Standard 2

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CED-MS.S2.T1a.10

BPSS-CEDs2 logo(CED) Standard 2: Career Development
Topic 2.1a Develop Career Awareness
CED-MS.S2.T1a.10 Balance between work and leisure time.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

CED-MS.S2.T1b

BPSS-CEDs2 logoStandard 2: Career Development
Topic 2.1 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

CED-MS.S2.T1b: Develop Employment Readiness

Competencies
  • CED-MS.S2.T1b.11 Acquire employability skills such as working on a team, problem-solving and organizational skills
  • CED-MS.S2.T1b.12 Apply job readiness skills to seek employment opportunities
  • CED-MS.S2.T1b.13 Demonstrate knowledge about the changing workplace
  • CED-MS.S2.T1b.14 Learn about the rights and responsibilities of employers and employees
  • CED-MS.S2.T1b.15 Learn to respect individual uniqueness in the workplace
  • CED-MS.S2.T1b.16 Learn how to write a résumé
  • CED-MS.S2.T1b.17 Develop a positive attitude toward work and learning
  • CED-MS.S2.T1b.18 Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace
  • CED-MS.S2.T1b.19 Utilize time-and task-management skills

Calculation Method for Topics

Topics are larger groups of related student competencies. So the Topic Score is a calculation of all the related student competencies. So click on the student competences identifiers name below each Standard to access the learning targets and proficiency scales for each related Performance Expectations.


CED-MS.S2.T1b.11

BPSS-CEDs2 logo(CED) Standard 2: Career Development
Topic 2.1b Develop Employment Readiness
CED-MS.S2.T1b.11 Acquire employ-ability skills such as working on a team, problem-solving and organizational skills.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

CED-MS.S2.T1b.12

BPSS-CEDs2 logo(CED) Standard 2: Career Development
Topic 2.1 Develop Employment Readiness
CED-MS.S2.T1b.12 Apply job readiness skills to seek employment opportunities.

Student Learning Targets:

Knowledge Targets

  • I can complete online and paper job applications. (C:A2.2)
  • I can recognize the elements of online and paper job applications.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can demonstrate understanding of quality interview skills. (C:A2.2)
    • Eye Contact -keeps eye contact with audience most of the time 
    • Body Language- uses natural gestures and movements, looks poised and confident 
    • Voice- speaks clearly and loudly changing tone at an appropriate pace, rarely uses filler words
    • Proper attire- wears clothing appropriate for the occasion

Product Targets

  • I can produce a quality (final draft) personal resume or Q-brief. (C:A2.6) (e.g. grammatically correct, aesthetically pleasing)

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • completes online and paper job applications. (C:A2.2)
  • demonstrates limited understanding of quality interview skills. (C:A2.2)
    • Eye Contact makers infrequent eye contact, reading notes most of the time
    • Body Language- uses few gestures which don’t look natural, slight fidgeting or nervous movement but showing some poise and confidence 
    • Voice- speaks clearly and loudly most of the time, but at a faster than usual pace, occasionally uses filler words
    • Proper Attire- makes some attempt to wear clothing appropriate for the occasion
  • produces a sub-standard personal resume. (C:A2.6) (e.g. noticeable grammatical errors, plain or inconsistent format)
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • recognize and are able to complete the elements of online and paper job applications. (Sub-Standard C:A2.2)
  • no errors in spelling or grammar
  • written in industry standards expectations
  • demonstrate understanding of quality interview skills. (Sub-Standard C:A2.2)
    • Eye Contact -keeps eye contact with audience most of the time
    • Body Language- uses natural gestures and movements, looks poised and confident
    • Voice- speaks clearly and loudly changing tone at an appropriate pace, rarely uses filler words
    • Proper Attire- wears clothing appropriate for the occasion
  • produce a quality (final draft) personal resume or Q-brief. (Sub-Standard C:A2.6) (e.g. grammatically correct, aesthetically pleasing)
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • visual asthetics (Sub-Standard C:A2.6)
  • verbal and non-verbal communications (Sub-Standard C:A2.2)
  • creation of personal resume without assistance of RUReadyND.com (Sub-Standard C:A2.6)

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

CED-MS.S2.T1b.13

BPSS-CEDs2 logo(CED) Standard 2: Career Development
Topic 2.1b Develop Employment Readiness
CED-MS.S2.T1b.13 Demonstrate knowledge about the changing workplace.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

CED-MS.S2.T1b.14

BPSS-CEDs2 logo(CED) Standard 2: Career Development
Topic 2.1 Develop Employment Readiness
CED-MS.S2.T1b.14 Learn about the rights and responsibilities of employers and employees.
Teacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • completes online and paper job applications. (C:A2.2)
  • demonstrates limited understanding of quality interview skills. (C:A2.2)
    • Eye Contact makers infrequent eye contact, reading notes most of the time
    • Body Language- uses few gestures which don’t look natural, slight fidgeting or nervous movement but showing some poise and confidence
    • Voice- speaks clearly and loudly most of the time, but at a faster than usual pace, occasionally uses filler words
    • Proper attire- makes some attempt to wear clothing appropriate for the occasion
  • produces a sub-standard personal resume. (C:A2.6) (e.g. noticeable grammatical errors, plain or inconsistent format)
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • recognize and are able to complete the elements of online and paper job applications. (C:A2.2)
  • no errors in spelling or grammar
  • written in industry standards expectations
  • demonstrate understanding of quality interview skills. (C:A2.2)
    • Eye Contact -keeps eye contact with audience most of the time
    • Body Language- uses natural gestures and movements, looks poised and confident
    • Voice- speaks clearly and loudly changing tone at an appropriate pace, rarely uses filler words
    • Proper attire- wears clothing appropriate for the occasion
  • produce a quality (final draft) personal resume or Q-brief. (C:A2.6) (e.g. grammatically correct, aesthetically pleasing)
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • visual aesthetics (C:A2.6)
  • verbal and non-verbal communications (C:A2.2)
  • creation of personal resume without assistance of RUReadyND.com (C:A2.6)

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

CED-MS.S2.T1b.15

BPSS-CEDs2 logo(CED) Standard 2: Career Development
Topic 2.1b Develop Employment Readiness
CED-MS.S2.T1b.15 Learn to respect individual uniqueness in the workplace.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

CED-MS.S2.T1b.16

BPSS-CEDs2 logo(CED) Standard 2: Career Development
Topic 2.1 Develop Employment Readiness
CED-MS.S2.T1b.16 Learn how to write a résumé.
Teacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can complete online and paper job applications. (C:A2.2)
  • I can recognize the elements of online and paper job applications.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can demonstrate understanding of quality interview skills. (C:A2.2)
    • Eye Contact -keeps eye contact with audience most of the time
    • Body Language- uses natural gestures and movements, looks poised and confident
    • Voice- speaks clearly and loudly changing tone at an appropriate pace, rarely uses filler words
    • Proper attire- wears clothing appropriate for the occasion

Product Targets

  • I can produce a quality (final draft) personal resume or Q-brief. (C:A2.6)
    (e.g. grammatically correct, aesthetically pleasing)

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • completes online and paper job applications. (C:A2.2)
  • demonstrates limited understanding of quality interview skills. (C:A2.2)
    • Eye Contact makers infrequent eye contact, reading notes most of the time
    • Body Language- uses few gestures which don’t look natural, slight fidgeting or nervous movement but showing some poise and confidence
    • Voice- speaks clearly and loudly most of the time, but at a faster than usual pace, occasionally uses filler words
    • Proper attire- makes some attempt to wear clothing appropriate for the occasion
  • produces a sub-standard personal resume. (C:A2.6) (e.g. noticeable grammatical errors, plain or inconsistent format)
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • recognize and are able to complete the elements of online and paper job applications. (C:A2.2)
  • no errors in spelling or grammar
  • written in industry standards expectations
  • demonstrate understanding of quality interview skills. (C:A2.2)
    • Eye Contact -keeps eye contact with audience most of the time
    • Body Language- uses natural gestures and movements, looks poised and confident
    • Voice- speaks clearly and loudly changing tone at an appropriate pace, rarely uses filler words
    • Proper attire- wears clothing appropriate for the occasion
  • produce a quality (final draft) personal resume or Q-brief. (C:A2.6) (e.g. grammatically correct, aesthetically pleasing)
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • visual aesthetics (C:A2.6)
  • verbal and non-verbal communications (C:A2.2)
  • creation of personal resume without assistance of RUReadyND.com (C:A2.6)

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

CED-MS.S2.T1b.17

BPSS-CEDs2 logo(CED) Standard 2: Career Development
Topic 2.1b Develop Employment Readiness
CED-MS.S2.T1b.17 Develop a positive attitude toward work and learning.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

CED-MS.S2.T1b.18

BPSS-CEDs2 logo(CED) Standard 2: Career Development
Topic 2.1b Develop Employment Readiness
CED-MS.S2.T1b.18 Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window


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