Standard 3a—Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
Key ideas are
identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).
1. Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and mathematical functions.
Students:
This is evident,
for example, when students:
s listen to and repeat simple
directions
s read a variety of materials
and prepare a report
s follow directions to power
up a computer
s compile an inventory of
office equipment
s use probability to solve a
problem or use a single statistic to make a prediction
s measure an area for a
swimming pool, basketball court, or employee work station.
2. Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.
Students:
This is evident,
for example, when students:
s provide examples of ways to
raise money for a school field trip
s solve a riddle, puzzle, or
problem, using written or oral instructions
s set up a computer, a
monitor, and a keyboard according to written or oral
instructions.
3. Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.
Students:
This is evident,
for example, when students:
s arrive at school and
complete assignments on time; explain why these behaviors would
be important to an employer
s provide examples of people
acting responsibly/irresponsibly in the community
s complete an inventory of
personal strengths and select areas in which they would like to
improve
s demonstrate positive
behaviors through interactions in the classroom (e.g., sharing
resources, helping classmates).
Elementary Interpersonal Skills
4. Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations.
Students:
This is evident,
for example, when students:
s work cooperatively with
peers to accomplish a task
s describe, as models,
successful people of varied backgrounds
s display skills needed to
resolve conflicts with other people
s explain the importance of
getting along with people in a work environment who are different
from oneself.
5. Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
Students:
This is evident,
for example, when students:
s select the appropriate
technology for designing and creating a flyer for a
school-sponsored event
s identify examples of
technology found at home, at school, and in a business
environment
s choose a career area and
research how technology has changed that cluster of occupations.
Elementary Managing Information
6. Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.
Students:
This is evident,
for example, when students:
s explain the practical uses
of weather forecasting data as it relates to the farm industry
s plan a school store and
determine what items might sell best
s listen to a presentation
about a career area and write a report summarizing the
information.
7. Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.
Students:
This is evident,
for example, when students:
s describe the resources
needed to inventory the art supply cabinet in the classroom
s explain the resources
needed to build a simple item (e.g., footstool, sandbox).
8. Systems skills include the understanding of and ability to work within natural and constructed systems.
Students:
This is evident,
for example, when students:
s understand the process used
to order supplies for a school store or local business
s explain the various
components of the school system.
1. Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and mathematical functions.
Students:
This is evident,
for example, when students:
s follow directions that
involve a series of actions
s locate and use information
on a wide range of topics from many different sources
s present an oral report to
the class after investigating several career clusters
s record data and prepare a
graph on the movement of the stock market or a particular stock
s explore ways in which
geometry is used in everyday life
s solve basic problems
involving integers, fractions, and decimals.
2. Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.
Students:
This is evident,
for example, when students:
s describe the best method to
evaluate customer interest in the establishment of a new product
line for a business
s describe the best method to
evaluate student interest in the establishment of a new school
sport or club
s create a work schedule to
ensure equity in employee hours and days worked
s sequence facts in a logical
order to solve a problem.
Intermediate Personal Qualities
3. Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.
Students:
This is evident,
for example, when students:
s participate in a
fund-raising activity in or out of school such as car wash,
flower sale, etc. (refer to Regents Rule 19.6 governing student
fund-raising)
s volunteer to participate in
a local charitable organization’s activities
s work with other students on
a group project to improve one aspect of the school’s
operation.
Intermediate Interpersonal Skills
4. Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations.
Students:
This is evident,
for example, when students:
s react positively to
constructive criticism
s work as a member of a team
toward a common goal.
5. Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
Students:
This is evident,
for example, when students:
s use a telecommunications
service to check current airline schedules and price information
for a trip to another state or country
s use appropriate technology
to present information in table/chart form
s use word processing
software to make an inquiry to a business
s make a presentation
explaining how technology has changed the work site.
Intermediate Managing Information
6. Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.
Students:
This is evident,
for example, when students:
s prepare a financial report
showing the annual revenue and expenses of a business or club for
three years and presenting that information to a group
s design a chart or graph to
evaluate personal progress toward a goal or objective
s collect the necessary data
from local employers to develop a speakers’ bureau for their
school
s given directions, correctly
complete a job application.
Intermediate Managing Resources
7. Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.
Students:
This is evident,
for example, when students:
s develop a plan for a work
experience (e.g., lawn mowing, snow removal, paper route) by
formulating a budget, allocating equipment, and recording
expenses and income
s create and follow a
personal schedule to maximize the use of time.
8. Systems skills include the understanding of and ability to work within natural and constructed systems.
Students:
This is evident,
for example, when students:
s survey teachers to develop
modifications in the school’s discipline policy
s observe how customer
returns have been handled in a store over a period of time and
develop strategies to improve the system
s describe the functioning of
a simple ecosystem.
1. Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and mathematical functions.
Students:
use a combination of techniques to read or listen to complex information and analyze what they hear or read; convey information confidently and coherently in written or oral form; and analyze and solve mathematical problems requiring use of multiple computational skills.
This is evident,
for example, when students:
s gather and use information
presented in print and electronic sources to create a research
report and database
s examine a case study to
evaluate whether the information contained within it is adequate
to support generalizations about the topic
s participate in debates,
interviews, and panel discussions
s use word processing and
desktop publishing software to present information on a sales
campaign
s analyze a company’s
balance sheet and income statement for industry-recognized ratios
for assets, liabilities, and net income/loss
s order and price inventory
appropriately as part of a work experience program.
2. Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.
Students:
This is evident,
for example, when students:
s provide examples of ways to
alter a work schedule to allow for more job sharing among two or
more employees
s evaluate a variety of
options suggested, select an option, explain the reason for the
selection, and provide the strategies for implementation
s recognize a problem and
design steps to solve the problem
s prepare and present a
report on how knowledge gained from one content area helped solve
a problem in another area.
Commencement Personal Qualities
3. Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.
Students:
This is evident,
for example, when students:
s work with a local employer
to establish a sales goal and devise a plan to reach that goal
s motivate other group
members and demonstrate leadership skills in a student leadership
organization or job experience
s give and accept
constructive criticism in a group project
s evaluate decisions for
legal and ethical implications
s establish a set of personal
goals and record progress in attaining them.
Commencement Interpersonal Skills
4. Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations.
Students:
communicate effectively and help others to learn a new skill.
This is evident,
for example, when students:
s demonstrate how to respond
effectively to a dissatisfied customer
s assist in the teaching of
an acquired skill in an elementary/middle school class or
business environment
s provide feedback to others
in a group project
s participate in a job
interview.
5. Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
Students:
This is evident,
for example, when students:
s evaluate why a school or
business facsimile (fax) machine is not working
s take the proper steps to
make an inoperative printer work
s use a software program to
compile and analyze statistical data and prepare a presentation
for a group
s use an integrated software
program to solve a business-related problem
s prepare a report predicting
how technology may change various aspects of life 50 years from
now.
Commencement Managing Information
6. Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.
Students:
This is evident,
for example, when students:
s construct a
computer-generated form to survey local employers for possible
participation in a work-study program
s use graphics software to
present survey findings to the student body
s use telecommunications
software to access and communicate information
s use presentation graphics
software which will illustrate to a group of employers the
increase in work-based learning experiences
s use a computer to record
and organize statistical information to assist a coach of a
school athletic team.
Commencement Managing Resources
7. Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.
Students:
This is evident,
for example, when students:
s plan a two-week activity
that requires tasks to be divided among students or coworkers,
including determining priorities and following timelines
s prepare a long-range budget
for a school organization or hypothetical business
s complete multiple tasks for
concurrent activities by adjusting personal schedules or
negotiating deadlines
s work as a team to decide
how resources should be allocated to accomplish a task.
8. Systems skills include the understanding of and ability to work within natural and constructed systems.
Students:
This is evident,
for example, when students:
s evaluate the roles or
positions within an organization and make suggestions for
improvement of the organization
s write a proposal for ways a
company can reduce expenses
s prepare an organizational
chart for a club or business
s develop a presentation
using visual aids to explain how an automobile or other machine
operates.