Special Education – G & S

145 – CAREER EXPLORATIONS

State Goal #4: Listen and speak effectively in a variety of situations.

  1. Listen effectively in formal and informal situations.
    B.   Speak effectively using language appropriate to the situation and audience.

State Goal #5: Use the language arts to acquire, assess and communicate information.

  1. Locate, organize, and use infor­ma­tion from various sources to answer questions, solve problems
    and communicate ideas.
    B.   Analyze and evaluate information acquired from various sources.
    C.   Apply acquired information, concepts and ideas to communicate in a variety of formats.


ACT Work Keys Readiness Skills – Reading for Information Level 3 

  • As a result of this class, students will be able to do the following:
  • Identify main ideas and clearly stated details
  • Choose the correct meaning of a word that is clearly defined in the reading
  • Choose the correct meaning of common, everyday workplace words
  • Apply instructions to a situation that is the same as the one in the reading materials

 

LOCAL LEARNER OUTCOMES:

Student will be able to:

  • Identify personal strengths and weaknesses as they apply to careers
    · Identify personal likes and dislikes as they apply to careers.
    ·      Use various sources to research and explore career field options
    ·    Have a better understanding of the various career options available to them.

149 – MATH ONE PRE-ALGEBRA

(Text Missing)

150 – MATH ONE
STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.  
A.   Demonstrate knowledge and use of numbers and their represen­ta­tions in a broad range of theo­retical
and practical settings.
B.   Investigate, represent and solve problems using number facts, operations (addition,
subtraction, multiplication, division) and their properties, algorithms and relationships.
C.   Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.
D.   Solve problems using compari­son of quantities, ratios, propor­tions and percents.
STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.
          A.   Measure and compare quanti­ties using appropriate units, instru­ments and method
B.   Estimate measurements and determine acceptable levels of accuracy.
C.   Select and use appropriate tech­nology, instruments and formulas to solve problems, interpret results
and communicate findings.
STATE GOAL 8: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.  
A.   Describe numerical relation­ships using variables and patterns.
B.   Interpret and describe numer­ical relationships using tables, graphs and symbols.
C.   Solve problems using systems of numbers and their properties.
D.   Use algebraic concepts and procedures to represent and solve problems.
STATE GOAL 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space.
A.   Demonstrate and apply geo­metric concepts involving points, lines, planes and space.
B.   Identify, describe, classify and compare relationships using points, lines, planes and solids.
STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.
A.   Organize, describe and make predictions from existing data.
B.   Formulate questions, design data collection methods, gather and analyze data and communicate findings.
 
LOCAL LEARNER OUTCOMES
1.   Multiply and divide negative numbers
2.   Add up three or more fractions that share a common denominator
3.   Rearrange a formula before solving a problem
4.   Find volume of basic shapes
5.   Figure interest on loans

151-152 – Math Two/Three

STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
A.   Demonstrate knowledge and use of numbers and their represen­ta­tions in a broad range of theo­retical and practical settings.
B.   Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.

C.   Solve problems using compari­son of quantities, ratios, propor­tions and percents.

STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.
A.   Measure and compare quanti­ties using appropriate units, instru­ments and method
B.   Estimate measurements and determine acceptable levels of accuracy.
STATE GOAL 8: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.
A. Describe numerical relation­ships using variables and patterns.
STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.
A. Organize, describe and make predictions from existing data.

153 – English

STATE GOAL 1: Read with understanding and fluency.
A.   Apply word analysis and vocabulary skills to comprehend selections
B.   Apply reading strategies to improve understanding and fluency.
C.   Comprehend a broad range of reading materials.
STATE GOAL 2: Read and understand literature representative of various  Societies, eras and ideas.
B. Read and interpret a variety of literary works.
STATE GOAL 3: Write to communicate for a variety of purposes.
A.   Use correct grammar, spell­ing, punctuation, capitalization and structure.
B.   Compose well-organized and coherent writing for specific pur­poses and audiences.
C.   Communicate ideas in writing to accomplish a variety of purposes.

English College Readiness Standards For ACT 20-23
Topic Development in Terms of Purpose and Focus 
·   Identify the basic purpose or role of a specified phrase or sentence
·   Delete a clause or sentence because it is obviously irrelevant to the essay

English College Readiness Standards For ACT 16-19
Organization, Unity, and Coherence
·   Select the most logical place to add a sentence in a paragraph
Word Choice in Terms of Style, Tone, Clarity, and Economy
·   Delete obviously synonymous and wordy material in a sentence
·   Revise expressions that deviate from the style of an essay 

Sentence Structure and Formation
·   Determine the need for punctuation and conjunctions to avoid awkward-sounding sentence fragments and
fused sentences
·   Decide the appropriate verb tense and voice by considering the meaning of the entire sentence
 
English College Readiness Standards For ACT 13-15
Conventions of Usage
·   Solve such basic grammatical problems as how to form the past and past participle of irregular but
commonly used verbs and how to form comparative and superlative adjectives

Conventions of Punctuation
·   Delete commas that create basic sense problems (e.g., between verb and direct object)
Writing College Readiness Standards For ACT 3-4 
Expressing Judgments
·   Show a little understanding of the persuasive purpose of the task but neglect to take or to maintain a
position on the issue in the prompt
·   Show limited recognition of the complexity of the issue in the prompt

Focusing on the Topic
·   Maintain a focus on the general topic in the prompt through most of the essay

Developing a Position 
·   Offer a little development, with one or two ideas; if examples are given, they are general and may
not be clearly relevant; resort often to merely repeating ideas
·   Show little or no movement between general and specific ideas and examples

Organizing Ideas
·   Provide a discernible organization with some logical grouping of ideas in parts of the essay
·   Use a few simple and obvious transitions
·   Present a discernible, though minimally developed, introduction and conclusion

Using Language
Show limited control of language by
·   correctly employing some of the conventions of standard English grammar, usage, and mechanics, but
with distracting errors that sometimes significantly impede understanding
·   using simple vocabulary
·   using simple sentence structure

Reading College Readiness Standards For ACT 13-15
Main Ideas and Author’s Approach
·   Recognize a clear intent of an author or narrator in uncomplicated literary narratives

Meanings of words
·   Understand the implication of a familiar word or phrase and of simple descriptive language

Local District Objective # 1

Is for students to increase their word knowledge and build background knowledge to improve reading comprehension
As a result of English one student’s will be able to do the following.
A.   Read a passage and answer essay questions in paragraph form.
B.   Incorporate new vocabulary in answers to essay questions.
C.   Learn new vocabulary and use correctly when answering essay questions.
D.   Improve reading fluency.

Local District Objective #2

Is for students to increase word knowledge and writing skills to become better writers.
As a result of English one student’s will be able to do the following.
A.   Write a response to an article they have read.
B.   Write a topic specific three-paragraph paper.
C.   Write a rough draft of a paper.
D.   Proofread a paper and make the appropriate corrections.
E.   Learn New vocabulary and use incorporate in reading, writing, speaking, and listening activities.

154 – English Two

State Goal #1: Read with understanding and fluency.
A.   Apply word analysis and vocabulary skills to comprehend selections.
B.   Apply reading strategies to improve understanding and fluency.
C.   Comprehend a broad range of reading materials.
State Goal #3: Write to communicate for a variety of purposes.
A.   Use correct grammar, spell­ing, punctuation, capitalization and structure.
B.   Compose well-organized and coherent writing for specific pur­poses and audiences.
C.   communicate ideas in writing to accomplish a variety of purposes.
State Goal #5: Use the language arts to acquire, assess and communicate information.
A.   Locate, organize, and use infor­ma­tion from various sources to answer questions, solve problems
and communicate ideas.
B.   Analyze and evaluate information acquired from various sources.
C.   Apply acquired information, concepts and ideas to communicate in a variety of Formats.
*ACT English Standards for Transition Score Range 13-16
Organization, Unity, and Coherence
·    Use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g., then, this time)

Word Choice in Terms of Style, Tone, Clarity and Economy
·    Revise sentences to correct awkward and confusing arrangements of sentence elements
·    Revise vague nouns and pronouns that create obvious logic problems
 
Sentence Structure and Formation
·    Use conjunctions or punctuation to join simple clauses
·    Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences
Conventions of Usage
·    Solve such basic grammatical problems as how to form the past and past participle of irregular but
commonly used verbs and how to form comparative and superlative adjectives
Conventions of Punctuation
·    Delete commas that create basic sense problems (e.g., between verb and direct object)
*ACT Writing Standards for Transition Score Range 5-6
Expressing Judgements
·    Show a basic understanding of the persuasive purpose of the task by taking a position on the issue in
the prompt but may not maintain that position
·    Show a little recognition of the complexity of the issue in the prompt by acknowledging, but only briefly
describing, a counterargument to the writer’s position
Focusinig on the Topic
·    Maintain a focus on the general topic in the prompt throughout the essay
·    Developing a Position
·    Offer limited development of ideas using a few general examples; resort sometimes to merely repeating ideas
·    Show little movement between general and specific ideas and examples
 
Organizing Ideas
·    Provide a simple organization with logical grouping of ideas in parts of the essay
·    Use some simple and obvious transitional words, though they may at times be inappropriate or misleading
·    Present a discernible, though underdeveloped, introduction and conclusion
 
Using Language
·    Show a basic control of language by correctly employing some of the conventions of standard English
grammar, usage, and mechanics, but with distracting errors that sometimes impede understanding
·    using simple but appropriate vocabulary
·    using a little sentence variety, though most sentences are simple in structure
*ACT Reading Standards for Transition Score Range 13-15
Main Ideas and Author’s Approach
·   Recognize a clear intent of an author or narrator in uncomplicated literary narratives
Supporting Details
·    Locate basic facts (e.g., names, dates, events) clearly stated in a passage
·    Sequential, Comparative, and Cause-Effect Relationships
·    Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages
·    Recognize clear cause-effect relationships described within a single sentence in a passage
·    Meanings of Words
·    Understand the implication of a familiar word or phrase and of simple descriptive language
·    Generalizations and Conclusions
·    Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives
LOCAL LEARNER OUTCOMES:
Students will be able to do the following:
·   Research various topics to find the answer to a specific question
·   Increase sight word vocabulary and their meanings
·   Convey understanding of various topics through writing

155-156 – English Three/English Four

STATE GOAL 1:  Read with understanding and fluency.
A.   Apply word analysis and vocabulary skills to comprehend selections.
B.   Apply reading strategies to improve understanding and fluency.
C.   Comprehend a broad range of reading materials.

STATE GOAL 2: 
Read and understand literature representative of various societies, eras and ideas.
A.   Understand­ how literary elements and techniques are used to convey meaning.
B.   Read and interpret a variety of literary works.
STATE GOAL 3: Write to communicate for a variety of purposes.
A.   Use correct grammar, spell­ing, punctuation, capitalization and structure.
B.   Compose well-organized and coherent writing for specific pur­poses and audiences.
C.   Communicate ideas in writing to accomplish a variety of purposes.
STATE GOAL 4: Listen and speak effectively in a variety of situations.
A.   Listen effectively in formal and informal situations.
B.   Speak effectively using language appropriate to the situation and audience.
STATE GOAL 5:  Use the language arts to acquire, assess and communicate information.
A.   Locate, organize, and use infor­ma­tion from various sources to answer questions,
       solve problems and communicate ideas.
B.   Analyze and evaluate information acquired from various sources.
C.   Apply acquired information, concepts and ideas to communicate in a variety of formats.
ACT English Standards
Topic Development in terms of Focus and Purpose 
·   Identify the basic purpose or role of a specified phrase or sentence
·   Delete a clause or sentence because it is obviously irrelevant to the essay

Word choice in terms of Style, Tone, Clarity and Economy
·   Revise sentences to correct awkward and confusing arrangements of sentence elements
·   Revise vague nouns and pronouns that create obvious logic problems

Sentence structure and formation
·   Use conjunctions or punctuation to join simple clauses
·   Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences

Conventions of Usage
·   Solve such grammatical problems as whether to use an adverb or adjective form, how to form comparative
and superlative adjectives, how to ensure straightforward subject-verb and pronoun-antecedent agreement,
and which preposition to use in simple contexts
·   Recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed,
and led and lead

Conventions of Punctuation
·   Provide appropriate punctuation in straightforward situations (e.g., items in a series)
·   Delete commas that disturb the sentence flow (e.g., between modifier and modified element)
ACT Reading Standards
Main Idea and Author’s Approach
·   Recognize a clear intent of an author or narrator in uncomplicated literary narratives

Supporting Details
·   Locate basic facts (e.g., names, dates, events) clearly stated in a passage

Sequential, Comparative, and Cause-effect Relationships
·   Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages
·   Recognize clear cause-effect relationships described within a single sentence in a passage

Meaning of Words
·   Understand the implication of a familiar word or phrase and of simple descriptive language

Generalizations and Conclusions
·   Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives
ACT Writing Standards
Expressing Judgments
·   Show a little understanding of the persuasive purpose of the task but neglect to take or to maintain a
position on the issue in the prompt
·   Show limited recognition of the complexity of the issue in the prompt

Focusing on the Topic
·   Maintain a focus on the general topic in the prompt through most of the essay

Developing a position
·   Offer a little development, with one or two ideas; if examples are given, they are general and may not
be clearly relevant; resort often to merely repeating ideas
·   Show little or no movement between general and specific ideas and examples

Organizing Ideas
·   Provide a discernible organization with some logical grouping of ideas in parts of the essay
·   Use a few simple and obvious transitions
·   Present a discernible, though minimally developed, introduction and conclusion

Using Language
Show limited control of language by:
·   Correctly employing some of the conventions of standard English grammar, usage, and mechanics, but
with distracting errors that sometimes significantly impede understanding
·   using simple vocabulary
·   using simple sentence structure
Local Learner Outcomes
What I expect my students to know and do as a result of my classes.
·   To read and write for “real llife” (labels, news, directions, letters, applications, on the job)
·   To read for pleasure and to expand their knowledge base
·   To organize their thoughts to clearly communicate.
·   To broaden their vocabulary of everyday words.
·   To explore their own feelings about issues and themselves.
·   To form their own opinions.
·   To know how to come to class prepared to work and relate that to coming to a job prepared to work.
·   To know how to be respectful to figures of authority.
·   To be on time in school and on the job

157 – Reading Improvement Lab

State Goal #1: Read with understanding and fluency.
A.   Apply word analysis and vocabulary skills to comprehend selections.
B.   Apply reading strategies to improve understanding and fluency.
C.   Comprehend a broad range of reading materials.
Act Standards for Transition
Reading
·   Meanings of Words-Score Range 13-15
·   Students will understand the implication of a familiar word or phrase and of simple descriptive language
Local Learner Outcomes:
Students will
·        Have a better understanding of basic phonetic rules.
·        Increase sight-word vocabulary
·        Increase reading fluency and comprehension
·        Be able to use phonetic rules to decode words which are unfamiliar

159 – Health Education

STATE GOAL 22: Understand principles of health promotion and the prevention and treatment of illness and injury.
1.   Explain the basic principles of health promotion, illness prevention and safety.
2.   Describe and explain the factors that influence health among individuals, groups and communities.
3.   Explain how the environment can affect health.
STATE GOAL 23. Understand human body systems and factors that influence growth and development.
1.   Describe and explain the structure and functions of the human body systems and how they interrelate.
2.   Explain the effects of health-related actions on the body systems.
3.   Describe factors that affect growth and development.
STATE GOAL 24: Promote and enhance health and well-being through the use of effective communication and decision-making skills.
1.   Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict.
2.   Apply decision-making skills related to the protection and promotion of individual health.
3.   Demonstrate skills essential to enhancing health and avoiding dangerous situations.

160 – Social Studies

STATE GOAL 14: Understand political systems, with an emphasis on the United States.
A.   Understand and explain basic principles of the United States government.
B.   Understand the structures and functions of the political systems of Illinois, the United States
and other nations.
C.   Understand election processes and responsibilities of citizens.
D.   Understand the roles and influ­ences of individuals and interest groups in the political systems of Illinois,
the United
States and other nations.
E.   Understand United States foreign policy as it relates to other nations and international issues.
F.   Understand the development of United States political ideas and traditions.
STATE GOAL 15: Understand economic systems, with an emphasis on the United States.
A.   Understand how different eco­nomic systems operate in the exchange, production, distribution and
consumption of goods and services.
B.   Understand that scarcity necessitates choices by consumers.
C.   Understand that scarcity neces­sitates choices by producers.
D.   Understand trade as an exchange of goods or services.
E.   Understand the impact of government policies and decisions on production and consumption in the economy.
STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.
A.   Locate, describe and explain places, regions and features on the Earth.
B.   Analyze and explain characteristics and interactions of the Earth’s physical systems.
C.     Understand relationships between geographic factors and society.
D.   Understand the historical significance of geography.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
A.   Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
B.   Understand the roles and interactions of individuals and groups in society.
C.   Understand how social systems form and develop over time.

161 – United States History

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
A.   Apply the skills of historical analysis and interpretation.
B.   Understand the development of significant political events.
C.   Understand the development of economic systems.
D.   Understand Illinois, United States and world social history.
E.    Understand Illinois, United States and world environmental history.
STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.
D.  Understand the historical significance of geography.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
D.Understand how social systems form and develop over time.
ACT READING STANDARDS
Main Idea and Author’s Approach
·   Recognize a clear intent of an author or narrator in uncomplicated literary narratives
Supporting Details
·   Locate basic facts (e.g., names, dates, events) clearly stated in a passage
Sequential, Comparative, and Cause-effect Relationships
·   Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages
·   Recognize clear cause-effect relationships described within a single sentence in a passage

LOCAL LEARNER OUTCOMES
·   To listen and take notes from a 10 minute news program.
·   To discuss and relate current events to history
·   To know their rights under the law
·   To organize their thoughts to clearly communicate.
·   To explore their own feelings about issues and themselves.
·   To form their own opinions.
·   To know how to come to class prepared to work and relate that to coming to a job prepared to work.
·   To know how to be respectful to figure of authority
·   To be on time in school and on the job

163-164 – General Science One/Two

STATE GOAL 1: Read with understanding and fluency.
A.   Apply word analysis and vocabulary skills to comprehend selections.
B.   Apply reading strategies to improve understanding and fluency.
C.   Comprehend a broad range of reading materials.

STATE GOAL 3: Write to communicate for a variety of purposes.
A.   Use correct grammar, spell­ing, punctuation, capitalization and structure.
B.   Compose well-organized and coherent writing for specific pur­poses and audiences.
C.   Communicate ideas in writing to accomplish a variety of purposes.

STATE GOAL 11:
 Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
A.   Know and apply the concepts, principles and processes of scien­tific inquiry.

STATE GOAL 12:
 Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
A.   Know and apply concepts that explain how living things func­tion, adapt and change.
B.   Know and apply concepts that describe how living things interact with each other and with their environ­ment.
C.   Know and apply concepts that describe properties of matter and energy and the interactions between them.
D.   Know and apply concepts that describe force and motion and the principles that explain them.
E.   Know and apply concepts that describe the features and processes of the Earth and its resource.

STATE GOAL 13
: Understand the relationships among science, technology and society in historical and contemporary contexts.
A.   Know and apply the accepted practices of science.
B.   Know and apply concepts that describe the interaction between science, technology and society. 

College Readiness Standards for Science ACT 13-15
Interpretation of Data
·   Select a single piece of data (numerical or nonnumerical) from a simple data presentation (e.g., a table
or graph with two or three variables; a food web diagram)
·   Identify basic features of a table, graph, or diagram (e.g., headings, units of measurement, axis labels)

College Readiness Standards for Science ACT 16-19
Scientific Investigation
·   Understand the methods and tools used in a simple experiment

LOCAL LEARNER OUTCOMES
·   Students will be able to do the following.
·   Identify factors that interact to cause weather.
·   Describe what factors affect air pressure.
·   Explain the difference between local and global wind patterns.
·   Identify different types of clouds.
·   Describe how fronts affect weather patterns.
·   Describe how Temperature and precipitation influence climate.
·   Identify the main characteristics of the Earth’s major weather patterns.
·   Explain how changes in climate effect on living things.
·   Describe how the earths crust is deformed.
·   Define Isostasy and explain its effect on the movement of the Earth’s crust.
·   Explain what happens during an earthquake and how they are detected.
·   Compare and classify different types of volcanoes.
·   Identify the locations of major zones of earthquakes and volcanoes.
·   Discuss the theory of plate tectonics and how it relates to ocean floor spreading and Continental drift.
·   Identify different types of rocks and minerals.
·   Describe the functions of the nervous system.
·   Identify the structure of a neuron and describe a nerve impulse.
·   List the structure of the central nervous system and give their functions.

166-167 – Vocational Education One/Two

STATE GOAL 3: Write to communicate for a variety of purposes.
A.   Use correct grammar, spell­ing, punctuation, capitalization and structure.
B.   Compose well-organized and coherent writing for specific pur­poses and audiences.
C.   Communicate ideas in writing to accomplish a variety of purposes.
STATE GOAL 5: Use the language arts to acquire, assess and communicate information.
A.   Locate, organize, and use infor­ma­tion from various sources to answer questions, solve problems
and communicate ideas.
B.   Analyze and evaluate information acquired from various sources.
C.   Apply acquired information, concepts and ideas to communicate in a variety of formats.
STATE Goal 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
A.   Demonstrate knowledge and use of numbers and their represen­ta­tions in a broad range of theo­retical
and practical settings.
WORK KEYS FOR ACT
Reading for Information
Characteristics/Skills
Level 3
 
·   Identify main ideas and clearly stated details
·   Choose the correct meaning of a word that is clearly defined in the reading
·   Choose the correct meaning of common, everyday workplace words
·   Choose when to perform each step in a short series of steps
·   Apply instructions to a situation that is the same as the one in the reading materials

Business Writing
Characteristics
Level 2
·   The writing is generally understandable
·   Some correct sentence structures are used, although sentences may be simple or repetitive
·   Enough correct mechanics, word usage, and grammar are used to convey an idea, although many errors
may somewhat interfere with comprehension
·   Rude or overly casual language, tone, and style may be inconsistent with standard business English
·   Some organization is evident but with an unclear focus and few or no transitions
·   The ideas presented are generally understandable but are not expanded
Teamwork
Characteristics/Skills
·   Recognize team goals
·   Show acceptance of team goals by working cooperatively with other team members
·   Identify problems and their causes
·   Persevere in solving problems
·   Accept membership in the team
·   Demonstrate a positive attitude, respond appropriately to praise, and give positive feedback
·   Display trust in other team members
·   Be dependable in completing tasks correctly and on time
Readiness
Characteristics/Skills
Level 3
·   Recognize the overall meaning of a message or the most obvious details
·   Recognize basic vocabulary and common work-related and safety-related words (such as personnel
and caution) which are likely to appear in business signage
·   Identify a step in its correct order and demonstrate understanding of the behavior required by the instructions
·   Follow direct instructions in the same situation described in the reading materials by applying information
and reasoning
Local District Objective #1 Is for students to understand and apply the process used to find and keep a job.
As a result of Vocational Education Students will be able to do the following
A.   Learn the importance of work.
B.   Understand the process involved in the job search.
C.   Learn successful interview skills.
D.   Learn skills to be a good employee, and work with others.
E.   Learn to deal with changes on the job.
Local District Objective #2 Is for students to Understand and apply concepts of money management.
As a result of Vocational Education Students will be able to do the following
A.   Understand the information presented on a paycheck.
B.   Learn how to budget their Money.
C.   Learn How to use a checking account, Savings account , and Credit.
D.   Learn about different types of insurance.

168 – Work Experience One

STATE GOAL 1: Read with understanding and fluency.
A.   Apply word analysis and vocabulary skills to comprehend selections.
B.   Apply reading strategies to improve understanding and fluency.
C.   Comprehend a broad range of reading materials
STATE GOAL 3: Write to communicate for a variety of purposes.
A.   Use correct grammar, spell­ing, punctuation, capitalization and structure.
B.   Compose well-organized and coherent writing for specific pur­poses and audiences.
C.   Communicate ideas in writing to accomplish a variety of purposes.
STATE GOAL 5: Use the language arts to acquire, assess and communicate information.
A.   Locate, organize, and use infor­ma­tion from various sources to answer questions, solve problems
and communicate ideas.
B.   Analyze and evaluate information acquired from various sources.
C.   Apply acquired information, concepts and ideas to communicate in a variety of formats.
STATE Goal 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
A.   Demonstrate knowledge and use of numbers and their represen­ta­tions in a broad range of theo­retical
and practical settings.
B.   Investigate, represent and solve problems using number facts, operations (addition, subtraction,
multiplication, division) and their properties, algorithms and relationships.
C.   Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.
D.   Solve problems using compari­son of quantities, ratios, propor­tions and percents.
ACT READING STANDARDS FOR TRANSITION
A.   Main ideas and author’s approach
B.   Supporting details
C.   Meanings of words
D.   Generalizations and conclusions
ACT MATH STANDARDS FOR TRANSITON
A.   Basic operations and applications
B.   Statistics and data analysis
C.   Graphical representations
LOCAL LEARNER OUTCOMES
The student will:
·   develop job knowledge, skills, and attitudes necessary for one to make the transitions successfully from
school to work.
·   develop the ability to work cooperatively with others.
·   develop the ability to respond appropriately to supervision.
·   understand safe working habits
·   use necessary communication and computational skills.
·   develop desirable leadership characteristics.
·   acquire an understanding of a citizen’s rights and responsibilities.

169 – Work Experience Two

STATE GOAL 1: Read with understanding and fluency.
A.   Apply word analysis and vocabulary skills to comprehend selections.
B.   Apply reading strategies to improve understanding and fluency.
C.   Comprehend a broad range of reading materials
STATE GOAL 3: Write to communicate for a variety of purposes.
A.   Use correct grammar, spell­ing, punctuation, capitalization and structure.
B.   Compose well-organized and coherent writing for specific pur­poses and audiences.
C.   Communicate ideas in writing to accomplish a variety of purposes.
STATE GOAL 5: Use the language arts to acquire, assess and communicate information.
A.   Locate, organize, and use infor­ma­tion from various sources to answer questions, solve problems
and communicate ideas.
B.   Analyze and evaluate information acquired from various sources.
C.   Apply acquired information, concepts and ideas to communicate in a variety of formats.
STATE Goal 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
A. Demonstrate knowledge and use of numbers and their represen­ta­tions in a broad range of theo­retical
and practical settings.
B. Investigate, represent and solve problems using number facts, operations (addition, subtraction,
multiplication, division) and their properties, algorithms and relationships.
C. Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.
D. Solve problems using compari­son of quantities, ratios, propor­tions and percents.
ACT READING STANDARDS FOR TRANSITION
A.   Main ideas and author’s approach
B.   Supporting details
C.   Meanings of words
D.   Generalizations and conclusions
ACT MATH STANDARDS FOR TRANSITON
A.   Basic operations and applications
B.   Statistics and data analysis
C.   Graphical representations
LOCAL LEARNER OUTCOMES
The student will:
·   develop job knowledge, skills, and attitudes necessary for one to make the transitions successfully from
school to work.
·   develop the ability to work cooperatively with others.
·   develop the ability to respond appropriately to supervision.
·   understand safe working habits
·   use necessary communication and computational skills.
·   develop desirable leadership characteristics.
·   acquire an understanding of a citizen’s rights and responsibilities.

179 – Resource

LOCAL LEARNER OUTCOMES
1.   Students will utilize study hall time to be successful in general ed classes.
2.   Students will realize that they are responsible for their own success or failure
3.   Students will organize their thoughts well enough to communicate their needs and wants.
4.   Students will know good work habits for life (being prepared, on time, be respectful)
5.   Students will problem solve to figure out how to read directions, read body language, ask for help, and
pass a class
6.   Students will learn techniques to advocate for themselves