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Career Readiness, Information Technologies, Theatre Arts

Career Readiness Standards

Career Readiness Standard 1

Students will identify their career interests and aptitudes to develop an educational plan which supports personal career goals.

A. Explore areas of interest and possible career choices;

B. Understand the structure and function of business ownership in the United States, New Mexico, and local economies;

C. Explain the connection between academic skills and career options by identifying education and training requirements; and

D. Identify careers of personal interest based on identified aptitudes and interests.

Career Readiness Standard 2

Students will utilize and manage resources effectively to produce quality services and products.

A. Identify and prioritize goals relating to school and home;

B. Determine the education and training requirements for careers identified as possible areas of interest; and

C. Prepare a budget, including a revenue and expenditure report, to support a planned school project.

Career Readiness Standard 3

Students will demonstrate the technological knowledge and skills required for future careers.

A. Describe ways in which tools, instruments, and equipment are used to solve problems, extend human capabilities, and provide for the needs of society;

B. Demonstrate basic computer operation skills in a variety of applications to access and organize information;

C. Describe ways in which technology has created changes in our personal lives, society, and the world of work; and

D. Design a class product or process to solve an identified problem and explain the benefits that will result if the product or process is used.

Career Readiness Standard 4

Students will develop and demonstrate responsible and ethical workplace behaviors.

A. Demonstrate positive behaviors, conduct, and social manners for school, work, and community;

B. Demonstrate goal direction, self-discipline, and task commitment in the completion of assignments;

C. Demonstrate an understanding of ethical behavior and its importance in human relationships and society; and

D. Demonstrate safe work practices and explore safety issues related to the school, community, and workplace.

E. Investigate, analyze, and apply safety standards related to the school, community, and workplace.

Career Readiness Standard 5

Students will develop effective leadership, interpersonal, and team skills.

A. Explore the positive and negative implications of team work;

B. Recognize that individual differences affect school and workplace behavior;

C. Demonstrate team work skills through the demonstration of effort, sharing of ideas and suggestions, resolving conflicts, and handling peer pressure; and

D. Assume leadership roles in team settings.

Technology Education

IT STANDARDS incorporate the following:

New Mexico State Career Readiness Standards (CR)

National Educational Technology Standards for Students

(NETS)

International Society for Technology in Education (ISTE)

Work Site Programs Standards Manual (WSPSM)

Information Technologies Standards grades 6-8

Information Technology: Areas of study include basic computer operations and concepts, social, ethical, and human issues, technology productivity tools, technology communication tools, technology research tools, technology problem-solving and decision-making tools, and career exploration.

Exploratory Information Technology is a 9 week introductory course for 6th grade students.

Information Technology (Y) is a full-year course for 7th and 8th grade students.

IT Standards are aligned with the New Mexico State Career Readiness Standards (CR), National Educational Technology Standards for Students (NETS), International Society for Technology in Education (ISTE),), and Work Site Programs Standards Manual (WSPSM).

[References in parentheses following each performance standard refer to and are aligned with these standards]

STRAND I: BASIC OPERATION AND CONCEPTS

CONTENT STANDARD: The student is proficient in the use and application of technology

BENCHMARKS:

A. The student uses input and output devices efficiently and effectively.

B.   The student demonstrates basic computer skills and uses a variety of applications.

PERFORMANCE STANDARDS

1. Navigates desktop (e.g., opens, closes, saves, manipulates multiple windows, uses icons and menus) (CR-3B; ISTE Basic-A, B, D, E; NETS-1).

2. Communicates about technology using developmentally appropriate and accurate terminology (CR-3A, C; ISTE Basic-G; NETS-1).

3. Learns alphabetic/numeric key location by touch with proper finger        alignment (NETS-1).

4. Develops and uses proper technique (e.g., fingers curved, proper posture, eyes on copy) (NETS-1).

5. Applies strategies for identifying and solving routine hardware and software problems (ISTE Basic-K; NETS-1).

STRAND II: SOCIAL, ETHICAL, AND HUMAN ISSUES

CONTENT STANDARD: The student understands, develops, and practices responsible use of technology.

BENCHMARKS:

A. When using technology, the student demonstrates appropriate behaviors, conduct, and social manners for school, work, and community.

B.   The student develops positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

PERFORMANCE STANDARDS

1. Practices responsible use of technology systems and software (CR-4A; ISTE Social-D; NETS-2).

2. Works cooperatively and collaboratively with others when using technology (CR-4A, 5A-D; ISTE Social-B; NETS-2).

3. Exhibits legal and ethical behaviors when using information and technology (CR-4C; ISTE Social-G; NETS-2).

4. Follows proper use of copyrighted material and cites resources properly (CR-4C; ISTE Social-H, I; NETS-2).

STRAND III: TECHNOLOGY PRODUCTIVITY TOOLS

CONTENT STANDARD: The student uses technology tools to enhance learning, increase productivity, and promote creativity.

BENCHMARK: The student demonstrates the appropriate use of specific tools and software to support learning and research

PERFORMANCE STANDARDS

1. Creates, formats, and edits a document (e.g., word processing, data base, spread sheet, graphics, presentation tools) (CR-3B, D; ISTE Databases, Spreadsheets, Word Processing, Graphics, Presentation; NETS-3).

2. Uses multimedia tools (e.g., WAV files, MP3, Hyperstudio, PowerPoint, KeyNote) (CR-3B, D; ISTE Multimedia; NETS-3).

3. Uses peripherals (e.g., digital camera, scanner, projector) (CR-3D; ISTE Multimedia-L, Graphics-D; NETS-3)

STRAND IV: TECHNOLOGY COMMUNICATION TOOLS

CONTENT STANDARD: The student uses a variety of media and formats to communicate information and ideas effectively to multiple audiences.

BENCHMARK: The student designs, develops, publishes, and presents products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate concepts.

PERFORMANCE STANDARDS

1. Demonstrates responsibility in the use of time, space, and materials to complete assignments (CR-2A; NETS-4).

2. Identifies, evaluates, and selects software specific to a project (CR-3D;

3. ISTE Integration-F; NETS-4).

STRAND VI: TECHNOLOGY PROBLEM-SOLVING AND DECISION MAKING TOOLS

CONTENT STANDARD: The student COLLABORATES with others to investigate problems, issues, and information

BENCHMARK: The student demonstrates the practical applications of hardware and software and the connection to learning and problem solving.

PERFORMANCE STANDARDS

1. Uses technology resources for problem solving, communication, and illustration of thoughts, ideas, and stories across the curriculum (CR-3D; ISTE Integration-B; NETS-6).

2. Works responsibly, independently, and as part of a group in developing a project (CR-5A-D; ISTE Integration-C; NETS-6).

3. Determines when technology is useful and selects the appropriate tools and technology resources to address a variety of tasks and problems (CR-3A, B, D; ISTE Integration-F; NETS-6).

STRAND VI: TECHNOLOGY PROBLEM-SOLVING AND DECISION MAKING TOOLS

CONTENT STANDARD: The student COLLABORATES with others to investigate problems, issues, and information

BENCHMARK: The student demonstrates the practical applications of hardware and software and the connection to learning and problem solving.

PERFORMANCE STANDARDS

1. Uses technology resources for problem solving, communication, and illustration of thoughts, ideas, and stories across the curriculum (CR-3D; ISTE Integration-B; NETS-6).

2. Works responsibly, independently, and as part of a group in developing a project (CR-5A-D; ISTE Integration-C; NETS-6).

3. Determines when technology is useful and selects the appropriate tools and technology resources to address a variety of tasks and problems (CR-3A, B, D; ISTE Integration-F; NETS-6).

STRAND VII: CAREER EXPLORATION

CONTENT STANDARD: The student uses technology to explore career interests and aptitudes that support personal career goals and lifelong learning.

BENCHMARK: Using technology, the student explores and identifies the education and training requirements for careers in his/her areas of interest.

PERFORMANCE STANDARDS

1. Investigates interests through personal and professional inventories (CR-1A; WSPSM).

2. Researches work opportunities, including global occupational opportunities within career clusters (CR-1D; WSPSM).

3. Determines information regarding educational goals (e.g., training, educational requirements) (CR-1C, 2B; WSPSM).

4. Identifies individual talents and interests (CR-1D).

Theatre Arts Standards

for JAMSA Drama Students

Content Standard 1: Learn the acting and technical skills necessary to drama performance.

Content Standard 2: Use drama to express ideas.

Content Standard 3: Look for the things the arts have in common and where they are found in all subject areas.

Content standard 4: understand the many roles/ jobs involved in the creative process.

Content Standard 5: Make critical judgments about dramatic performances.

Content standard 6: be aware of drama from many cultures and compare universal characters and plots.

Content Standard 7: Know how technology has influenced developments in dramatic performance.

Content Standard 8: Contribute to your community by performing dramatic works.

Teach Me Respect, Responsibility, and Life-Long Learning