LE

293

Page

239

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EM

ath

App

lied

Tec

hnol

ogy

B. M

easu

rem

ent

1.T

he s

tude

nt m

easu

res

quan

titie

s in

the

real

-wor

ld a

ndus

es th

e m

easu

res

to s

olve

prob

lem

s.

2. T

he s

tude

nt c

ompa

res,

con

tras

ts, a

ndco

nver

ts w

ithin

sys

tem

s of

mea

sure

men

t(b

oth

stan

dard

/non

stan

dard

and

met

ric/c

usto

mar

y),

3. T

he s

tude

nt e

stim

ates

mea

sure

men

ts in

rea

l-w

orld

pro

blem

situ

atio

ns.

4.T

he s

tude

nt s

elec

ts a

nd u

ses

appr

opria

te u

nits

and

inst

rum

ents

for

mea

sure

men

t to

achi

eve

the

degr

ee o

fpr

ecis

ion

and

accu

racy

req

uire

d in

real

-wor

ld s

ituat

ions

.

A. P

lann

ing

1.A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t

1 E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

tow

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ct b

ased

busi

ness

.

C.

Fina

nce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s

D. T

echn

ical

and

Pro

duct

ion

Skill

s in

the

Wor

k Pl

ace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.-

Pag

e 24

0

29F

lorid

a's

App

lied

Tec

hnol

ogy

- P

repa

ring

All

Lear

ners

for

Tom

orro

w's

Wor

k F

orce

25

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

E.

Mat

h

App

lied

Tec

hnol

ogy

B. M

easu

rem

ent

1. T

he s

tude

nt m

easu

res

quan

titie

s in

the

real

-wor

ldan

d us

es th

e m

easu

res

toso

lve

prob

lem

s.

2. T

he s

tude

nt c

ompa

res,

cont

rast

s, a

nd c

onve

rts

with

insy

stem

s of

mea

sure

men

t (bo

thst

anda

rd/n

onst

anda

rd a

ndm

etri

c/cu

stom

ary)

.

3. T

he s

tude

nt e

stim

ates

mea

sure

men

ts in

rea

l-w

orld

prob

lem

situ

atio

ns.

4. T

he s

tude

nt s

elec

ts a

nd u

ses

appr

opri

ate

units

and

inst

rum

ents

for

mea

sure

men

t to

achi

eve

the

degr

ee o

f pr

ecis

ion

and

accu

racy

req

uire

d in

real

-wor

ld s

ituat

ions

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riat

e te

chno

logy

toan

indu

stry

to s

olve

tech

nica

l and

prod

uctio

n pr

oble

ms

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of la

bor

issu

es r

elat

ed to

the

wor

kpl

ace.

G. C

omm

unity

Iss

ues

1. A

naly

zes

and

com

mun

icat

es th

eim

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

don

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

iron

men

t

1. A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of p

rofe

ssio

nal c

ondu

ct in

per

sona

lro

les,

as

wel

l as

in w

ork

and

indu

stry

.

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

29?

Page

241

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EM

ath

App

lied

Tec

hnol

ogy

C. G

eom

etry

and

Spat

ial S

ense

D. A

lgeb

raic

Thi

nkin

g

1. T

he s

tude

nt d

escr

ibes

,dr

aws,

iden

tifie

s, a

naly

zes

two-

and

thre

e-di

men

sion

alsh

apes

.

2. T

he s

tude

nt v

isua

lizes

and

illus

trat

es w

ays

inw

hich

sha

pes

can

beco

mbi

ned,

sub

divi

ded

and

chan

ged.

3. T

he s

tude

nt u

ses

coor

dina

te g

eom

etry

to lo

cate

obje

cts

in b

oth

two

and

thre

edi

men

sion

s an

d to

des

crib

eob

ject

s al

gebr

aica

lly.

1. T

he s

tude

nt d

escr

ibes

,an

alyz

es a

nd g

ener

aliz

es a

wid

e va

riet

y of

pat

tern

s,re

latio

ns a

nd f

unct

ions

.

2. U

ses

expr

essi

ons,

equa

tions

, ine

qual

ities

,gr

aphs

and

for

mul

as to

repr

esen

t and

inte

rpre

tsi

tuat

ions

.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t

1 E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

tow

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ct b

ased

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

fina

ncia

l pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s

D. T

echn

ical

and

Pro

duct

ion

Skill

s in

the

Wor

k Pl

ace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

Page

216

298

BE

ST

CO

PY

AV

AIL

AB

LE

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

2

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EM

ath

App

lied

Tec

hnol

ogy

C. G

eom

etry

and

Spat

ial S

ense

D. A

lgeb

raic

Thi

nkin

g

1. T

he s

tude

nt d

escr

ibes

,dr

aws,

iden

tifie

s, a

naly

zes

two-

and

thre

e-di

men

sion

alsh

apes

.

2. T

he s

tude

nt v

isua

lizes

and

illus

trat

es w

ays

in w

hich

shap

es c

an b

e co

mbi

ned,

subd

ivid

ed a

nd c

hang

ed.

3. T

he s

tude

nt u

ses

coor

dina

te g

eom

etry

to lo

cate

obje

cts

in b

oth

two

and

thre

edi

men

sion

s an

d to

des

crib

eob

ject

s al

gebr

aica

lly.

1. T

he s

tude

ntde

scri

bes,

ana

lyze

s an

dge

nera

lizes

a w

ide

vari

ety

of p

atte

rns,

rela

tions

and

fun

ctio

ns.

2. U

ses

expr

essi

ons,

equa

tions

, ine

qual

ities

,gr

aphs

and

for

mul

as to

repr

esen

t and

inte

rpre

tsi

tuat

ions

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

d te

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riat

e te

chno

logy

to a

nin

dust

ry to

sol

ve te

chni

cal a

nd p

rodu

ctio

npr

oble

ms

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of

labo

ris

sues

rel

ated

to th

e w

ork

plac

e.

G. C

omm

unity

Iss

ues

1. A

naly

zes

and

com

mun

icat

es th

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

onea

ch o

ther

and

on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

iron

men

t

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

safe

ty is

sues

in th

e w

orkp

lace

.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

, as

wel

l as

in w

ork

and

indu

stry

.

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

BE

ST

cnp

v A

VA

II A

RI

Page

243

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EM

ath

App

lied

Tec

hnol

ogy

A. D

ata

Ana

lysi

s an

d Pr

obab

ility

1. T

he s

tude

nt u

nder

stan

ds a

nd u

ses

the

tool

s of

dat

a an

alys

is f

or m

anag

ing

info

rmat

ion.

2. T

he s

tude

nt id

entif

ies

patte

rns

and

mak

espr

edic

tions

fro

m a

n or

derl

y di

spla

y of

dat

a us

ing

conc

epts

of

prob

abili

ty a

nd s

tatis

tics.

3. T

he s

tude

nt u

ses

stat

istic

al m

etho

ds to

mak

ein

fere

nces

and

val

id a

rgum

ents

abo

ut r

eal-

wor

ldsi

tuat

ions

.

A. P

lann

ing

..-

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fe a

ndw

ork

role

s..

B. M

anag

emen

t

1 E

mpl

oys

man

agem

ent t

echn

ique

sto

man

age

proj

ects

and

ent

erpr

ises

rela

ted

to w

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

pro

duct

san

d se

rvic

es in

a b

usin

ess

or s

ocia

lse

tting

.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

na

serv

ice

or p

rodu

ct b

ased

bus

ines

s.

C. F

inan

ce

1. D

emon

stra

tes

fman

cial

pla

nnin

gab

ility

and

dec

isio

n-m

akin

g re

late

dto

wor

k an

d lif

e ro

les

D. T

echn

ical

and

Pro

duct

ion

Skill

s in

the

Wor

k Pl

ace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

nte

chni

ques

.

Page

392

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

30,1

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EM

ath

App

lied

Tec

hnol

ogy

A. D

ata

Ana

lysi

s an

dPr

obab

ility

1. T

he s

tude

nt u

nder

stan

ds a

ndus

es th

e to

ols

of d

ata

anal

ysis

for

man

agin

g in

form

atio

n.

2. T

he s

tude

nt id

entif

ies

patte

rns

and

mak

espr

edic

tions

fro

m a

n or

derl

y di

spla

y of

dat

a us

ing

conc

epts

of

prob

abili

ty a

nd s

tatis

tics.

3. T

he s

tude

nt u

ses

stat

istic

al m

etho

ds to

mak

ein

fere

nces

and

val

id a

rgum

ents

abo

ut r

eal-

wor

ldsi

tuat

ions

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

d te

chno

logy

tope

rfor

m a

cade

mic

task

s.

2. A

pplie

s ap

prop

riat

e te

chno

logy

to a

n in

dust

ryto

sol

ve te

chni

cal a

nd p

rodu

ctio

n pr

oble

ms.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of

labo

ris

sues

rel

ated

to th

e w

ork

plac

e.

G. C

omm

unity

Iss

ues

1. A

naly

zes

and

com

mun

icat

es th

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

ran

d on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

iron

men

t

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

'we

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

, as

wel

l as

in w

ork

and

indu

stry

.

304

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

245

App

lied

Tec

hnol

ogy

- Su

nshi

ne S

tate

Sta

ndar

ds' C

onne

ctio

ns

Mat

rix

with

Lan

guag

e A

rts

The

app

endi

x pr

ovid

es te

ache

r va

lidat

ed c

urri

cula

r in

tegr

atio

n an

d tr

ansd

isci

plin

ary

conn

ectio

ns a

cros

s th

e "A

pplie

dT

echn

olog

y St

anda

rds"

(all

aspe

cts

of th

e in

dust

ry)

deve

lopm

enta

l fra

mew

ork

and

the

"Sun

shin

e St

ate

Stan

dard

s". T

he m

atri

x pr

ovid

es a

two

dim

ensi

onal

pic

ture

of

conn

ectio

ns a

cros

s st

anda

rds

and

disc

iplin

es. A

mul

tidim

ensi

onal

mod

el o

f co

nnec

tions

can

be

expa

nded

by

furt

her

conn

ectin

g th

e di

scip

lines

with

inth

e cu

rric

ulum

. The

exp

ansi

on o

f th

e tw

o-di

men

sion

al m

odel

will

be

deve

lope

d in

a to

olbo

x fo

r te

ache

rs.

3n6

30(

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

247

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EL

angu

age

Art

s-

App

lied

Tec

hnol

ogy

A. R

eadi

ngB

. Wri

ting

C. L

iste

ning

, Vie

win

g

1. T

he s

tude

nt u

ses

the

read

ing

proc

ess

effe

ctiv

ely.

2. T

he s

tude

nt c

onst

ruct

sm

eani

ng f

rom

a w

ide

rang

eof

text

s.

1. T

he s

tude

nt u

ses

wri

ting

proc

esse

s ef

fect

ivel

y.2.

The

stu

dent

wri

tes

toco

mm

unic

ate

idea

s an

din

form

atio

n ef

fect

ivel

y.

1. T

he s

tude

nt u

ses

effe

ctiv

elis

teni

ng s

trat

egie

s.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fe a

ndw

ork

role

s.

B. M

anag

emen

t

I. E

mpl

oys

man

agem

ent t

echn

ique

sto

man

age

proj

ects

and

ent

erpr

ises

rela

ted

to w

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

pro

duct

san

d se

rvic

es in

a b

usin

ess

or s

ocia

lse

tting

.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

na

serv

ice

or p

rodu

ct b

ased

bus

ines

s.

C. F

inan

ce

1. D

emon

stra

tes

fman

cial

pla

nnin

gab

ility

and

dec

isio

n-m

akin

g re

late

dto

wor

k an

d lif

e ro

les.

D. T

echn

ical

and

Pro

duct

ion

Skill

s in

the

Wor

k Pl

ace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

nte

chni

ques

.

Page

2480

308

Flor

ida'

s A

pplie

d T

echn

olog

y -

Pree

gA

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

3 r

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

..D

ISC

IPL

INE

Lan

guag

e A

rts

App

lied

Tec

hnol

ogy

A. R

eadi

ngB

. Wri

ting

C. L

iste

ning

, Vie

win

gan

d Sp

eaki

ng

1. T

he s

tude

nt u

ses

the

read

ing

proc

ess

effe

ctiv

ely.

2. T

he s

tude

nt c

onst

ruct

sm

eani

ng f

rom

a w

ide

rang

eof

text

s.

1. T

he s

tude

nt u

ses

wri

ting

proc

esse

s ef

fect

ivel

y.2.

The

stu

dent

wri

tes

toco

mm

unic

ate

idea

s an

din

form

atio

n ef

fect

ivel

y.

E. T

echn

olog

y

1. T

he s

tude

nt u

ses

effe

ctiv

elis

teni

ng s

trat

egie

s.

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riat

e te

chno

logy

to a

n in

dust

ry to

sol

ve te

chni

cal a

ndpr

oduc

tion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of la

bor

issu

es r

elat

ed to

the

wor

kpl

ace.

G. C

omm

unity

Iss

ues

1. A

naly

zes

and

com

mun

icat

es th

eim

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

don

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

iron

men

t

1. A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of p

rofe

ssio

nal c

ondu

ct in

per

sona

lro

les,

as

wel

l as

in w

ork

and

indu

stry

.

3 '1

9Fl

orid

a's

App

lied

Tec

hnol

ogy

- Pr

epar

ing

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

BE

ST

CO

PY

AV

AIL

AB

LE

Page

249

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EL

angu

age

Art

s

App

lied

Tec

hnol

ogy

C. L

iste

ning

, Vie

win

gan

d Sp

eaki

ng(c

ontin

ued)

D. L

angu

age

2. T

he s

tude

nt u

ses

effe

ctiv

e vi

ewin

g st

rate

gies

.3.

The

stu

dent

use

s ef

fect

ive

spea

king

str

ateg

ies.

1. T

he s

tude

nt u

nder

stan

dsth

e na

ture

of

lang

uage

.2.

The

stu

dent

und

erst

ands

the

pow

er o

f la

ngua

ge.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fe a

ndw

ork

role

s.

B. M

anag

emen

t

1 E

mpl

oys

man

agem

ent t

echn

ique

sto

man

age

proj

ects

and

ent

erpr

ises

rela

ted

to w

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

pro

duct

san

d se

rvic

es in

a b

usin

ess

or s

ocia

lse

tting

.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

na

serv

ice

or p

rodu

ct b

ased

bus

ines

s.

C. F

inan

ce

1. D

emon

stra

tes

fina

ncia

l pla

nnin

gab

ility

and

dec

isio

n-m

akin

g re

late

dto

wor

k an

d lif

e ro

les

D. T

echn

ical

and

Pro

duct

ion

Skill

s in

the

Wor

k Pl

ace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

nte

chni

ques

.

Page

250

A.6 II/

3 2

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

3 1 :is

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EL

angu

age

Art

s

App

lied

Tec

hnol

ogy

C. L

iste

ning

, Vie

win

gan

d Sp

eaki

ng(c

ontin

ued)

D. L

angu

age

....

2. T

he s

tude

nt u

ses

effe

ctiv

evi

ewin

g st

rate

gies

.3.

The

stu

dent

use

s ef

fect

ive

spea

king

str

ateg

ies.

1. T

he s

tude

nt u

nder

stan

dsth

e na

ture

of

lang

uage

.2.

The

stu

dent

und

erst

ands

the

pow

er o

f la

ngua

ge.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riat

e te

chno

logy

to a

n in

dust

ry to

sol

ve te

chni

cal a

ndpr

oduc

tion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of la

bor

issu

es r

elat

ed to

the

wor

kpl

ace.

G. C

omm

unity

Iss

ues

1. A

naly

zes

and

com

mun

icat

es th

eim

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

don

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

iron

men

t

1. A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of p

rofe

ssio

nal c

ondu

ct in

per

sona

lro

les,

as

wel

l as

in w

ork

and

indu

stry

.

3114

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

3_

Page

251

AC

AD

EM

IC-A

PPL

IED

TE

CH

NO

LO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EL

angu

age

Art

s

App

lied

Tec

hnol

ogy

E. L

itera

ture

1. T

he s

tude

nt u

nder

stan

dsth

e co

n fe

atur

es o

f a

vari

ety

otnu

ndlit

erar

y fo

rms.

2. T

hede

nt r

espo

nds

to f

ictio

n,no

nfic

tion,

poe

try

and

dram

a.

A. P

lann

ing

It. A

Pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fe a

ndw

ork

role

s.

B. M

anag

emen

t

1 E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rela

teU

to w

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echm

qqes

to p

rodu

cts

and

serv

ices

in a

bus

ines

s or

soc

ial

setti

ng.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

sne

cess

ary,

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

na

serv

ice

or p

rodu

ct b

ased

bus

ines

s.

C. F

inan

ce

1. D

emon

stra

tes

fina

ncia

l pla

nnin

gab

ility

and

dec

isio

n-m

akin

g re

late

dto

wor

k an

d lif

e ro

les

D. T

echn

ical

and

Pro

duct

ion

Skill

s in

the

Wor

k Pl

ace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

nte

chni

ques

.

Page

t 6nn

Flor

ida'

s A

pplie

d T

echn

olog

y -

Pre

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

3

NW

lair

--A

CA

DE

MIC

-APP

LIE

D T

EC

HN

OL

OG

Y C

ON

NE

CT

ION

S

I)PL

INE

Lan

guag

e A

rts

App

lied

Tec

hnol

ogy

E. L

itera

ture

1. T

he s

tude

nt u

nder

stan

dsth

e co

mm

on f

eatu

res

of a

vari

ety

of li

tera

ry f

orm

s.

2. T

he s

tude

nt r

espo

nds

criti

cally

to f

ictio

n,no

nfic

tion,

poe

try

and

dram

a.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riat

e te

chno

logy

toan

indu

stry

to s

olve

tech

nica

l and

prod

uctio

n pr

oble

ms.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of

labo

r is

sues

rel

ated

to th

e w

ork

prac

e.

G. C

omm

unity

Iss

ues

1. A

naly

zes

and

com

mun

icat

es th

eim

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

don

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

iron

men

t

1. A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal

role

s, a

s w

ell a

s in

wor

k an

din

dust

ry.

318

3'S)

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

253

App

lied

Tec

hnol

ogy

- Su

nshi

ne S

tate

Sta

ndar

ds' C

onne

ctio

ns

Mat

rix

with

Soc

ial S

tudi

es

The

app

endi

x pr

ovid

es te

ache

r va

lidat

ed c

urri

cula

r in

tegr

atio

n an

dtr

ansd

isci

plin

ary

conn

ectio

ns a

cros

s th

e "A

pplie

d T

echn

olog

y St

anda

rds"

(all

aspe

cts

of th

e in

dust

ry)

deve

lopm

enta

l fra

mew

ork

and

the

"Sun

shin

e St

ate

Stan

dard

s". T

he m

atri

x pr

ovid

esa

two

dim

ensi

onal

pic

ture

of

conn

ectio

ns a

cros

s st

anda

rds

and

disc

iplin

es. A

mul

tidim

ensi

onal

mod

el o

f co

nnec

tions

can

be e

xpan

ded

by f

urth

er c

onne

ctin

g th

e di

scip

lines

with

in th

e cu

rric

ulum

. The

exp

ansi

on o

f th

e tw

o-di

men

sion

al m

odel

will

be

deve

lope

d in

a to

olbo

x fo

r te

ache

rs.

329

321

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

255

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

ocia

l Stu

dies

App

lied

Tec

hnol

ogy

A. T

ime,

Con

tinui

tyan

d C

hang

e [H

isto

ry]

1. T

he s

tude

ntun

ders

tand

s hi

stor

ical

chro

nolo

gy a

nd th

ehi

stor

ical

-per

spec

tive.

2. T

he s

tude

ntun

ders

tand

s th

e w

orld

from

its

begi

nnin

gs to

the

time

of th

e -R

enai

ssan

ce.

3. T

he s

tude

ntun

ders

tand

s W

este

rn a

ndE

aste

rn c

ivili

zatio

n si

nce

the

Ren

aiss

ance

.

4. T

he s

tude

ntun

ders

tand

s U

.S. h

isto

ryto

188

0.

5. T

he s

tude

ntun

ders

tand

s U

.S. h

isto

ryfr

om 1

880

to th

e pr

esen

t.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fean

d w

ork

role

s.

B. M

anag

emen

t

1 E

mpl

oys

man

agem

ent

tech

niqu

es to

man

age

proe

cts

and

ente

rpris

es r

elat

ed to

wor

kan

d lif

e ro

les.

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

prod

ucts

and

ser

vice

s in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce.,,

1. D

emon

stra

tes

finan

cial

plan

ning

abi

lity

and

deci

sion

-m

akin

g re

late

d to

wor

k an

d lif

ero

les

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

tsby

dem

onst

ratin

g pr

oduc

tion

tech

niqu

es.

Page

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

323

w-.

.,

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

ocia

l Stu

dies

App

lied

Tec

hnol

ogy

A. T

ime,

Con

tinui

tyan

d C

hang

e [H

isto

ry]

1. T

he s

tude

ntun

ders

tand

s hi

stor

ical

chro

nolo

gy a

nd th

ehi

stor

ical

per

spec

tive,

2. T

he s

tude

ntun

ders

tand

s th

e w

orld

from

its

begi

nnin

gs to

the

time

of th

e R

enai

ssan

ce.

3. T

he s

tude

nt u

nder

stan

dsW

este

rn a

nd E

aste

rnci

viliz

atio

n si

nce

the

Ren

aiss

ance

.

4. T

he s

tude

ntun

ders

tand

s U

.S.

hist

ory

to 1

880.

5. T

he s

tude

ntun

ders

tand

s U

.S.

hist

ory

from

188

0 to

the

pres

ent.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

prod

uctio

n pr

oble

ms.

.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of

labo

r is

sues

rel

ated

to th

e w

ork

plac

e.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

eim

pact

that

indu

stry

and

the

com

mun

ityha

ve o

n ea

ch o

ther

and

on

the

indi

vidu

al.

Iatp

fey

and

gwgi

g6

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

safe

ty is

sues

in th

e w

orkp

lace

.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

,as

wel

l as

in w

ork

and

indu

stry

.

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

gA

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

325

Page

257

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

ocia

l Stu

dies

App

lied

Tec

hnol

ogy

B. P

eopl

e, P

lace

san

d E

nviro

nmen

t[G

eogr

aphy

]

C. G

over

nmen

t and

Citi

zen

[Civ

ics

and

Gov

ernm

ent]

1. T

he s

tude

ntun

ders

tand

s th

ew

orld

in s

patia

lte

rms.

2. T

he s

tude

ntun

ders

tand

s th

ein

tera

ctio

ns o

fpe

ople

and

the

phys

ical

envi

ronm

ent.

1. T

he s

tude

nt u

nder

stan

ds th

est

ruct

ure,

func

tions

and

pur

pose

s of

gove

rnm

ent a

nd h

ow th

e pr

inci

ples

and

valu

es o

f Am

eric

an d

emoc

racy

are

refle

cted

in A

mer

ican

cons

titut

iona

l gov

ernm

ent.

2. T

he s

tude

ntun

ders

tand

s th

ero

le o

f the

citi

zen

in A

mer

ican

dem

ocra

cy.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t

1. E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

tow

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s

r

D. T

echn

ical

and

Pro

duct

ion

Ski

llsin

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

Page

3Fl

orid

a's

App

lied

Tec

hnol

ogy

-A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

327

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

ocia

l Stu

dies

App

lied

Tec

hnol

ogy

B. P

eopl

e, P

lace

san

d E

nviro

nmen

t[G

eogr

aphy

]

C. G

over

nmen

t and

Citi

zen

[Civ

ics

and

Gov

ernm

ent]

1. T

he s

tude

ntun

ders

tand

s th

e w

orld

in s

patia

l ter

ms.

2. T

he s

tude

ntun

ders

tand

s th

ein

tera

ctio

ns o

fpe

ople

and

the

phys

ical

envi

ronm

ent.

1. T

he s

tude

nt u

nder

stan

ds th

est

ruct

ure,

func

tions

and

pur

pose

s of

gove

rnm

ent a

nd h

ow th

e pr

inci

ples

and

valu

es o

f Am

eric

an d

emoc

racy

are

refle

cted

in A

mer

ican

cons

titut

iona

l gov

ernm

ent.

2. T

he s

tude

ntun

ders

tand

s th

ero

le o

f the

citiz

en in

Am

eric

ande

moc

racy

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

prod

uctio

n pr

oble

ms.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of

labo

r is

sues

rel

ated

to th

e w

ork

plac

e.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

eim

pact

that

indu

stry

and

the

com

mun

ityha

ve o

n ea

ch o

ther

and

on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

safe

ty is

sues

in th

e w

orkp

lace

.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

,as

wel

l as

in w

ork

and

indu

stry

.

q 9 ,

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

g A

llL

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

ocia

l Stu

dies

App

lied

Tec

hnol

ogy

D. E

cono

mic

s

.

1. T

he s

tude

ntun

ders

tand

s ho

w s

carc

ityre

quire

s in

divi

dual

s an

din

stitu

tions

to m

ake

choi

ces

abou

t how

to u

sere

sour

ces.

2. T

he s

tude

ntun

ders

tand

s th

ech

arac

teris

tics

of d

iffer

ent

econ

omic

sys

tem

s an

din

stitu

tions

.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fean

d w

ork

role

s.

B. M

anag

emen

t

1. E

mpl

oys

man

agem

ent

tech

niqu

es to

man

age

proj

ects

and

ente

rpris

es r

elat

ed to

wor

kan

d lif

e ro

les.

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

prod

ucts

and

ser

vice

s in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

plan

ning

abi

lity

and

deci

sion

-m

akin

g re

late

d to

wor

k an

d lif

ero

les.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

tsby

dem

onst

ratin

g pr

oduc

tion

tech

niqu

es.

Pag

e 26

0F

lorid

a's

App

lied

Tec

hnol

ogy

- Pr

epar

ing

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

330

331

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

ocia

l Stu

dies

App

lied

Tec

hnol

ogy

D. E

cono

mic

s

1. T

he s

tude

nt u

nder

stan

ds h

owsc

arci

ty r

equi

res

indi

vidu

als

and

inst

itutio

ns to

mak

e ch

oice

s ab

out

how

to u

se r

esou

rces

.

2. T

he s

tude

nt u

nder

stan

ds th

ech

arac

teri

stic

s of

dif

fere

ntec

onom

ic s

yste

ms

and

inst

itutio

ns.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riat

e te

chno

logy

to a

nin

dust

ry to

sol

ve te

chni

cal a

ndpr

oduc

tion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of

labo

r is

sues

rel

ated

to th

e w

ork

plac

e.

G. C

omm

unity

Iss

ues

1. A

naly

zes

and

com

mun

icat

es th

eim

pact

that

indu

stry

and

the

com

mun

ityha

ve o

n ea

ch o

ther

and

on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

iron

men

t

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

safe

ty is

sues

in th

e w

orkp

lace

.

L P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

,as

wel

l as

in w

ork

and

indu

stry

.

332

33-3

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

261

App

lied

Tec

hnol

ogy

- Su

nshi

ne S

tate

Sta

ndar

ds' C

onne

ctio

ns

Mat

rix

with

Sci

ence

The

app

endi

x pr

ovid

es te

ache

r va

lidat

ed c

urri

cula

r in

tegr

atio

n an

d tr

ansd

isci

plin

ary

conn

ectio

nsac

ross

the

"App

lied

Tec

hnol

ogy

Stan

dard

s"(a

ll as

pect

s of

the

indu

stry

) de

velo

pmen

tal f

ram

ewor

k an

d th

e "S

unsh

ine

Stat

e St

anda

rds"

.

The

mat

rix

prov

ides

a tw

o di

men

sion

al p

ictu

re o

f co

nnec

tions

acr

oss

stan

dard

s an

d di

scip

lines

. A m

ultid

imen

sion

alm

odel

of

conn

ectio

nsca

n be

exp

ande

d by

fur

ther

con

nect

ing

the

disc

iplin

es w

ithin

the

curr

icul

um. T

he e

xpan

sion

of

the

two-

dim

ensi

onal

mod

el w

ill b

e de

velo

ped

ina

tool

box

for

teac

hers

.

336,

Flor

ida'

s A

pplie

d T

echn

olog

y-

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

263

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

cien

ce

App

lied

Tec

hnol

ogy

A. T

he N

atur

e of

Mat

ter.

B. E

nerg

yC

. For

ce a

nd M

otio

n

1. T

he s

tude

ntun

ders

tand

s th

at a

llm

atte

r ha

s ob

serv

able

,m

easu

rabl

e pr

oper

ties.

2. T

he s

tude

ntun

ders

tand

s th

eba

sic

prin

cipl

es o

fat

omic

theo

ry.

1. T

he s

tude

nt r

ecog

nize

sth

at e

nerg

y m

ay b

ech

ange

d in

form

with

vary

ing

effic

ienc

y.

2. T

he s

tude

ntun

ders

tand

s th

ein

tera

ctio

n of

mat

ter

and

ener

gy.

1. T

he s

tude

ntun

ders

tand

s th

at ty

pes

ofm

otio

n m

ay b

e de

scrib

ed,

mea

sure

d, a

nd p

redi

cted

.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fe a

ndw

ork

role

s.

B. M

anag

emen

t

1 E

mpl

oys

man

agem

ent t

echn

ique

sto

man

age

proj

ects

and

ent

erpr

ises

rela

ted

to w

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

esin

a b

usin

ess

or s

ocia

l set

ting.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ct b

ased

bus

ines

s.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

gab

ility

and

dec

isio

n-m

akin

g re

late

d to

wor

k an

d lif

e ro

les.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

Page

s33

6F

lorid

a's

App

lied

Tec

hnol

ogy

- Pr

ling

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e33

7

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

SC

IPLI

NE

Sci

ence

App

lied

Tec

hnol

ogy

A. T

he N

atur

e of

B. E

nerg

yC

. For

ce a

nd M

otio

n

E. T

echn

olog

y

1. T

he s

tude

ntun

ders

tand

s th

at a

llm

atte

r ha

s ob

serv

able

,m

easu

rabl

e pr

oper

ties.

2. T

he s

tude

ntun

ders

tand

s th

eba

sic

prin

cipl

es o

fat

omic

theo

ry.

1. T

he s

tude

ntre

cogn

izes

that

ener

gy m

ay b

ech

ange

d in

form

with

vary

ing

effic

ienc

y.

2. T

he s

tude

ntun

ders

tand

s th

ein

tera

ctio

n of

mat

ter

and

ener

gy.

1. T

he s

tude

ntun

ders

tand

s th

at ty

pes

of m

otio

n m

ay b

ede

scrib

ed, m

easu

red,

and

pred

icte

d.

1. D

emon

stra

tes

use

of a

pplie

d te

chno

logy

to p

erfo

rmac

adem

ic ta

sks.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

toso

lve

tech

nica

l and

pro

duct

ion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of l

abor

issu

esre

late

d to

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

don

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of p

rofe

ssio

nal

cond

uct i

n pe

rson

al r

oles

, as

wel

l as

in w

ork

and

indu

stry

.

33B

ES

T C

OP

Y A

VA

ILA

BLE

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

g A

llL

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

265

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

cien

ces ,--

,,

App

lied

Tec

hnol

ogy

C. F

orce

and

Mot

ion

(con

tinue

d)D

. Pro

cess

es th

atS

hape

the

Ear

thE

. Ear

th a

nd S

pace

---

2. T

he s

tude

nt u

nder

stan

dsth

at th

e ty

pes

of fo

rce

that

act

on a

n ob

ject

and

the

effe

ct o

fth

at fo

rce

can

be d

escr

ibed

,m

easu

red,

and

pre

dict

ed.

1. T

he s

tude

nt r

ecog

nize

sth

at p

roce

sses

in th

elit

hosp

here

, atm

osph

ere,

hydr

osph

ere,

and

bio

sphe

rein

tera

ct to

sha

pe th

e E

arth

.

2. T

he s

tude

ntun

ders

tand

sth

e ne

ed fo

rpr

otec

tion

ofth

e na

tura

lsy

stem

s on

Ear

th.

1. T

he s

tude

ntun

ders

tand

s th

ein

tera

ctio

n an

dor

gani

zatio

n in

the

Sol

arS

yste

m a

nd th

e un

iver

sean

d ho

w th

is a

ffect

s lif

eon

Ear

th.

2. T

he s

tude

ntre

cogn

izes

the

vast

ness

of t

heun

iver

se a

nd th

eE

arth

's p

lace

in it

.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t

1 E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

tow

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s.

D. T

echn

ical

and

Pro

duct

ion

Ski

llsin

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

Page

261

0

349

Flor

ida'

s A

pplie

d T

echn

olog

y -

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e34

1

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

cien

ce

App

lied

Tec

hnol

ogy

C. F

orce

and

Mot

ion

(con

tinue

d)D

. Pro

cess

es th

at S

hape

the

Ear

thE

. Ear

th a

nd S

pace

2. T

he s

tude

nt u

nder

stan

dsth

at th

e ty

pes

of fo

rce

that

act o

n an

obj

ect a

nd th

eef

fect

of t

hat f

orce

can

be

desc

ribed

, mea

sure

d, a

ndpr

edic

ted.

1. T

he s

tude

nt r

ecog

nize

sth

at p

roce

sses

in th

elit

hosp

here

, atm

osph

ere,

hydr

osph

ere,

and

bio

sphe

rein

tera

ct to

sha

pe th

e E

arth

.

2. T

he s

tude

ntun

ders

tand

s th

ene

ed fo

r pr

otec

tion

ofth

e na

tura

l sys

tem

son

Ear

th.

1. T

he s

tude

ntun

ders

tand

s th

e in

tera

ctio

nan

d or

gani

zatio

n in

the

Sol

ar S

yste

m a

nd th

eun

iver

se a

nd h

ow th

isaf

fect

s lif

e on

Ear

th.

2. T

he s

tude

ntre

cogn

izes

the

vast

ness

of t

heun

iver

se a

ndth

e E

arth

'spl

ace

in it

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an in

dust

ry to

sol

ve te

chni

cal a

ndpr

oduc

tion

prob

lem

s.

I

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of

labo

r is

sues

rel

ated

to th

e w

ork

plac

e.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

eim

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

d on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

safe

ty is

sues

in th

e w

orkp

lace

.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

,as

wel

l as

in w

ork

and

indu

stry

.

342

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

gA

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

3Pa

ge 2

67

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

cien

ce

App

lied

Tec

hnol

ogy

F. P

roce

sses

of

Life

G. H

ow li

ving

thin

gsin

tera

ct w

ith th

eir

envi

ronm

ent

1. T

he s

tude

ntde

scrib

es p

atte

rns

ofst

ruct

ure

and

func

tion

in li

ving

thin

gs.

2. T

he s

tude

ntun

ders

tand

s th

epr

oces

s an

dim

port

ance

of

gene

tic d

iver

sity

.

1. T

he s

tude

nt u

nder

stan

dsth

e co

mpe

titiv

e,in

terd

epen

dent

, cyc

lic n

atur

eof

livi

ng th

ings

in th

een

viro

nmen

t

2. T

he s

tude

ntun

ders

tand

s th

eco

nseq

uenc

es o

fus

ing

limite

dna

tura

l res

ourc

es.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

fife

and

wor

k ro

les.

-

B. M

anag

emen

t,

...

1 E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

tow

ork

and

life

role

s.a

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

ain

s

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

....

aa

344

Pag

e26

0F

lorid

a's

App

lied

Tec

hnol

ogy

-

Prep

.All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

34

IPA

CA

DE

MIC

- A

PP

LIE

DT

EC

HN

OLI

EY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

cien

ce

App

lied

Tec

hnol

ogy

F. P

roce

sses

of

Life

G. H

ow li

ving

thin

gsin

tera

ct w

ith th

eir

envi

ronm

ent

1. T

he s

tude

ntde

scrib

es p

atte

rns

ofst

ruct

ure

and

func

tion

in li

ving

thin

gs.

2. T

he s

tude

ntun

ders

tand

s th

epr

oces

s an

dim

port

ance

of g

enet

icdi

vers

ity.

1. T

he s

tude

nt u

nder

stan

dsth

e co

mpe

titiv

e,in

terd

epen

dent

, cyc

lic n

atur

eof

livi

ng th

ings

in th

een

viro

nmen

t.

2. T

he s

tude

ntun

ders

tand

s th

eco

nseq

uenc

es o

f usi

nglim

ited

natu

ral

reso

urce

s.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

d te

chno

logy

tope

rfor

m a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

pro

duct

ion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of l

abor

issu

es r

elat

ed to

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

onea

ch o

ther

and

on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

safe

ty is

sues

in th

e w

orkp

lace

.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

, as

wel

l as

in w

ork

and

indu

stry

.

346

34(

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

gA

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

269

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

cien

ce

App

lied

Tec

hnol

ogy

H. T

he N

atur

e of

Sci

ence

1. T

he s

tude

nt u

ses

the

scie

ntifi

c pr

oces

ses

and

habi

ts o

f min

d to

sol

vepr

oble

ms.

2. T

he s

tude

ntun

ders

tand

s th

at m

ost

natu

ral e

vent

s oc

cur

inco

mpr

ehen

sibl

eco

nsis

tent

pat

tern

s.

3. T

he s

tude

ntun

ders

tand

s th

at s

cien

ce,

tech

nolo

gy, a

nd s

ocie

tyar

e in

terw

oven

and

inte

rdep

ende

nt.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fean

d w

ork

role

s.

B. M

anag

emen

t

1 E

mpl

oys

man

agem

ent

tech

niqu

es to

man

age

proj

ects

and

ente

rpris

es r

elat

ed to

wor

kan

d lif

e ro

les.

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

prod

ucts

and

ser

vice

s in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

plan

ning

abi

lity

and

deci

sion

-m

akin

g re

late

d to

wor

k an

d lif

ero

les.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

tsby

dem

onst

ratin

g pr

oduc

tion

tech

niqu

es.

Pag

e 27

C41

1034

8F

lorid

a's

App

lied

Tec

hnol

ogy

-Pr

ep.A

llL

earn

ers

for

Tom

orro

w's

Wor

k F

orce

3 61

S,

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ES

cien

ce

App

lied

Tec

hnol

ogy

H. T

he N

atur

e of

Sci

ence

1. T

he s

tude

nt u

ses

the

scie

ntifi

cpr

oces

ses

and

habi

ts o

f min

d to

solv

e pr

oble

ms.

2. T

he s

tude

ntun

ders

tand

s th

at m

ost

natu

ral e

vent

s oc

cur

inco

mpr

ehen

sibl

eco

nsis

tent

pat

tern

s.

3. T

he s

tude

nt u

nder

stan

ds th

atsc

ienc

e, te

chno

logy

, and

soc

iety

are

inte

rwov

en a

ndin

terd

epen

dent

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

d te

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

pro

duct

ion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of l

abor

issu

es r

elat

ed to

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

onea

ch o

ther

and

on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

safe

ty is

sues

in th

e w

orkp

lace

.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

, as

wel

l as

in w

ork

and

indu

stry

.

3

a51

Flo

rida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

271

App

lied

Tec

hnol

ogy

- Su

nshi

ne S

tate

Sta

ndar

ds' C

onne

ctio

ns

Mat

rix

with

Hea

lth a

nd P

hysi

cal E

duca

tion

The

app

endi

x pr

ovid

es te

ache

r va

lidat

ed c

urri

cula

r in

tegr

atio

n an

dtr

ansd

isci

plin

ary

conn

ectio

ns a

cros

s th

e "A

pplie

d T

echn

olog

y St

anda

rds"

(all

aspe

cts

of th

e in

dust

ry)

deve

lopm

enta

l fra

mew

ork

and

the

"Sun

shin

e St

ate

Stan

dard

s".

The

mat

rix

prov

ides

a tw

o di

men

sion

al p

ictu

re o

f co

nnec

tions

acr

oss

stan

dard

san

d di

scip

lines

. A m

ultid

imen

sion

al m

odel

of

conn

ectio

ns

can

be e

xpan

ded

by f

urth

er c

onne

ctin

gth

e di

scip

lines

with

in th

e cu

rric

ulum

. The

exp

ansi

on o

f th

e tw

o-di

men

sion

al m

odel

will

be

deve

lope

d in

a.

tool

box

for

teac

hers

. 352

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

eran

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

273

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EH

ealth

and

Phy

sica

lE

duca

tion

App

lied

Tec

hnol

ogy

ealth

B. R

espo

nsib

leH

ealth

Beh

avio

rA

. Hea

lth L

itera

cy

1. T

he s

tude

ntco

mpr

ehen

ds c

once

pts

rela

ted

to h

ealth

prom

otio

n an

d di

seas

epr

even

tion.

2. T

he s

tude

nt k

now

sho

w to

acc

ess

valid

heal

th in

form

atio

n an

dhe

alth

-pro

mot

ing

prod

ucts

and

ser

vice

s.

1. T

he s

tude

nt k

now

she

alth

-enh

anci

ngbe

havi

ors

and

how

tore

duce

hea

lth r

isks

.

2. T

he s

tude

ntan

alyz

es th

e in

fluen

ceof

cul

ture

, med

ia,

tech

nolo

gy a

nd o

ther

fact

ors

on h

ealth

.

3. T

he s

tude

nt k

now

sho

w to

use

effe

ctiv

ein

terp

erso

nal

com

mun

icat

ion

skill

s th

aten

hanc

e he

alth

....

.. A. P

lann

ing

-

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t

1. E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

tow

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s..

D. T

echn

ical

and

Pro

duct

ion

Ski

llsin

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

Page

274

354

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

eran

ers

for

Tom

orro

w's

Wor

k Fo

rce

055

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

Hea

lth a

nd P

hysi

cal

Edu

catio

n

App

lied

Tec

hnol

ogy

A. H

ealth

Lite

racy

B. R

espo

nsib

leH

ealth

Beh

avio

r

E. T

echn

olog

y

1. T

he s

tude

ntco

mpr

ehen

ds c

once

pts

rela

ted

to h

ealth

prom

otio

n an

d di

seas

epr

even

tion.

2. T

he s

tude

nt k

now

sho

w to

acc

ess

valid

heal

th in

form

atio

n an

dhe

alth

-pro

mot

ing

prod

ucts

and

ser

vice

s.

1. T

he s

tude

nt k

now

she

alth

-enh

anci

ngbe

havi

ors

and

how

tore

duce

hea

lth r

isks

.

2. T

he s

tude

ntan

alyz

es th

e in

fluen

ceof

cul

ture

, med

ia,

tech

nolo

gy a

nd o

ther

fact

ors

on h

ealth

.

3. T

he s

tude

nt k

now

s ho

wto

use

effe

ctiv

ein

terp

erso

nal

com

mun

icat

ion

skill

s th

aten

hanc

e he

alth

.

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

prod

uctio

n pr

oble

ms.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of

labo

r is

sues

rel

ated

to th

e w

ork

plac

e.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

eim

pact

that

indu

stry

and

the

com

mun

ityha

ve o

n ea

ch o

ther

and

on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

safe

ty is

sues

in th

e w

orkp

lace

.N

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

,as

wel

l as

in w

ork

and

indu

stry

.

35u,

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

gA

ll L

eran

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

275

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EH

ealth

and

Phy

sica

lE

duca

tion

App

lied

Tec

hnol

ogy

C. A

dvoc

ate

and

Pro

mot

e H

ealth

y Li

ving

PH

YS

ICA

L E

DU

CA

TIO

NA

. Phy

sica

l Edu

catio

nLi

tera

cy

1. T

he s

tude

nt k

now

s ho

wto

use

goa

l-set

ting

and

deci

sion

-mak

ing

skill

s th

aten

hanc

e he

alth

.

2. T

he s

tude

ntkn

ows

how

toad

voca

te fo

rpe

rson

al, f

amily

and

com

mun

ity h

ealth

.

1. T

he s

tude

ntde

mon

stra

tes

com

pete

ncy

in m

any

mov

emen

t for

ms

and

prof

icie

ncy

in a

few

form

sof

phy

sica

l act

ivity

.

2. T

he s

tude

nt a

pplie

sco

ncep

ts a

nd p

nnci

ples

of h

uman

mov

emen

t to

the

deve

lopm

ent o

fm

otor

ski

lls a

nd th

ele

arni

ng o

f new

ski

lls.

3. T

he s

tude

ntan

alyz

es th

ebe

nefit

s of

regu

lar

part

icip

atio

n in

phys

ical

act

ivity

.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t

1. E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

tow

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

Page

276

358

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

eran

ers

for

Tom

orro

w!s

Wor

k Fo

rce

35 9

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

Hea

lth a

nd P

hysi

cal

Edu

catio

n

App

lied

Tec

hnol

ogy

C. A

dvoc

ate

and

Pro

mot

e H

ealth

y Li

ving

PH

YS

ICA

L E

DU

CA

TIO

NA

. Phy

sica

l Edu

catio

nLi

tera

cy

1. T

he s

tude

nt k

now

s ho

wto

use

goa

l-set

ting

and

deci

sion

-mak

ing

skill

s th

aten

hanc

e he

alth

.

2. T

he s

tude

ntkn

ows

how

toad

voca

te fo

rpe

rson

al, f

amily

and

com

mun

ityhe

alth

.

1. T

he s

tude

ntde

mon

stra

tes

com

pete

ncy

in m

any

mov

emen

t for

ms

and

prof

icie

ncy

in a

few

form

sof

phy

sica

l act

ivity

.

2. T

he s

tude

nt a

pplie

sco

ncep

ts a

nd p

rinci

ples

of

hum

an m

ovem

ent t

o th

ede

velo

pmen

t of m

otor

skill

s an

d th

e le

arni

ng o

fne

w s

kills

.

3. T

he s

tude

ntan

alyz

es th

ebe

nefit

s of

reg

ular

part

icip

atio

n in

phys

ical

act

ivity

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

pro

duct

ion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of

labo

r is

sues

rel

ated

to th

e w

ork

plac

e.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

onea

ch o

ther

and

on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

safe

ty is

sues

in th

e w

orkp

lace

.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

, as

wel

l as

in w

ork

and

indu

stry

.

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

gA

ll L

eran

ers

for

Tom

orro

w's

Wor

k Fo

rce

3Gi

Page

2

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EH

ealth

and

Phy

sica

lE

duca

tion

App

lied

Tec

hnol

ogy

B. R

espo

nsib

leP

hysi

cal A

ctiv

ityB

ehav

iors

C. A

dvoc

ate

and

Pro

mot

eP

hysi

cally

Act

ive

Life

styl

es

1. T

he s

tude

ntac

hiev

es a

nd m

aint

ains

a he

alth

-enh

anci

ngle

vel o

f phy

sica

l fitn

ess.

2. T

he s

tude

ntde

mon

stra

tes

resp

onsi

ble

pers

onal

and

soc

ial

beha

vior

in p

hysi

cal a

ctiv

ity.

1. T

he s

tude

nt u

nder

stan

ds h

owpa

rtic

ipat

ing

in p

hysi

cal a

ctiv

itypr

omot

es in

clus

ion

and

anun

ders

tand

ing

of th

e ab

ilitie

s an

dcu

ltura

l div

ersi

ty o

f peo

ple.

2. T

he s

tude

nt u

nder

stan

ds th

atph

ysic

al a

ctiv

ity p

rovi

des

the

oppo

rtun

ity fo

r en

joym

ent,

chal

leng

e, s

elf-

expr

essi

on a

ndco

mm

unic

atio

n.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t

1. E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

tow

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s.

D. T

echn

ical

and

Pro

duct

ion

Ski

llsin

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

Page

4.k8

362

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

eran

ers

for

Tom

orro

w's

Wor

k Fo

rce

36

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EH

ealth

and

Phy

sica

lE

duca

tion

App

lied

Tec

hnol

ogy

B. R

espo

nsib

leP

hysi

cal A

ctiv

ityB

ehav

iors

C. A

dvoc

ate

and

Pro

mot

e P

hysi

cally

Act

ive

Life

styl

es

1. T

he s

tude

nt a

chie

ves

and

mai

ntai

ns a

hea

lth-

enha

ncin

g le

vel o

f phy

sica

lfit

ness

.

2. T

he s

tude

nt d

emon

stra

tes

resp

onsi

ble

pers

onal

and

soci

al b

ehav

ior

in p

hysi

cal

activ

ity.

1. T

he s

tude

nt u

nder

stan

ds h

ow p

artic

ipat

ing

in p

hysi

cal a

ctiv

ity p

rom

otes

incl

usio

n an

d an

unde

rsta

ndin

g of

the

abili

ties

and

cultu

ral

dive

rsity

of p

eopl

e.

2. T

he s

tude

nt u

nder

stan

ds th

atph

ysic

al a

ctiv

ity p

rovi

des

the

oppo

rtun

ity fo

r en

joym

ent,

chal

leng

e, s

elf-

expr

essi

on a

ndco

mm

unic

atio

n.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l-and

pro

duct

ion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

anun

ders

tand

ing

of la

bor

issu

esre

late

d to

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

esth

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

ran

d on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

anun

ders

tand

ing

of p

rofe

ssio

nal

cond

uct i

n pe

rson

al r

oles

, as

wel

las

in w

ork

and

indu

stry

.

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

g A

llL

eran

ers

for

Tom

orro

w's

Wor

k Fo

rce

'g36

6Pa

ge 2

79

App

lied

Tec

hnol

ogy

- Su

nshi

ne S

tate

Sta

ndar

ds' C

onne

ctio

ns

Mat

rix

with

For

eign

Lan

guag

e

The

app

endi

x pr

ovid

es te

ache

r va

lidat

ed c

urri

cula

r in

tegr

atio

n an

d tr

ansd

isci

plin

ary

conn

ectio

ns a

cros

s th

e "A

pplie

d T

echn

olog

y St

anda

rds"

(all

aspe

cts

of th

e in

dust

ry)

deve

lopm

enta

l fra

mew

ork

and

the

"Sun

shin

e St

ate

Stan

dard

s".

The

mat

rix

prov

ides

a tw

o di

men

sion

al p

ictu

re o

f co

nnec

tions

acr

oss

stan

dard

s an

d di

scip

lines

. A m

ultid

imen

sion

al m

odel

of

conn

ectio

nsca

n be

exp

ande

d by

fur

ther

con

nect

ing

the

disc

iplin

es w

ithin

the

curr

icul

um. T

he e

xpan

sion

of

the

two-

dim

ensi

onal

mod

el w

ill b

e de

velo

ped

in a

tool

box

for

teac

hers

.

3F6

367

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

281

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EF

orei

gn L

angu

age

App

lied

Tec

hnol

ogy

A. C

omm

unic

atio

nB

. Cul

ture

C. C

onne

ctio

ns

1. T

he s

tude

nt e

ngag

esin

con

vers

atio

n,ex

pres

ses

feel

ings

and

emot

ions

and

exc

hang

esop

inio

ns.

2. T

he s

tude

ntun

ders

tand

s an

din

terp

rets

writ

ten

and

spok

en la

ngua

ge o

n a

varie

ty o

f top

ics.

3. T

he s

tude

nt p

rese

nts

info

rmat

ion,

con

cept

s an

did

eas

to a

n au

dien

ce o

flis

tene

rs o

r re

ader

s on

ava

riety

of t

opic

s.

1. T

he s

tude

ntun

ders

tand

s th

ere

latio

nshi

p be

twee

n th

epe

rspe

ctiv

es a

ndpr

oduc

ts o

f cul

ture

stud

ied

and

uses

this

know

ledg

e to

rec

ogni

zecu

ltura

l pra

ctic

es.

1. T

he s

tude

nt r

einf

orce

san

d fu

rthe

rs k

now

ledg

eof

oth

er d

isci

plin

esth

roug

h fo

reig

n la

ngua

ge.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fean

d w

ork

role

s.

B. M

anag

emen

t

1. E

mpl

oys

man

agem

ent

tech

niqu

es to

man

age

proj

ects

and

ente

rpris

es r

elat

ed to

wor

kan

d lif

e ro

les.

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

prod

ucts

and

ser

vice

s in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

errio

nstr

ates

fina

ncia

lpl

anni

ng a

bilit

y an

d de

cisi

on-

mak

ing

rela

ted

to w

ork

and

life

role

s.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

tsby

dem

onst

ratin

g pr

oduc

tion

tech

niqu

es.

Page

280

363

Flo

rida'

s A

pplie

dT

echn

olog

y -

Frei

" A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

0r'41

0ki

...,

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EF

orei

gn L

angu

age

App

lied

Tec

hnol

ogy

A. C

omm

unic

atio

nB

. Cul

ture

C. C

onne

ctio

ns

1. T

he s

tude

nt e

ngag

esin

con

vers

atio

n,ex

pres

ses

feel

ings

and

emot

ions

and

exc

hang

esop

inio

ns.

2. T

he s

tude

ntun

ders

tand

s an

din

terp

rets

writ

ten

and

spok

en la

ngua

ge o

n a

varie

ty o

f top

ics.

3. T

he s

tude

nt p

rese

nts

info

rmat

ion,

con

cept

s an

did

eas

to a

n au

dien

ce o

flis

tene

rs o

r re

ader

s on

ava

riety

of t

opic

s.

1. T

he s

tude

ntun

ders

tand

s th

ere

latio

nshi

p be

twee

n th

epe

rspe

ctiv

es a

ndpr

oduc

ts o

f cul

ture

stud

ied

and

uses

this

know

ledg

e to

rec

ogni

zecu

ltura

l pra

ctic

es.

1. T

he s

tude

nt r

einf

orce

san

d fu

rthe

rs k

now

ledg

e of

othe

r di

scip

lines

thro

ugh

fore

ign

lang

uage

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l-and

pro

duct

ion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

anun

ders

tand

ing

of la

bor

issu

esre

late

d to

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

esth

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

ri

and

on th

e in

divi

dual

.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

anun

ders

tand

ing

of p

rofe

ssio

nal

cond

uct i

n pe

rson

al r

oles

, as

wel

las

in w

ork

and

indu

stry

.

370

Flo

rida'

sA

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

EF

orei

gn L

angu

age

App

lied

Tec

hnol

ogy

C. C

onne

ctio

ns(c

ontin

ued)

D. C

ompa

rison

sE

. Exp

erie

nces

F

2. T

he s

tude

nt a

cqui

res

info

rmat

ion

and

pers

pect

ives

that

are

avai

labl

e on

ly th

roug

h th

efo

reig

n la

ngua

ge a

ndw

ithin

the

targ

et c

ultu

re.

1. T

he s

tude

nt r

ecog

nize

sth

at la

ngua

ges

have

diffe

rent

pat

tern

s of

com

mun

icat

ion

and

appl

ies

this

kno

wle

dge

tohi

s or

her

ow

n cu

lture

.

2. T

he s

tude

ntre

cogn

izes

that

cul

ture

sha

ve d

iffer

ent p

atte

rns

ofin

tera

ctio

n an

d ap

plie

sth

is k

now

ledg

e to

his

or

her

own

cultu

re.

1. T

he s

tude

nt u

ses

the

lang

uage

with

in a

ndbe

yonc

ithe

scho

olse

tting

.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t..

1 E

mpl

oys

man

ager

hent

tech

niqu

es to

man

age

proj

ects

and

ente

rpris

es r

elat

ed to

wor

k an

d lif

e ro

les.

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

pro

duct

san

d se

rvic

es in

a b

usin

ess

or s

ocia

l set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

s ne

cess

ary

as a

cont

ract

em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

orpr

oduc

t bas

ed b

usin

ess.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

dec

isio

n-m

akin

gre

late

d to

wor

k an

d lif

e ro

les.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

y de

mon

stra

ting

prod

uctio

nte

chni

ques

.

373

372

Page

28

Flor

ida'

s A

pplie

d T

echn

olog

y -

Pre*

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e

aW

AC

AD

EM

IC-A

PP

LIE

DT

EV

INO

LOG

YC

ON

NE

CT

ION

SN

I.

DIS

CIP

LIN

EF

orei

gn L

angu

age

App

lied

Tec

hnol

ogy

C. C

onne

ctio

ns(c

ontin

ued)

D. C

ompa

rison

sE

. Exp

erie

nces

2. T

he s

tude

nt a

cqui

res

info

rmat

ion

and

pers

pect

ives

that

are

avai

labl

e on

ly th

roug

h th

efo

reig

n la

ngua

ge a

ndw

ithin

the

targ

et c

ultu

re.

1. T

he s

tude

nt r

ecog

nize

sth

at la

ngua

ges

have

diffe

rent

pat

tern

s of

com

mun

icat

ion

and

appl

ies

this

kno

wle

dge

tohi

s or

her

ow

n cu

lture

.

2. T

he s

tude

ntre

cogn

izes

that

cul

ture

sha

ve d

iffer

ent p

atte

rns

ofin

tera

ctio

n an

d ap

plie

sth

is k

now

ledg

e to

his

or

her

own

cultu

re.

1. T

he s

tude

nt u

ses

the

lang

uage

with

in a

nd b

eyon

dth

e sc

hool

set

ting.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

d te

chno

logy

to p

erfo

rmac

adem

ic ta

sks.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

pro

duct

ion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of l

abor

issu

es r

elat

ed to

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

d on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of p

rofe

ssio

nal c

ondu

ct in

pers

onal

rol

es, a

s w

ell a

s in

wor

k an

d in

dust

ry.

374

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

gA

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

375

Page

285

App

lied

Tec

hnol

ogy

- Su

nshi

ne S

tate

Sta

ndar

ds' C

onne

ctio

ns

Mat

rix

with

The

Art

s

The

app

endi

x pr

ovid

es te

ache

r va

lidat

ed c

urri

cula

r in

tegr

atio

n an

d tr

ansd

isci

plin

ary

conn

ectio

ns a

cros

s th

e "A

pplie

d T

echn

olog

y St

anda

rds"

(all

aspe

cts

of th

e in

dust

ry)

deve

lopm

enta

l fra

mew

ork

and

the

"Sun

shin

e St

ate

Stan

dard

s".

The

mat

rix

prov

ides

a tw

o di

men

sion

al p

ictu

re o

f co

nnec

tions

acro

ss s

tand

ards

and

dis

cipl

ines

. A m

ultid

imen

sion

al m

odel

of

conn

ectio

nsca

n be

exp

ande

d by

fur

ther

con

nect

ing

the

disc

iplin

es w

ithin

the

curr

icul

um. T

he e

xpan

sion

of

the

two-

dim

ensi

onal

mod

el w

ill b

e de

velo

ped

in a

tool

box

for

teac

hers

. 375

Tre

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

287

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ET

he A

rts

App

lied

Tec

hnol

ogy

Mus

icA

. Ski

lls a

ndT

echn

ique

s

B. C

reat

ion

and

Com

mun

icat

ion

I

.

E

1. T

he s

tude

nt s

ings

,al

one

and

with

oth

ers,

ava

ried

repe

rtoi

re o

f mus

ic.

2. T

he s

tude

nt p

erfo

rms

onin

stru

men

ts, a

lone

and

with

oth

ers,

a v

arie

dre

pert

oire

of m

usic

.

3. T

hest

uden

t rea

dsan

d no

tate

sm

usic

.

1. T

he s

tude

nt im

prov

ises

mel

odie

s, v

aria

tion,

and

acco

mpa

nim

ents

.

2. T

he s

tude

nt c

ompo

ses

and

arra

nges

mus

icw

ithin

spe

cific

gui

delin

es.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t

1 E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

tow

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

..

Page

288

42k

378

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

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ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

379

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ET

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hnol

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Mus

icB

. Cre

atio

n an

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unic

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nA

. Ski

lls a

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echn

ique

s

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he s

tude

nt s

ings

,al

one

and

with

oth

ers,

ava

ried

repe

rtoi

re o

fm

usic

.

2. T

he s

tude

nt p

erfo

rms

on in

stru

men

ts, a

lone

and

with

oth

ers,

a v

arie

dre

pert

oire

of m

usic

.

3. T

he s

tude

nt r

eads

and

nota

tes

mus

ic.

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he s

tude

nt im

prov

ises

mel

odie

s, v

aria

tion,

and

acco

mpa

nim

ents

.

2. T

he s

tude

nt c

ompo

ses

and

arra

nges

mus

icw

ithin

spe

cific

gui

delin

es.

E. T

echn

olog

y_

-

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

pro

duct

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prob

lem

s.

F. L

abor

1. D

emon

stra

tes

anun

ders

tand

ing

of la

bor

issu

esre

late

d to

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

esth

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

ran

d on

the

indi

vidu

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NN

N

H. H

ealth

, Saf

ety,

and

Env

ironm

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naly

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mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

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emon

stra

tes

anun

ders

tand

ing

of p

rofe

ssio

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uct i

n pe

rson

al r

oles

, as

wel

las

in w

ork

and

indu

stry

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N

3(F

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App

lied

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- P

repa

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All

Lear

ners

for

Tom

orro

w's

Wor

k Fo

rce

322

Page

289

AC

AD

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C. C

ultu

ral a

nd H

isto

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Con

nect

ions

D. A

esth

etic

and

Crit

ical

Ana

lysi

sE

. App

licat

ions

to L

ife

1. T

he s

tude

nt u

nder

stan

dsm

usic

in r

elat

ion

to c

ultu

re a

ndhi

stor

y.

1. T

he s

tude

nt li

sten

s to

,an

alyz

es a

nd d

escr

ibes

mus

ic.

2. T

he s

tude

ntev

alua

tes

mus

ican

d m

usic

perf

orm

ance

.

1. T

he s

tude

ntun

ders

tand

s th

ere

latio

nshi

p be

twee

nm

usic

, the

oth

er a

rts

and

disc

iplin

es o

utsi

de th

ear

ts.

2. T

he s

tude

ntun

ders

tand

s th

ere

latio

nshi

p be

twee

nm

usic

and

the

wor

ldbe

yond

the

scho

olse

tting

.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fe a

ndw

ork

role

s.

B. M

anag

emen

t

1. E

mpl

oys

man

agem

ent

tech

niqu

es to

man

age

proj

ects

and

ente

rpris

es r

elat

ed to

wor

k an

d lif

ero

les.

iii

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

pro

duct

san

d se

rvic

es in

a b

usin

ess

or s

ocia

lse

tting

.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

na

serv

ice

or p

rodu

ct b

ased

bus

ines

s.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

gab

ility

and

dec

isio

n-m

akin

g re

late

dto

wor

k an

d lif

e ro

les.

.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

...

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

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uctio

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chni

ques

.

Pag

e 2S

410

382

Flo

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omor

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's W

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Forc

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383

AC

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ET

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C. C

ultu

ral a

ndH

isto

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Con

nect

ions

D. A

esth

etic

and

Crit

ical

Ana

lysi

sE

. App

licat

ions

to L

ife

1. T

he s

tude

ntun

ders

tand

s m

usic

inre

latio

n to

cul

ture

and

hist

ory.

1. T

he s

tude

nt li

sten

s to

,an

alyz

es a

nd d

escr

ibes

mus

ic.

2. T

he s

tude

nt e

valu

ates

mus

ic a

nd m

usic

perf

orm

ance

.

1. T

he s

tude

ntun

ders

tand

s th

ere

latio

nshi

p be

twee

nm

usic

, the

oth

er a

rts

and

disc

iplin

es o

utsi

de th

ear

ts.

2. T

he s

tude

ntun

ders

tand

s th

ere

latio

nshi

p be

twee

nm

usic

and

the

wor

ldbe

yond

the

scho

olse

tting

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

pro

duct

ion

prob

lem

s

F. L

abor

1. D

emon

stra

tes

anun

ders

tand

ing

of la

bor

issu

esre

late

d to

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

esth

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

ran

d on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

anun

ders

tand

ing

of p

rofe

ssio

nal

cond

uct i

n pe

rson

al r

oles

, as

wel

las

in w

ork

and

indu

stry

.

3Et§

Flo

rida'

sA

pplie

d T

echn

olog

y -

Prep

arin

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ll L

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Tom

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w's

Wor

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esth

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. App

licat

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to L

ife

1. T

he s

tude

ntun

ders

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s an

d ap

plie

sm

edia

, tec

hniq

ues

and

proc

esse

s.

1. T

he s

tude

nt c

reat

esan

d co

mm

unic

ates

ara

nge

of s

ubje

ct m

atte

r,sy

mbo

ls, a

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eas

usin

g kn

owle

dge

ofst

ruct

ures

and

func

tions

of v

isua

l art

s.

1. T

he s

tude

ntun

ders

tand

s th

e vi

sual

arts

in r

elat

ion

tohi

stor

y an

d cu

lture

.

1. T

he s

tude

ntas

sess

es, e

valu

ates

,an

d re

spon

ds to

the

char

acte

ristic

s of

wor

ks o

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.

1. T

he s

tude

ntm

akes

conn

ectio

nsbe

twee

n th

evi

sual

art

s, o

ther

disc

iplin

es a

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e re

al w

orld

.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

gre

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t

1. E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

to w

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ct b

ased

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

Page

Flor

ida'

s A

pplie

d T

echn

olog

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Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

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110

387

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esth

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Ana

lysi

s

E. A

pplic

atio

ns to

Life

A. S

kills

and

Tec

hniq

ues

1. T

he s

tude

ntun

ders

tand

s an

dap

plie

s m

edia

,te

chni

ques

and

proc

esse

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ect m

atte

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ymbo

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ruct

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visu

al a

rts.

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he s

tude

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ders

tand

s th

evi

sual

art

s in

rela

tion

tohi

stor

y an

dcu

lture

.

1. T

he s

tude

ntas

sess

es,

eval

uate

s, a

ndre

spon

ds to

the

char

acte

ristic

s of

wor

ks o

f art

.

1. T

he s

tude

ntm

akes

con

nect

ions

betw

een

the

visu

alar

ts, o

ther

disc

iplin

es a

nd th

ere

al w

orld

.

E. T

echn

olog

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emon

stra

tes

use

of a

pplie

d te

chno

logy

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erfo

rmac

adem

ic ta

sks.

as

ss

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pplie

s ap

prop

riate

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nolo

gy to

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indu

stry

to s

olve

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nica

l and

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duct

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prob

lem

s.N

I.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of l

abor

issu

es r

elat

edto

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

r an

d on

the

indi

vidu

al.

as

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

es h

ealth

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saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of p

rofe

ssio

nal c

ondu

ctin

per

sona

l rol

es, a

s w

ell a

s in

wor

k an

d in

dust

ry.

BE

ST

CO

PY

AV

AIL

AB

LE

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ida'

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olog

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Prep

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Tom

orro

w's

Wor

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3P,

Page

293

AC

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ipts

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tory

and

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he s

tude

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s co

ntex

t by

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yzin

g th

e ro

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eate

r, fi

lm, t

elev

isio

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d el

ectr

onic

med

ia in

the

past

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pre

sent

.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fe a

nd w

ork

role

s.

B. M

anag

emen

t_.

,

1 E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rela

ted

to w

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

a bu

sine

ss o

r so

cial

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ting.

3. D

emon

stra

tes

know

ledg

d an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ct b

ased

bus

ines

s.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

gab

ility

and

dec

isio

n-m

akin

g re

late

d to

wor

k an

d lif

e ro

les.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

Page

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prep

arin

g A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

390

AC

AD

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1. T

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.

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he s

tude

ntde

sign

s,co

ncep

tual

izes

, and

inte

rpre

ts fo

rmal

and

info

rmal

prod

uctio

ns.

1. T

he s

tude

ntim

prov

ises

, writ

es a

ndre

fines

scr

ipts

bas

ed o

nhe

ritag

e, im

agin

atio

n,lit

erat

ure,

his

tory

and

pers

onal

exp

erie

nces

.

IE. T

echn

olog

y11

1

1. T

he s

tude

ntun

ders

tand

s co

ntex

t by

anal

yzin

g th

e ro

le o

fth

eate

r, fi

lm, t

elev

isio

n,an

d el

ectr

onic

med

ia in

the

past

and

pre

sent

.

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

pro

duct

ion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

anun

ders

tand

ing

of la

bor

issu

esre

late

d to

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

esth

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

ran

d on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

anun

ders

tand

ing

of p

rofe

ssio

nal

cond

uct i

n pe

rson

al r

oles

, as

wel

las

in w

ork

and

indu

stry

.

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

g A

llL

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

3GPa

ge 2

95

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ET

he A

rts

App

lied

Tec

hnol

ogy

D. A

esth

etic

and

Crit

ical

Ana

lysi

sE

. App

licat

ions

to L

ifeD

AN

CE

B.C

reat

ion

and

Com

mun

icat

ion

A. S

kills

and

Tec

hniq

ues

1. T

he s

tude

ntan

alyz

es, c

ritic

izes

and

cons

truc

tsm

eani

ng fr

om fo

rmal

and

info

rmal

thea

ter,

film

, tel

evis

ion

and

elec

tron

ic m

edia

.

1. T

he s

tude

ntun

ders

tand

s ap

plic

atio

nof

the

role

of t

heat

er, f

ilm,

tele

visi

on a

nd e

lect

roni

cm

edia

in e

very

day

life.

1. T

he s

tude

nt id

entif

ies

and

dem

onst

rate

s m

ovem

ent

elem

ents

in p

erfo

rmin

gda

nce.

2. T

he s

tude

ntun

ders

tand

sch

oreo

grap

hic

prin

cipl

es, p

roce

sses

,an

d st

ruct

ures

.

1. T

he s

tude

ntun

ders

tand

sda

nce

is a

way

to c

reat

em

eani

ng.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

dec

isio

n-m

akin

g re

late

d to

life

and

wor

k ro

les.

B. M

anag

emen

t

1. E

mpl

oys

man

agem

ent t

echn

ique

s to

man

age

proj

ects

and

ent

erpr

ises

rel

ated

tow

ork

and

life

role

s.

2. A

pplie

s m

arke

ting

and

prom

otio

nal

tech

niqu

es to

pro

duct

s an

d se

rvic

es in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

d ab

ilitie

sne

cess

ary

as a

con

trac

t em

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

pla

nnin

g ab

ility

and

deci

sion

-mak

ing

rela

ted

to w

ork

and

life

role

s.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

ts b

yde

mon

stra

ting

prod

uctio

n te

chni

ques

.

Page

239

Flor

ida'

s A

pplie

d T

echn

olog

y -

Prec

ir A

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

3q5

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

E

App

lied

Tec

hnol

ogy

The

Art

s

D. A

esth

etic

and

Crit

ical

Ana

lysi

sE

. App

licat

ions

to L

ifeD

AN

CE

A. S

kills

and

Tec

hniq

ues

B. C

reat

ion

and

Com

mun

icat

ion

1. T

he s

tude

nt a

naly

zes,

criti

cize

s an

d co

nstr

ucts

mea

ning

from

form

al a

nd in

form

al th

eate

r,fil

m, t

elev

isio

n an

d el

ectr

onic

med

ia.

1. T

he s

tude

ntun

ders

tand

s ap

plic

atio

n of

the

role

of t

heat

er, f

ilm,

tele

visi

on a

nd e

lect

roni

cm

edia

in e

very

day

life.

1. T

he s

tude

nt id

entif

ies

and

dem

onst

rate

sm

ovem

ent e

lem

ents

inpe

rfor

min

g da

nce.

2.T

he s

tude

ntun

ders

tand

sch

oreo

grap

hic

prin

cipl

es, p

roce

sses

,an

d st

ruct

ures

.

1. T

he s

tude

ntun

ders

tand

sda

nce

is a

way

tocr

eate

mea

ning

.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

pro

duct

ion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

anun

ders

tand

ing

of la

bor

issu

esre

late

d to

the

wor

k pl

ace.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

esth

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

on e

ach

othe

ran

d on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

eshe

alth

and

saf

ety

issu

es in

the

wor

kpla

ce.

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

anun

ders

tand

ing

of p

rofe

ssio

nal

cond

uct i

n pe

rson

al r

oles

, as

wel

las

in w

ork

and

indu

stry

.

Flo

rida'

s A

pplie

d T

echn

olog

y -

Pre

parin

gA

ll L

earn

ers

for

Tom

orro

w's

Wor

k Fo

rce

Page

297

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

LIN

ET

he A

rts

App

lied

Tec

hnol

ogy

C. C

ultu

ral a

ndH

isto

rical

Con

nect

ions

D. A

esth

etic

and

Crit

ical

Ana

lysi

sE

. App

licat

ions

to L

ife.

1. T

he s

tude

ntde

mon

stra

tes

and

unde

rsta

nds

danc

e in

vario

us c

ultu

res

and

hist

oric

al p

erio

ds.

1. T

he s

tude

nt a

pplie

san

d de

mon

stra

tes

criti

cal

and

crea

tive

thin

king

skill

s in

dan

ce.

1. T

he s

tude

nt m

akes

conn

ectio

ns b

etw

een

danc

e an

d he

alth

ful

livin

g.

2. T

he s

tude

nt m

akes

conn

ectio

ns b

etw

een

danc

e an

d ot

her

disc

iplin

es.

A. P

lann

ing

1. A

pplie

s pl

anni

ng m

etho

ds to

deci

sion

-mak

ing

rela

ted

to li

fean

d w

ork

role

s.

B. M

anag

emen

t

1. E

mpl

oys

man

agem

ent

tech

niqu

es to

man

age

proj

ects

and

ente

rpris

es r

elat

ed to

wor

kan

d lif

e ro

les.

2. A

pplie

s m

arke

ting

and

prom

otio

nal t

echn

ique

s to

prod

ucts

and

ser

vice

s in

abu

sine

ss o

r so

cial

set

ting.

3. D

emon

stra

tes

know

ledg

e an

dab

ilitie

s ne

cess

ary

as a

con

trac

tem

ploy

ee o

r to

initi

ate

and

mai

ntai

n a

serv

ice

or p

rodu

ctba

sed

busi

ness

.

C. F

inan

ce

1. D

emon

stra

tes

finan

cial

plan

ning

abi

lity

and

deci

sion

-m

akin

g re

late

d to

wor

k an

d lif

ero

les.

D. T

echn

ical

and

Pro

duct

ion

Ski

lls in

the

Wor

k P

lace

1. O

rgan

izes

wor

k as

sign

men

tsby

dem

onst

ratin

g pr

oduc

tion

tech

niqu

es.

Pag

e 29

4110

398

Flo

rida'

s A

pplie

d T

echn

olog

y -

Prer

eig

All

Lea

rner

s fo

rT

omor

row

's W

ork

For

ce3Q

9

AC

AD

EM

IC-A

PP

LIE

D T

EC

HN

OLO

GY

CO

NN

EC

TIO

NS

DIS

CIP

UN

ET

he A

rts

App

lied

Tec

hnol

ogy

C. C

ultu

ral a

ndH

isto

rical

Con

nect

ions

D. A

esth

etic

and

Crit

ical

Ana

lysi

sE

. App

licat

ions

to L

ife

1. T

he s

tude

ntde

mon

stra

tes

and

unde

rsta

nds

danc

e in

vario

us c

ultu

res

and

hist

oric

al p

erio

ds.

1. T

he s

tude

nt a

pplie

s an

dde

mon

stra

tes

criti

cal a

ndcr

eativ

e th

inki

ng s

kills

inda

nce.

1. T

he s

tude

nt m

akes

conn

ectio

ns b

etw

een

danc

e an

d he

alth

ful

livin

g.

2. T

he s

tude

ntm

akes

con

nect

ions

betw

een

danc

e an

dot

her

disc

iplin

es.

E. T

echn

olog

y

1. D

emon

stra

tes

use

of a

pplie

dte

chno

logy

to p

erfo

rm a

cade

mic

task

s.

2. A

pplie

s ap

prop

riate

tech

nolo

gy to

an

indu

stry

to s

olve

tech

nica

l and

pro

duct

ion

prob

lem

s.

F. L

abor

1. D

emon

stra

tes

an u

nder

stan

ding

of

labo

r is

sues

rel

ated

to th

e w

ork

plac

e.

G. C

omm

unity

Issu

es

1. A

naly

zes

and

com

mun

icat

es th

e im

pact

that

indu

stry

and

the

com

mun

ity h

ave

onea

ch o

ther

and

on

the

indi

vidu

al.

H. H

ealth

, Saf

ety,

and

Env

ironm

ent

1. A

naly

zes

and

com

mun

icat

es h

ealth

and

safe

ty is

sues

in th

e w

orkp

lace

.s

I. P

erso

nal C

ondu

ct

1. D

emon

stra

tes

an u

nder

stan

ding

of

prof

essi

onal

con

duct

in p

erso

nal r

oles

, as

wel

l as

in w

ork

and

indu

stry

.

00F

lorid

a's

App

lied

Tec

hnol

ogy

- P

repa

ring

All

Lea

rner

s fo

r T

omor

row

's W

ork

Forc

e40

1Pa

ge 2

99

Florida Department of EducationFrank T. Brogan, Commissioner of Education

325 West Gaines Street, Tallahassee, Florida 32399-0400http://www.firn.edu/doe/doehome.htm

402

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