to speak to classes about their careers.

3a. Students will demonstrate proficiency in interactive skills while being videotaped using the skill and observing themselves on tape.

3b. Students will resolve playground conflicts using negotiation skills.

3c. Students will demonstrate proficiency in the use of I-Messages by practicing them and watching themselves on videotape.

4a. Students will graph numbers of days tardy each trimester and work to improve when necessary.

4b. Students will voluntarily change activities or assignments at the discretion of the teacher when necessary.

4c. Students will volunteer for specific roles in cooperative learning situations.

5. Students will role-play how to ask for help in dangerous or confusing situations and watch their own responses on videotape.

3-5 Benchmarks:

1. Demonstrate how positive and negative attitudes affect one's ability to work with others.

2. Use communication and listening skills that result in successful interactions with others.

3. Demonstrate awareness of one's interests, aptitudes, and abilities.

4. Identify local career opportunities.

3-5 Performance Indicators:

1. Students will use role-play to demonstrate how cooperation skills affect one's ability to work with others.

2a. Students will demonstrate their own ability to use active listening skills and will critique the performance of others in role-play situations.

2b. Students will interview each other in pairs and then use the information and computer technology to create a class profile.

3. Students will complete interest surveys and use teacher reports and other surveys to create a personal profile.

4a. Working in groups, students will create a list of local career options.

4b. Working in groups, students will select one career from their list and prepare a written report or oral presentation for the class to include description of the career, academic preparation, special tools, or knowledge, etc.

4c. Students will invite a representative from their chosen career to speak to the class.

Standard 2

Guided by self-assessment and personal career interests, students will integrate school and work-based experiences to develop their career goals.

K-2 Benchmarks:

1. Explore reasons why people work.

2. Identify personal strengths and interests.

SUBJECT - GUIDANCE ORGANIZER -

CAREER PREPARATION (K-5)

Standard 1

Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

K-2 Benchmarks:

1. Know that people work at many kinds of jobs.

2. Identify local career opportunities.

3. Develop effective ways to interact with others during school and after school activities.

4. Demonstrate effective workplace behaviors such as punctuality, flexibility, teamwork, and perseverance.

5. Understand the importance of asking for help when needed.

K-2 Performance Indicators:

1a. Working in groups, students will identify a job for each letter of the alphabet.

1b. Students will survey their parents and prepare a graph of their results.

2a. Students will identify community helpers (teacher, police officer, firefighter, etc.) and match each helper with tools used in their employment.

2b. Students will invite community helpers

MSAD #16 Framework for Academic Standards Fall 1997

Guidance

K-2 Performance Indicators:

1. After a brainstorming activity, students will create text and illustrations for a "Why People Work" book.

2. Students will make an "All About Me" book to help them identify their areas of personal strength and interest.

3-5 Benchmarks:

1. Use a variety of resources to learn about a personally interesting career topic.

2. Gather data and information about personal interests, abilities, and aptitudes and project likely career options.

3. Identify job-hunting strategies.

4. Identify the skills necessary to keep a job.

3-5 Performance Indicators:

1. Students will prepare a written report or oral presentation about a career topic of interest to them.

2. Students will use report cards, testing, interest inventories, computer programs, etc. to compile data and write a list of at least five likely careers for them.

3a. Students will search classified ads for a job which interests them.

3b. Students will prepare a resume using computer technology.

3c. After making a plan of steps needed to be taken to prepare for an interview, students will participate in a mock interview on videotape.

3d. Students will critique performance

during mock interview and alter plan as necessary.

4. In groups, students will interview supervisors about skills they feel are necessary to keep a job and then combine, compile, and graph the information obtained.

Standard 3

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings

K-2 Benchmarks:

1. Identify examples of technology being used at school, home, or work.

2. Use academic skills to solve real life problems.

K-2 Performance Indicators:

1a. After defining technology, students will draw, write, or cut pictures from magazines to make a technology collage.

1b. Students will make a diorama showing a person using technology at work.

3-5 Benchmarks:

1. Identify academic knowledge and skills required in specific careers.

2. Use academic skills to solve real life problems.

3-5 Performance Indicators:

1. Working as part of a group, students will prepare a presentation on a career of their

choice and explain how academic skills are important to success.

2a. Working in groups, students will write math word problems to be exchanged with and solved by one of the other groups.

2b. Working in groups students will edit a short newspaper article.

2c. Working in a "family" group, and given a hypothetical family budget, students will write checks to pay the bills.

Standard 4

Students will acquire and apply skills/concepts required to balance personal, family, community, and work responsibilities

K-2 Benchmarks:

1. Identify the different roles they play.

2. Demonstrate an understanding of the concept of saving.

3. Demonstrate an understanding of the importance of the conservation of resources.

4. Demonstrate a knowledge of conflict resolution.

K-2 Performance Indicators:

1. With their pictures in the center of a planning web, students will depict at least six roles they play.

2. Students will run a mock school bank for a trimester accepting the weekly deposits of other students, keeping records, and

MSAD #16 Framework for Academic Standards Fall 1997

handling withdrawals for students at the end of the trimester.

3. Students will participate in creating and maintaining a classroom recycling project.

4a. Students will consider the effects of name-calling and the reasons behind it.

4b. Through games and role-play, students will become familiar with body language cues and what these cues express.

4c. Using an activity, students will understand the importance of clear communication.

4d. Using the sentence beginning "I feel...," students will identify and claim feelings using the word "I."

4e. Using the sentence beginning "When you...," students will describe behavior without blaming or name-calling.

4f. Using stories without endings, students will understand the concept of lose/lose, win/lose, and win/win resolutions to conflicts.

4g. Using an activity, students will demonstrate that listening well can be difficult.

3-5 Benchmarks:

1. Develop time management strategies for school and after-school activities.

2. Demonstrate an understanding of earning, spending, and saving in relation to personal security and the economic stability of the family.

3. Demonstrate an understanding of how

they handle group process and the roles they choose to play in groups.

4. Demonstrate a knowledge of conflict resolution through peer mediation.

3-5 Performance Indicators:

1a. After discussion of time management, students will be able to complete worksheets or use computer technology to create a week-long schedule for school and after-school activities.

1b. Working in groups, students will develop an explanation of why arriving at school and completing assignments on time would be important to an employer.

2. Working in "family" groups where students are given hypothetical salaries and expenses, grocery store advertisements, and information on the food pyramid, they will create a family nutrition plan that includes basic budgeting and family menus.

3. Working in groups, students will participate in activities which test their group behavior skills and will process their learnings with the counselor and other students.

4a. Through role-play, students will be able to identify different conflict resolution styles.

4b. Using a time capsule activity, students will be able to recognize how the passage of time may affect the conflicts in their lives.

4c. Using an activity, students will

understand how people may have different perceptions of the same event.

4d. Using an activity, students will understand the importance of hearing both sides of an issue.

4e. Using role-play, students will review and practice making I-Messages.

4f. Using an activity, students will demonstrate that listening well can be difficult.

4g. Students will use an activity to experience the difficulty of one-way communication and to further emphasize the importance of listening.

4h. Using Four Steps to Conflict Resolution taught in class, students will practice and begin to use their skills in peer mediation to help their peers.

MSAD #16 Framework for Academic Standards Fall 1997

Guidance

SUBJECT - GUIDANCE ORGANIZER -

CAREER PREPARATION (6-8)

Standard 1 Students will be knowledgeable to future career decisions

6-8 Benchmarks

1. Know that the world of work is complex with many divergent types of occupations.

2. Understand the importance of all work.

3. Know the occupational cluster system.

4. Understand there are different requirements and skills needed at different occupational levels.

5. Know the basic occupational expectations around keeping employment.

6. Understand the characteristics of a successful worker.

6-8 Performance Indicators

1a. Use the WWW or software to research a career and identify its skill standards based upon a personal career interest.

1b. Write a term paper on an occupation of particular interest to them.

2a. In a group, create a bulletin board demonstrating the contributions to society of as many different jobs as they can think of.

3a. Demonstrate an understanding of the relationship between personal interests,

skills, and abilities and career research.

4a. Conduct a survey of people working in a variety of occupations.

5a. Determine effective workplace behaviors and skills.

5b. Rate themselves on such effective employability traits as attendance, punctuality, honesty, getting along with co-workers on school projects, efficiency, positive attitude, and dependability.

5c. Role-play effective and ineffective behaviors when on the job.

6a. Use teamwork strategies and apply communication and negotiation skills in decision-making.

Standard 2

Guided by self assessment and personal career interests, students will integrate school and work-based experiences to develop their career goals

6-8 Benchmarks

1. Know that happy, successful people make career choices based on their own unique interests, aptitudes, and abilities.

2. Understand their own unique characteristics.

3. Understand the need to set goals to achieve success in and out of school.

6-8 Performance Indicators

1a. Compare workplace environments and the education required for different occupations.

1b. Choose five occupations and relate academic skills and knowledge which each requires.

1c. Interview a person working in an occupation of interest and determine which subject areas are needed most to be successful in that occupation.

1d. Defend, in writing, the position that all individuals have unique, worthwhile characteristics.

2a. Develop a personal portfolio that contains critical personal, educational, and career information.

2b. Integrate school and work-based experience to identify possible initial career goals.

2c. Describe their own personal interests, abilities, aptitudes, and limitations.

3a. Identify a career cluster of interest and develop academic plans to obtain the qualifications necessary to five different types of jobs within that cluster.

3b. Interview a person working in an area of interest to find out how that person set goals and planned for preparation in that field of work.

3c. Research ways to finance own education after high school.

MSAD #16 Framework for Academic Standards Fall 1997

Standard 3

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings

6-8 Benchmarks

1. Understand the relationship of school subjects to future work.

2. Understand the need for academic learning in everyday life aside from the workplace.

3. Know effective strategies for academic success.

6-8 Performance Indicators

1a. Compare workplace environments and the education required for different occupations.

1b. Use academic knowledge and skills to solve career-related problems.

1c. Compare classroom learning experiences to tasks required on the job.

2a. Research the need for ethical and legal standards concerning the application of technology (including communication systems, product liability, copyright/ patent, and safety).

2b. Research technological developments and predict their possible spinoffs.

2c. Create a personal budget as if working in a particular occupation in the future.

2d. Describe how to set up a checking account and be able to show how to balance it.

3a. Become proficient in the use of the computer.

3b. Follow directions accurately and effectively within assigned time frames.

3c. Study effectively and efficiently for assigned work and tests.

3d. Use resources to research topics.

3e. Manage time to complete assigned tasks.

3f. Organize effectively in various educational settings.

3g. Use effective test-taking techniques.

3h. Use strategies for reducing anxiety associated with school (test-taking, speeches, reaching project deadlines, etc.).

3i. Set academic goals and plan strategies for reaching them.

Standard 4

Students will acquire and apply skills, concepts required to balance personal, family, community, and work responsibilities

6-8 Benchmarks

1. Understand the need for strategies to balance multiple responsibilities and conflicting priorities.

2. Understand how critical factors such as history, the environment, the economy, or personal characteristics affect individual and family choices.

3. Know and use the skills needed to get along with others.

4. Understand the process of conflict.

5. Know how to make effective transitions

when coping with life events.

6. Know how to live safely through healthy

decision-making.

6-8 Performance Indicators

1a. Demonstrate an understanding of

budgeting and the use of financial tools and services.

1b. Develop strategies to balance multiple responsibilities and conflicting priorities.

1c. Assume personal responsibility during their time in school.

1d. Create a schedule which will allow time for school, studies, extra-curricular, family, and social activities.

2a. Identify how critical factors such as history, the environment, the economy, or personal characteristics may affect individual and family choices.

2b. Understand and apply theories of child development and human behavior.

2c. Perform role-play showing the relationship between personal values and societal values.

3a. Demonstrate effective communication skills when working within groups.

3b. Write about positive and negative influences others have on individuals.

3c. Demonstrate the skills needed to get along when working within a group.

4a. Demonstrate effective strategies for resolving conflicts when doing group work.

MSAD #16 Framework for Academic Standards Fall 1997

Guidance

4b. Describe the steps of mediation.

5a. Name typical transitions at various life stages and effective ways to dealing with them.

5b. Demonstrate through role-playing effective coping strategies for major life transitions.

5c. Before transitioning to the next grade level or school, describe the physical plant.

5d. Plan own transition to high school.

5e. Explain the expectations and regulations of the school entering next.

6a. Describe the dangers of substance use and abuse.

6b. Describe the progression of the disease of addiction.

6c. Describe the difference between healthy and unhealthy boy-girl relationships.

6d. Access help when in situations which place one at risk.

6e. Name the relationships between various diseases and physical contact with others.

6f. Describe various health hazards and the relationship between safe versus unsafe human interactions.

SUBJECT - GUIDANCE ORGANIZER -

CAREER AWARENESS AND PREPARATION (9-12)

Standard 1

Students will be knowledgeable about the world of work and explore career options

and relate personal skills, aptitudes, and abilities to future career decisions

9-12 Benchmarks

1. Demonstrate the leadership and membership skills necessary to succeed as a member of a team.

2. Analyze skills and abilities required in a variety of career options and relate them to their own skills and abilities.

3. Demonstrate an understanding of the relationship between the changing nature of work and educational requirements.

4. Demonstrate an understanding of basic business concepts such as profit and loss, the availability of skilled labor, market share, and customer service.

Standard 2

Guided by self-assessments and personal interest, students will integrate school and work-based experiences to develop their career goals

9-12 Benchmarks

1. Use a career planning process that includes self-assessment and personal career development and a career portfolio as a way to gain initial entry into the workplace.

2. Demonstrate job-seeking skills.

3. Assess personal, educational, and career

skills that are transferable among various

jobs.

4. Understand the problems and possible

benefits of involuntary changes in

employment including information on

what actions the employee can take to

make it easier to find a new position or

to become self-employed.

9-12 Performance Indicators

1a. Develop a four year plan when entering high school that will include career goals to be updated annually.

1b. Be familiar with Choices, the computer based career assessment program.

1c. Complete an interest inventory and skills checklist.

1d. Build a portfolio of achievements as a way of showcasing skills and abilities.

1e. Learn and be able to model interviewing skills.

9-12 Performance Indicators

1. As a member of a class, team, or club

analyze the importance of using collective

abilities in achieveing group goals and

objectives.

2. Know the resources that are avaiable in

the school to help with self-assessments.

3. Analyze and chart personal work experience addressing numerous variables.

4. Prepare a personal balance sheet showing an inventory of skills, experiences, and qualities needed for successful employment in a career option.

MSAD #16 Framework for Academic Standards Fall 1997

2a. Make contact with someone in the work place and arrange a job-shadowing experience.

2b. Develop a resume.

2c. Learn about labor laws particularly as they relate to minors.

3a. Take a group achievement test in the spring of the ninth grade.

3b. Take the Maine Educational Assessment in Grade 11.

3c. Take the Preliminary Scholastic Aptitude Test (PSAT) and the Scholastic Aptitude Test (SAT) when appropriate.

3. Demonstrate an understanding of how humans change and adapt technology to their benefit.

4. Use critical thinking skills and apply solutions to a community problem.

5. Demonstrate an understanding of workplace safety and human factors in the development of products, services, or processes.

9-12 Performance Indicators

1a. Become aware of the appropriate academic courses to take in school.

1b. Learn about the academic and occupational requirements of a career option.

2. Study a successful business to learn about marketing techniques.

3. Study labor market statistics including trends and projections.

4a. Examine a community problem and create possible solutions [Social Studies].

4b. Become familiar with the technology available at school.

5. Prepare a workplace safety plan for a career option and study the safety history for that career.

Standard 4

Students will acquire and apply skills/concepts required to balance personal, family, community, and work responsibilities

9-12 Benchmarks

1. Illustrate how resources and support systems available within a community assist individuals in their roles as workers and family members.

2. Use knowledge and theories of growth and development to help balance multiple responsibilities.

3. Demonstrate an understanding of the importance of community involvement to family and community life.

4. Demonstrate an ability to manage personal resources.

5. Demonstrate an understanding of skills

3d. Complete a personality inventory such as the Meyers-Briggs.

4a. Become aware of the resources available to displaced workers such as the Job Service and career counseling centers.

4b. Interview someone who has become involuntarily unemployed and has successfully found new, satisfactory employment.

Standard 3

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

9-12 Benchmarks

1. Demonstrate an understanding of the integration and application of academic

needed to get along with each other and

acquire and apply conflict resolution skills.

6. Make effective transitions.

7. Be knowledgeable about personal safety and demonstrate the ability to make healthy decisions.

9-12 Performance Indicators

1a. Be able to access community resources that are available to assist individuals and families in times of crisis.

MSAD #16 Framework for Academic Standards Fall 1997

Guidance

2a. Assess current responsibilities and document how they will be carried out.

3a. Be involved in community service.

3b. Be knowledgeable of community service and other volunteer opportunities.

4a. Prepare a monthly budget using income from stated career choice.

4b. Know strategies for managing cash, checking accounts, and credit cards.

5a. Attend training on issues of tolerance and diversity.

5b. Apply peer mediation strategies to resolve conflicts when appropriate.

6a. Participate in an orientation program before entering high school.

6b. Become aware of course options that are available from one year to the next.

6c. Become familiar with post-secondary educational options and the process for accessing them.

7. Participate in the health education program in school.

MSAD #16 Framework for Academic Standards Fall 1997