DOCUMENT RESUME
ED 412 363 CE 074 883
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)
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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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 3
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
Page 4 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Page 6 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 7
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.
Page 8 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
Florida's Applied TechnologyPreparing All Learners for Tomorrow's Work Force
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
Page 10 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 11
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
Page 12 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 15
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
Page 16 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
26Page 18 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 19
Florida's Applied TechnologyPreparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 21
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
29Page 22 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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;
3Page 24 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 25
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
Page 26 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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:
3Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 27
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
Page 28 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 29
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.
Page 30 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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).
r1; C-)dy
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 31
oe0=lily3.1streoz. ,.sropeivr,
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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.
Page 32 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
Applied Technology Selected ResourcesGoal 3 Standards
Florida Department of Education. (1995, September). Florida's system of schoolimprovement and accountability: Blueprint 2000. Tallahassee, FL: Florida Department ofEducation.
Bechtol, W. M., & Sorenson, J. S. (1993). Restructuring schooling for individualstudents. Needham Heights, MA: A Longwood Professional Book.
0Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 33
Florida's Applied TechnologyPreparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 35
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
Page 36 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Page 38 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
BEST COPY AVAILABLE
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Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 39
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.
46
Page 40 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
All Aspects Of The IndustryAPPLIED TECHNOLOGY STRANDS
Planning
M MOM
Fl
Technical & Production Skill.
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
Technical & Production Skill.
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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Page 42 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 43
BEST COPY AVAILABLE
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
50Page 44 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 45
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.
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Page 46 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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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Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 47
Internship May be paid or unpaid workplaceexperience in roles that sometimes are more
P.
Q.! R.:.a
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 49
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.
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Page 50 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 51
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
Page 52 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 53
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
60Page 54 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
62Page 56 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Page 58 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 59
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.
Page 60 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
BEST COPY AVAILABLE ,96
Applied Technology Selected
Resources
Learning and Teaching
American Psychological Association and Mid-continent Regional Educational Laboratory.
(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.
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BEST COPY AVAILABLE g
:04#1'
ftlib I111-
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.
Martin, W. (1995). Classroom management for the middle school.. Dubuque, IA:
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.
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.
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Scholtes, P., Bayless, D., Massaro, G., & Roche, N. (1994). The team handbook for
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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.
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U.S. Department of Education. (1994). School-to-work: What does research say about it?
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and learning in America's schools. Portsmouth, NH: Heinemann.
69Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 63
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
Planning an Interdisciplinary Unit
Why should applied technology be applied to other subject areas? There are many
compelling reasons for doing so.
7 0
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 65
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
Page 66 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 69
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
Page 70 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 71
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.
Planning an Interdisciplinary Unit
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.
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Page 74 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Page 76 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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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.
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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.
83Page 78 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
84Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 79
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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
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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.
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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
Florida's Applied Technology - Preparing All Learner's for Tomorrow's Work Force Page 85
..
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
Page 86 Florida's Applied Technology - Preparing All Learner's for Tomorrow's Work Force
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.,
Page 88 Florida's Applied Technology - Preparing All Learner's for Tomorrow's Work Force
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:
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Page 90 Florida's Applied Technology - Preparing All Learner's for Tomorrow's Work Force
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.
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Applied Technology SelectedResourcesAssessment
Florida Department of Education. (1995, September). Florida's system of schoolimprovement and accountability: Blueprint 2000. Tallahassee, FL: Florida Department ofEducation.
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 Learner's for Tomorrow's Work Force Page 93
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
89Page 96 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 97
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 99
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
Page 102 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
6Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 103
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 105
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.
Florida Department of Education. (1995, September). Florida's system of schoolimprovement and accountability: Blueprint 2000. Tallahassee, FL: Florida Department ofEducation.
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.
Page 106 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 107
Florida's Applied TechnologyPreparing All Learners for Tomorrow's Work Force
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
112Page 110 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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,
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 111
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 113
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
Page 114 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Page 116 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
fesslonalBest PracticesCommon Planni
Applied Technology SelectedResources
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).
Florida Department of Education. (1995, September). Florida's system of schoolimprovement and accountability: Blueprint 2000. Tallahassee, FL: Florida Department ofEducation.
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.
9Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 117
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
Page 118 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
Florida's Applied TechnologyPreparing All Learners for Tomorrow's Work Force
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
22Page 120 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Page 122 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 123
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.
Page 124 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Page 126 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
Applied Technology SelectedResources
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 127
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
Outcomes Level 1Pre-K - 2
Level 2Grades 3-5
Level 3MiddleSchool 6-8
Level 4HighSchool 9-12
Level 5Post-secondary13+
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
Outcomes Level 1Pre-K - 2
Level 2Grades 3-5
Level 3MiddleSchool 6-8
Level 4HighSchool 9-12
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
Outcomes Level 1Pre-K - 2
Level 2Grades 3-5
Level 3Middle \School 6-8
Level 4HighSchool 9-12
Level 5Post-secondary13+
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
.
Florida's Applied Technology - Preparing for All Learners for Tomorrow's Work Force Page 133
BEST COPY AVAILABLE
Standard 5: Responsible and Ethical Workers
Outcomes Level 1Pre-K - 2
Level 2Grades 3-5
Level 3MiddleSchool 6-8
Level 4HighSchool 9-12
Level 5Post-secondary13+
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
Page 134 Florida's Applied Technology - Preparing for All Learners for Tomorrow's Work Force
Standard 6: Resource Managers
Outcomes Level 1Pre-K - 2
Level 2Grades3-5
Level 3MiddleSchool6-8
Level 4HighSchool9-12
Level 5Post-secondary13+
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
Outcomes Level 1Pre-K - 2
Level 2Grades3-5
Level 3MiddleSchool6-8
Level 4HighSchool9-12
Level 5Post-secondary13+
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
Outcomes Level 1Pre-K - 2
Level 2Grades 3-5
Level 3MiddleSchool 6-8
Level 4HighSchool 9-12
Level 5Post-secondary13+
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
Outcomes Level 1Pre-K - 2
Level 2Grades 3-5
Level 3MiddleSchool 6-8
Level 4HighSchool 9-12
Level 5Post-secondary13+
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
Outcomes Level 1Pre-K - 2
Level 2Grades 3-5
Level 3MiddleSchool 6-8
Level 4HighSchool 9-12
Level 5Post-secondary13+
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
Page 136 Florida's Applied Technology - Preparing for All Learners for Tomorrow's Work Force
Standard 11: Parental Involvement
Outcomes Level 1Pre-K - 2
Level 2Grades 3-5
Level 3MiddleSchool 6-8
Level 4HighSchool 9-12
Level 5Post-secondary13+
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
Florida's Applied Technology - Preparing for All Learners for Tomorrow's Work Force Page 137
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
d in
the
appl
ied
tech
nolo
gy d
evel
opm
enta
lfr
amew
ork.
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
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
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(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
ion.
and
docu
men
tdi
spos
e/re
cycl
em
anag
e a
proj
ect o
rpr
ogre
ssiv
e ta
sks.
2.1.
2.2
Dem
onst
rate
s ab
ility
to in
tegr
ate
plan
ning
prod
ucts
or
serv
ices
.pr
ovid
e a
serv
ice.
2.1.
5.2
Dev
elop
s an
appr
opri
ate
2.1.
1.3
Dem
onst
rate
san
d tim
e m
anag
emen
t2.
1.3.
2 A
naly
zes
2.1.
4.2
Ana
lyze
s th
em
anag
emen
t pla
n.ab
ility
to w
ork
in th
e pr
oces
s of
man
agem
ent
man
ager
ial s
kills
coop
erat
ivel
y an
dde
cisi
on m
akin
gsy
stem
s fo
r a
proj
ect
nece
ssar
y fo
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
ing
in d
iffe
rent
spec
ific
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
.m
anag
emen
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
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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 (
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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
Dem
onst
rate
s be
st p
ract
ices
for
hea
lth a
ndsa
fety
in th
e w
orkp
lace
and
com
mun
ity.
-D
esig
ns h
ealth
and
saf
ety
prac
tices
for
the
indu
stry
wor
kpla
ce.
8.1.
5.3
Ana
lyze
s th
e en
viro
nmen
tal c
once
rns
of a
spec
ific
indu
stry
.A
naly
zes
envi
ronm
enta
l im
pact
of
the
indu
stry
ina
com
mun
ity.
8.1.
5.4
Com
pare
s th
e en
viro
nmen
tal i
mpa
ct o
f lig
ht a
ndhe
avy
indu
stry
in a
com
mun
ity, a
s it
rela
tes
tohe
alth
, saf
ety,
and
eco
nom
ic b
enef
it.
Gra
phic
ally
org
aniz
es th
e im
pact
of
vari
ous
indu
stri
es o
n a
com
mun
ities
qua
lity
of li
fe.
8.1.
5.5
Dem
onst
rate
s ab
ility
to e
valu
ate
cost
vs.
ben
efit
of e
nvir
onm
enta
l pro
tect
ion.
-.A
naly
zes
long
ran
ge c
ost a
nd b
enef
its o
f in
dust
rypr
otec
ting
the
envi
ronm
ent.
8.1.
5.6
Proj
ects
, ana
lyze
s an
d im
plem
ents
a p
lan
to s
olve
an e
nvir
onm
enta
l dile
mm
a in
a c
omm
unity
.D
evel
ops
a pl
an f
or in
dust
ry in
volv
emen
t in
solv
ing
rela
ted
indu
stry
env
iron
men
tal p
robl
ems.
Page
198
248
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
245
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
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 9
: Per
sona
l Con
duct
Stan
dard
9.1
Dem
onst
rate
s an
unde
rsta
ndin
g of
prof
essi
onal
con
duct
inpe
rson
al r
oles
, as
wel
l as
inw
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.
5.1
Exh
ibits
a c
ode
of e
thic
s in
the
wor
kpla
ce.
-.D
emon
stra
tes
high
eth
ical
beh
avio
r an
dpe
rfor
man
ce in
the
wor
kpla
ce.
i9.
1.5.
2U
tiliz
es s
elf
man
agem
ent t
echn
ique
s in
bot
hw
ork
and
life
role
s.D
emon
stra
tes
time
man
agem
ent g
oal o
rien
tatio
nan
d re
sour
ce m
anag
emen
t ski
lls.
9.1.
5.3
Dem
onst
rate
s an
und
erst
andi
ng o
fre
spon
sibi
lity
in b
oth
wor
k an
d lif
e ro
les.
-.D
emon
stra
tes
resp
onsi
ble
actio
n w
orkp
lace
and
life
role
s.
9.1.
5.4
Dis
play
s in
tegr
ity a
nd h
ones
ty in
all
wor
kan
d pe
rson
al s
ituat
ions
.-.
Dem
onst
rate
s hi
gh p
erfo
rman
ce a
nd q
ualit
ych
arac
teri
stic
s in
the
wor
kpla
ce a
nd p
erso
nal
role
s.
9.1.
5.5
Cre
ates
a b
usin
ess
and
educ
atio
n pa
rtne
rshi
p.-
Dev
elop
s a
part
ners
hip
with
an
educ
atio
nor
gani
zatio
n or
bus
ines
s to
impr
ove
self
and
lear
ning
situ
atio
ns.
ii
i
250
BE
ST
CO
PY
AV
AIL
AB
LE25
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
Page
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 201
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.
Page 202 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 203
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
Page 204 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 205
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
Page 206 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 207
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.
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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
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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.
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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.
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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
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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
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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.
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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.
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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.
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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
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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
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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.
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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
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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.
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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.
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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
kindergarten through adult.
world
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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
kindergarten through adult.
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
kindergarten through adult.
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
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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.
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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
kindergarten through adult.
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
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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
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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.
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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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 229
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.
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 231
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
Page 232 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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.
28Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 233
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;
Page 234 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
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;
Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force Page 235
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.
Page 236 Florida's Applied Technology - Preparing All Learners for Tomorrow's Work Force
APP
EN
DIX
5A
App
lied
Tec
hnol
ogy
- Su
nshi
ne S
tate
Sta
ndar
ds' C
onne
ctio
ns
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
ySt
anda
rds"
(al
l asp
ects
of
the
indu
stry
) de
velo
pmen
tal f
ram
ewor
k an
d th
e "S
unsh
ine
Stat
eSt
anda
rds"
.
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
heex
pans
ion
of th
e tw
o-di
men
sion
al m
odel
will
be
deve
lope
d in
ato
olbo
x fo
r te
ache
rs.
Follo
win
g on
Pag
es 2
37-2
45 is
the
Mat
rix
with
Mat
hem
atic
s
228
9)
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
237
AC
AD
EM
IC-A
PPL
IED
TE
CH
NO
LO
GY
CO
NN
EC
TIO
NS
App
lied
Tec
hnol
ogy
Mat
h
A. N
umbe
r Se
nse,
Con
cept
s an
dO
pera
tions
1. T
he s
tude
ntun
ders
tand
s th
e di
ffer
ent
way
s nu
mbe
rs a
rere
pres
ente
d an
d us
ed in
the
real
wor
ld.
2. T
he s
tude
ntde
mon
stra
tes
anun
ders
tand
ing
ofnu
mbe
r sy
stem
s.
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
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
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
g A
ll L
earn
ers
for
Tom
orro
w's
Wor
k Fo
rce
379
1111
PA
CA
DE
MIC
-AP
PLI
ED
TW
HN
OLO
GY
CO
NN
EC
TIO
NS
MI/
DIS
CIP
LIN
ET
he A
rts
App
lied
Tec
hnol
ogy
Mus
icB
. Cre
atio
n an
dC
omm
unic
atio
nA
. Ski
lls a
ndT
echn
ique
s
1. T
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.
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.
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.
NN
N
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
.
N
3(F
lorid
a's
App
lied
Tec
hnol
ogy
- P
repa
ring
All
Lear
ners
for
Tom
orro
w's
Wor
k Fo
rce
322
Page
289
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
nd H
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
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
prod
uctio
nte
chni
ques
.
Pag
e 2S
410
382
Flo
rida'
sA
pplie
d T
echn
olog
y -
Frei
,All
Lea
rner
s fo
r T
omor
row
's W
ork
Forc
e
383
AC
AD
EM
IC-A
PP
LIE
DN
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
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
g A
ll L
earn
ers
for
Tom
orro
w's
Wor
k Fo
rce
35Pa
ge 2
91
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
VIS
UA
L, A
RT
SA
. Ski
lls a
nd T
echn
ique
sB
. Cre
atio
n an
dC
omm
unic
atio
nC
. Cul
tura
l and
His
toric
alC
onne
ctio
ns
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 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
nd id
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
f art
.
1. T
he s
tude
ntm
akes
conn
ectio
nsbe
twee
n th
evi
sual
art
s, o
ther
disc
iplin
es a
ndth
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
y -
Prep
arin
g A
ll L
earn
ers
for
Tom
orro
w's
Wor
k Fo
rce
110
387
IPA
CA
DE
MIC
-AP
PLI
ED
TW
HN
OLO
GY
CO
NN
EC
TIO
NS
"MP'
DIS
CIP
LIN
ET
he A
rts
App
lied
Tec
hnol
ogy
VIS
UA
L A
RT
SB
. Cre
atio
n an
dC
omm
unic
atio
nC
. Cul
tura
l and
His
toric
alC
onne
ctio
ns
D. A
esth
etic
and
Crit
ical
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
s.
1. T
he s
tude
nt c
reat
es a
ndco
mm
unic
ates
a r
ange
of
subj
ect m
atte
r, s
ymbo
ls, a
ndid
eas
usin
g kn
owle
dge
ofst
ruct
ures
and
func
tions
of
visu
al a
rts.
1. T
he s
tude
ntun
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
y
1. D
emon
stra
tes
use
of a
pplie
d te
chno
logy
to p
erfo
rmac
adem
ic ta
sks.
as
ss
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.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
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
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
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
3P,
Page
293
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
TH
EA
TE
RB
.C
reat
ion
and
Com
mun
icat
ion
C. C
ultu
ral a
ndH
isto
rical
Con
nect
ions
A. S
kills
and
Tec
hniq
ues
1. T
he s
tude
nt a
cts
byde
velo
ping
,co
mm
unic
atin
g an
dsu
stai
ning
cha
ract
ers
inim
prov
isat
ion
and
form
alor
info
rmal
pro
duct
ions
.
2. T
he s
tude
nt d
irect
s by
inte
rpre
ting
dram
atic
text
san
d or
gani
zing
and
cond
uctin
g re
hear
sals
for
form
al a
nd in
form
alpr
oduc
tions
.
3. T
he s
tude
ntde
sign
s,co
ncep
tual
izes
,an
d in
terp
rets
form
al a
ndin
form
alpr
oduc
tions
.
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
.
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
.
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
set
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
EM
IC-A
PP
LIE
DT
ION
OLO
GY
CO
NN
EC
TIO
NS
DIS
CIP
LIN
ET
he A
rts
App
lied
Tec
hnol
ogy
TH
EA
TE
RA
. Ski
lls a
nd T
echn
ique
sB
. Cre
atio
n an
dC
omm
unic
atio
nC
. Cul
tura
l and
His
toric
al C
onne
ctio
ns
1. T
he s
tude
nt a
cts
byde
velo
ping
, com
mun
icat
ing
and
sust
aini
ng c
hara
cter
s in
impr
ovis
atio
n an
d fo
rmal
or
info
rmal
pro
duct
ions
.
2. T
he s
tude
nt d
irect
s by
inte
rpre
ting
dram
atic
text
san
d or
gani
zing
and
cond
uctin
g re
hear
sals
for
form
al a
nd in
form
alpr
oduc
tions
.
3. T
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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