Standard 3: Demonstrate Personal Financial Literacy

COURSE OF STUDY FOR FAMILY AND CONSUMER SCIENCES

CONSUMER ECONOMICS/PERSONAL FINANCE Subject Code: 22210

LIFE SKILLS Subject Code: 22206

COURSE CAREER CONNECTIONS

Formerly PERSONAL DEVELOPMENT CAREER CONNECTIONS

Subject Code: 090101

CTEPD 023 WEST SHORE CAREER AND TECHNICAL DISTRICT LAKEWOOD HIGH SCHOOL 14100 FRANKLIN BOULEVARD LAKEWOOD, OHIO 44107 216-529-4151

ACKNOWLEDGMENTS FAMILY AND CONSUMER SCIENCES HIGH SCHOOL WORK AND FAMILY LIFE WEST SHORE CAREER TECHNICAL DISTRICT

Sincere appreciation goes to the following individuals for their assistance and cooperation in preparing this Career & Technical program’s course of study.

The Lakewood Board of Education Dr. David Estrop, former Superintendent of Lakewood City Schools Dr. William Wagner, Principal of Lakewood High School Mrs. Linda Thayer, West Shore Career and Technical Director Ms. Donna Richmond, Instructor, Kent State University

This Course of Study was prepared by the following High School Family and Consumer Sciences Program Instructors:

Sharon Harwat Patricia Hunter Cynthia Karger Eileen Ptacek Linda Salipante Beth Scina

Nancy Ralls, Career Development Coordinator

And the Work and Family Life Advisory Committee:

--Dr. Barbara Bowley, former West Shore Career Technical Guidance Counselor --Erin Boyle, current student 11th grade --Susan Crane, former LHS Family and Consumer Science (FACS) Teacher & Technology Coordinator Lakewood Public Library --Sean Devins, State Farm Agent & Career Connections Speaker --Nancy Ralls, Career Development Program Facilitator, West Shore --Eleanor Spuhler, Former LHS FACS student and event planner at MJM Services --Mrs. Linda Thayer, West Shore Career and Technical Director --Cynthia Walsh, Lakewood Teen Center --Lisa Wingle, Parent & West Shore Career Technical Aide --Meredith Wojtkun, former principal, Harding Middle School

2 TABLE OF CONTENTS FAMILY AND CONSUMER SCIENCES HIGH SCHOOL WORK AND FAMILY LIFE WEST SHORE CAREER TECHNICAL DISTRICT Page

Acknowledgement 1 Approval of Board 3 Recommendation of Advisory Committee 4 Lakewood City Schools Mission/Vision Statement 5 Career Technical Education (CTE) Goals 6 Program Design 7 - 9 Scope and Sequence/ Curriculum Mapping 10 - 19 Student Assessment Policy 20 - 21

3 RESOLUTION FAMILY AND CONSUMER SCIENCES HIGH SCHOOL WORK AND FAMILY LIFE WEST SHORE CAREER TECHNICAL DISTRICT

WHEREAS, the Work and Family Life Advisory Committee of the Lakewood City Schools has reviewed the Family and Consumer Sciences Course of Study, and WHEREAS, the course of study is based upon the Ohio Department of Education’s Content Standards, and

WHEREAS, the High School Work and Family Life Course of Study Advisory Committee has reviewed these competencies and has edited competencies to address local labor market needs, and to acknowledge the school district’s ability to offer specialized programs,

NOW, THEREFORE, BE IT RESOLVED, in accordance with the superintendent’s recommendation, that the Lakewood City Schools adopt the Family and Consumer Sciences Course of Study.

Approval date: ______

______Superintendent Board President

4 RECOMMENDATION BY CAREER TECHNICAL ADVISORY COMMITTEE FAMILY AND CONSUMER SCIENCES HIGH SCHOOL WORK AND FAMILY LIFE WEST SHORE CAREER TECHNICAL DISTRICT

The Career Technical Advisory Committee of the High School Work and Family Life Program, West Shore Career Technical School District, has reviewed this course of study and recommends it for use as the foundation for instruction in classroom and laboratory experiences.

The developers of the course of study have considered local labor market needs and the school district’s ability to offer specialized programs. The competencies found in the Family and Consumer Science Content Standards for this program have been reviewed and accepted as being congruent with our school district’s philosophy and student outcome measures.

We believe that this course of study adequately and correctly focuses upon the development of technical competencies, attitudes, values, and appreciation’s critical to success in life.

The Work and Family Life Advisory Committee recommended this course of study on ______. (date)

______Committee Member Committee Member

5 MISSION/VISION STATEMENTS FAMILY AND CONSUMER SCIENCES HIGH SCHOOL WORK AND FAMILY LIFE WEST SHORE CAREER TECHNICAL DISTRICT

MISSION OF LAKEWOOD CITY SCHOOLS In partnership with our families and community, Lakewood City Schools will develop responsible citizens, who are critical and creative thinkers, committed to life-long learning, invested in a diverse society, and prepared for technological and global opportunities.

LAKEWOOD CITY SCHOOLS VISION STATEMENT

In recognition of the need of the community for Life Long Learning, the Lakewood City School District will become the primary provider of academic services for all learners ranging in age from Pre-Kindergarten Children through Adults. In addition, the school district will enhance academic services through improved coordination of social and medical services in partnership with our community and other educational institutions.

6 MISSION/VISION STATEMENTS FAMILY AND CONSUMER SCIENCES HIGH SCHOOL WORK AND FAMILY LIFE WEST SHORE CAREER TECHNICAL DISTRICT

CAREER AND TECHNICAL EDUCATION GOALS

 To continue to infuse technology into the curriculum and meet industry standards

 Continue to upgrade and modernize career and technical labs and offer a variety of career training opportunities

 To continue to partner with post-secondary education institutions to create pathways to foster life-long learning

 To develop and maintain active advisory committee membership which offer overall direction and specific occupational knowledge of competencies required in business and industry

 To continue to develop ties with parents and community to meet community education needs.

7 PROGRAM DESIGN FAMILY AND CONSUMER SCIENCES HIGH SCHOOL WORK AND FAMILY LIFE WEST SHORE CAREER TECHNICAL DISTRICT

Program Philosophy

Family and consumer science education empowers individuals and families across the life span to manage the challenges of living and working in a diverse, global society. Our unique focus is on families, work, and their interrelationships.

Program Goals

In the Work and Family Life program we stress the following goals:

1. Strengthen the well being of individuals and families across the life span. 2. Become responsible citizens and leaders in family, community, and work settings. 3. Promote optimal nutrition and wellness across the life span. 4. Use critical and creative thinking skills to address problems in diverse family, community, and work environments. 5. Balance personal, home, family, and work lives. 6. Appreciate human worth and accepting responsibility for one’s actions and success in family and work life. 7. Provide the opportunity for individuals to obtain additional academic skills to enhance the Work and Family Life curriculum. 8. Teach individuals safety standards enabling them to recognize work hazards. 9. Teach individuals to develop pride in their work and their chosen occupation. 10. Teach individuals to develop respect for other persons and their property, and to teach them to be able to live and work cooperatively with others. 11. Encourage individuals to continue life-long learning in the areas of Work and Family Life. 12. Strengthen the character of individuals through the development of sound moral values, including tolerance, respect of law and order, and appreciation of the cultural differences of others.

8 Overview of Program

All ninth grade students are required to take this one semester/year course. This one semester/year course will help students develop their pathway to success by helping every student to identify and develop personal and educational goals, employment skills, and potential college and career choices through the further development of your electronic individual career plan. After discovering your interest, explore colleges and careers to find those that match. Examine careers and the variety of opportunities each cluster offers in today’s market.

Population Served

All ninth grade students are required to take this one semester/year course, regardless of skill level or career aspirations. The one year course is required for those ninth grade students in the at-risk program, FOCUS.

Housing of the Program

The course will be taught in a classroom with accessibility to a computer lab with Internet capabilities and updated software programs. There will be at least four student computers and a teacher computer connected to a data projector, a promethean board, white board, a VCR/DVD cable hookup will also be provided in the class room.

Supervisor of the Program

The teachers of the High School Work and Family Life program report directly to: 1. The West Shore Career and Technical Director 2. The Principal of Lakewood High School

Occupations Addressed by the Program

This course is a foundation course exploring all careers to best fit the personality of the student.

Basic Program Operation The class is offered five days per week for one or two semesters. The curriculum is delivered through a variety of techniques. Program delivery includes cooperative learning groups, guest speakers, computer usage, discussion and other hands-on activities

Field experience and/or early placement Career Connections offers field experience through service learning projects and guest speakers. The culminating project is the completion of the 9th grade portion of the electronic individual career plan.

9 Articulation Agreements

Career Connections has an agreement with the Lakewood Middle Schools to continue the electronic individual career plan. There has been collaboration with middle school Family and Consumer Science teachers, English teachers, Technology teachers and with the high school English teachers and Guidance Department to develop a career development continuum for the Lakewood Schools.

Integrated Academics

Career Connections integrates the academic content standards of English Language Arts, Mathematics, and Social Studies.

Technology

Technology is an integral part of the Career Connections program. The use of current websites and databases is an integral part of instructional delivery. Many of the academic content standards for technology are met throughout the Career Connections class.

Student Leadership

Students are taught the importance of professional organizations in the career development process. Understanding the purpose and the use of such memberships encourages involvement in the related CTSO, which is FCCLA as well as other school organizations and community organizations.

Critical Thinking and Decision Making

. Develop use of critical thinking skills and making wise decisions is an integral part of classroom instruction and learning activities. The students apply their skills to the process of critical thinking and decision making as they select courses, colleges and careers.

Statement of Modification

A collaborative effort will be made between the Career Connections teacher and the student’s case manager to adjust the curriculum according to the student’s IEP.

Disclaimer Statement

This Course of Study conforms to all federal, state and local laws and regulations including Title IX and nondiscrimination against any student because of race, color, creed, sex, religion, citizenship, economic status, married status, pregnancy, handicap, other physical characteristics, age or national origin. This policy of nondiscrimination shall also apply to qualified handicapped individuals.

10 SCOPE AND SEQUENCE HIGH SCHOOL WORK AND FAMILY LIFE WEST SHORE CAREER TECHNICAL DISTRICT DEMONSTRATE PERSONAL FINANCIAL LITERACY DESIGN A CAREER BLUEPRINT COURSE: CAREER CONNECTIONS

Standard 3: Demonstrate Personal Financial Literacy Students will develop attitudes and skills to achieve personal financial wellness. They will learn the implications of sound financial decision making, appropriate use of credit, adequate insurance and their impact on personal and workplace financial wellness. Students will learn the interrelationships between values, spending decisions, income and education. They will be able to use and evaluate technology for financial purposes, avoiding financial fraud. They will address public policy as it relates to family financial well-being.

Standard 3: Demonstrate Personal Financial Literacy

3.4 Intermediate Benchmark B: Illustrate financial institutions and services to meet financial goals. TPO: After viewing a class presentation about the financial services and other resource materials provided by banks and credit unions the students will be able to choose banking services, demonstrate financial transactions and analyze types of credit available to individuals by completing a unit financial packet with 75% accuracy.

Clear Learning Target: I can … 3.4.1. Choose banking charges and services (e.g., savings, pre-paid credit cards, debit, electronic check conversion, electronic banking services). 3.4.2. Demonstrate financial transactions such as check writing, account reconciliation, savings, investing, deposits, and withdrawals. 3.4.3. Analyze types of credit available to individuals and families. 3.4.4. Explain intended impact of advertisements and promotions from financial institutions.

Correlated English Language Arts Academic Content Benchmarks

 Use multiple resources to enhance comprehension of vocabulary. (Acquisition of Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)  Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message. (Communication: Oral and Visual B, 8-10)

Correlated Mathematics Academic Content Benchmarks

 Estimate, compute and solve problems involving real numbers, including ratio, proportion and percent, and explain solutions. (Number, Number Sense and Operations G, 8-10)

11  Analyze and compare functions and their graphs using attributes, such as rates of change, intercepts and zeros. (Patterns, Functions and Algebra E, 8-10)  Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical Processes H, 8-10)

Correlated Social Studies Academic Content Benchmarks

 Identify factors which inhibit or spur economic growth and cause expansions or recessions. (Economics B, 11-12)  Explain the use of a budget in making personal economic decisions and planning for the future. (Economics E, 11-12)

3.5 Advanced Benchmark A: Choose resources to meet individual, family and business financial goals. TPO: After examining the value of having a process of planning how to use money the students will create personal financial SMART goals and use the decision-making process to create a financial plan.

Clear Learning Target: I can … 3.5.1 Differentiate among income and expenses including: a. Types of income (e.g., earnings, gifts, inheritance, interest); b. Types of expense (e.g., food, shelter, clothing, transportation, health care). 3.5.2. Prioritize needs and wants based on values and goals namely: a. Types of values (e.g., aesthetic, intellectual, economic); b. Short- and long-term financial goals for self, family, and workplace; c. Goal-setting characteristics (i.e., specific, measurable, achievable, realistic, time- oriented [SMART]). 3.5.5. Examine attitudes and behaviors that lead to financial satisfaction. 3.5.6. Evaluate employment opportunities related to wages and benefits.

Correlated Mathematics Academic Content Benchmarks

 Use recursive functions to model and solve problems; e.g., home mortgages, annuities. (Patterns, Functions and Algebra C, 11-12)  Construct convincing arguments based on analysis of data and interpretation of graphs. (Data Analysis and Probability F, 8-10)  Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators. (Data Analysis and Probability A, 11- 12)  Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical Processes H, 8-10)  Assess the adequacy and reliability of information available to solve a problem. (Mathematical Processes C, 11-12)

Correlated Social Studies Academic Content Benchmarks

 Analyze how scarcity of productive resources affects supply, demand, inflation and economic choices. (Economics A, 11-12)

12  Identify factors which inhibit or spur economic growth and cause expansions or recessions. (Economics B, 11-12)  Explain the use of a budget in making personal economic decisions and planning for the future. (Economics E, 11-12)

3.8 Advanced Benchmark D: Assess use of credit and debt to meet personal and family financial goals. TPO: After viewing PowerPoint visuals, a class discussion about how to use credit responsibly and a review of the 4 C’s of Credit students will create a graph of 3 credit cards and choose the one that has the best deal.

Clear Learning Target: I can … 3.8.1. Differentiate characteristics needed to obtain credit worthiness (e.g., character, capacity, capital, collateral). 3.8.2. Calculate costs of credit for self or family (e.g., use of future income, debt ratio, finance charges on various credit accounts). 3.8.4. Critique how credit reports, reporting agencies, and credit scores impact decisions (e.g., employment, interest rates on credit). 3.8.5. Monitor personal and financial information to reduce risk of identity theft through: a. Financial statement inconsistencies; b. Password strategies for protecting, handling, storing, and disposing of personal information; c. Identity protection strategies. 3.8.6. Select strategies to build good credit scores.

Correlated English Language Arts Academic Content Benchmarks

 Analyze the features and structures of documents and critique them for their effectiveness. (Reading Applications: Informational, Technical and Persuasive Text A, 11-12)  Compile, organize and evaluate information, take notes and summarize findings. (Research B, 11-12)

Correlated Mathematics Academic Content Benchmarks

 Estimate, compute and solve problems involving real numbers, including ratio, proportion and percent, and explain solutions. (Number, Number Sense and Operations G, 8-10)  Write and solve real-world, multi-step problems involving money, elapsed time and temperature, and verify reasonableness of solutions. (Measurement F, 8-10)  Construct convincing arguments based on analysis of data and interpretation of graphs. (Data Analysis and Probability F, 8-10)  Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators. (Data Analysis and Probability A, 11- 12)  Connect statistical techniques to applications in workplace and consumer situations. (Data Analysis and Probability D, 11-12)

13  Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical Processes H, 8-10)

Correlated Social Studies Academic Content Benchmarks

 Explain the use of a budget in making personal economic decisions and planning for the future. (Economics E, 11-12)  Critique data and information to determine the adequacy of support for conclusions. (Social Studies Skills and Methods B, 11-12)

3.11.0 Advanced Benchmark G: Formulate techniques to prevent loss of assets. TPO: The students will be able to identify ways to manage risk accuracy by creating a personal insurance plan after viewing class PowerPoint presentations and materials about health, life, auto and home or property insurance.

Clear Learning Target: I can … 3.11.1. Compare strategies to insure against financial loss namely: a. Employer-provided insurance coverage for health, dental, eye, prescription, and term life insurance; b. Supplemental insurance for health, life, auto, and home or property; c. Costs versus benefits; d. Comparisons of price and policy coverage. 3.11.2. Avoid predatory practices used by companies or producers to defraud consumers.

Correlated English Language Arts Academic Content Benchmarks

 Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading Process B, 11-12)  Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences. (Reading Applications: Informational, Technical and Persuasive Text B, 8-10)

Correlated Mathematics Academic Content Benchmarks

 Translate information from one representation (words, table, graph or equation) to another representation of a relation or function. (Patterns, Functions and Algebra C, 8- 10)  Analyze and compare functions and their graphs using attributes, such as rates of change, intercepts and zeros. (Patterns, Functions and Algebra E, 8-10)  Construct convincing arguments based on analysis of data and interpretation of graphs. (Data Analysis and Probability F, 8-10)  Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators. (Data Analysis and Probability A, 11- 12)  Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical Processes H, 8-10)

14 Correlated Social Studies Academic Content Benchmarks

 Analyze how scarcity of productive resources affects supply, demand, inflation and economic choices. (Economics A, 11-12)  Explain the use of a budget in making personal economic decisions and planning for the future. (Economics E, 11-12)  Critique data and information to determine the adequacy of support for conclusions. (Social Studies Skills and Methods B, 11-12)

3.12 Advanced Benchmark H: Utilize decision making and accounting processes to protect financial health. TPO: Given classroom resources and presentations the students will develop a family budget based on their individual goals and values and identify decision-making steps to solve at least one possible financial health crisis.

Clear Learning Target: I can … 3.12.1. Evaluate how financial decisions derive from knowledge, self-control, and loss aversion. 3.12.3. Develop family budget that meets individual and family goals. 3.12.5. Appreciate individual differences related to values and goals. 3.12.6. Develop decision-making skills needed to achieve financial goals including; a. Interpret rational and irrational decision-making behaviors; b. Differentiate individual perspectives on decisions; c. Evaluate consequences of decision actions. 3.12.7. Determine decision-making steps to achieve financial health including: a. Assess problem and the context of the problem; b. Select alternatives and related consequences; c. Choose best alternative based on workable, valued ends; d. Create a plan to carry out decision; e. Evaluate the intended and unintended outcomes. 3.12.8. Select reliable resources to assist in making financial decisions.

Correlated English Language Arts Academic Content Benchmark

 Analyze the features and structures of documents and critique them for their effectiveness. (Reading Applications: Informational, Technical and Persuasive Text A, 11-12)

Correlated Mathematics Academic Content Benchmarks

 Translate information from one representation (words, table, graph or equation) to another representation of a relation or function. (Patterns, Functions and Algebra C, 8- 10)  Construct convincing arguments based on analysis of data and interpretation of graphs. (Data Analysis and Probability F, 8-10)  Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators. (Data Analysis and Probability A, 11- 12)

15  Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical Processes H, 8-10)  Assess the adequacy and reliability of information available to solve a problem. (Mathematical Processes C, 11-12)  Apply mathematical modeling to workplace and consumer situations, including problem formulation, identification of a mathematical model, interpretation of solution within the model, and validation to original problem situation. (Mathematical Processes J, 11-12)

Correlated Social Studies Academic Content Benchmarks

Standard 4: Design a Career Blueprint Students will develop, implement, and periodically review and revise a career blueprint in the context of other life choices and changing employment trends, societal needs and economic conditions. The blueprint will include educational plans supportive of their personal and career goals. It will also include supportive extra-curricular and community activities and work experience. Students will analyze and document personal interests, talents, skills, aptitudes and values in relation to career options. They will plan for development of core employability skills needed by all students to succeed in school and by all workers to succeed in the workplace.

4.2 Introductory Benchmark B: Identify job search skills. TPO: Using the Ohio Career Information System complete the resume section of the eICP, choose three possible careers after taking the assessment part of OCIS and research one of those for the culminating project.

Clear Learning Target: I can … 4.2.1. Write beginning resume. 4.2.2. Recognize possible job search resources (e.g., family, neighbors, friends). 4.2.3. Explore career possibilities through volunteer activities.

Correlated English Language Arts Academic Content Benchmarks

 Edit to improve sentence fluency, grammar and usage. (Writing Processes D, 8-10)  Produce functional documents that report, organize and convey information and ideas accurately, foresee readers’ problems or misunderstandings and that include formatting techniques that are user friendly. (Writing Applications C, 11-12)

4.4 Intermediate Benchmark A: Update an individual academic career plan based on self-knowledge and interests. TPO: Using the Ohio Career Information System database, investigate career options by completing the online IDEAS assessment then identify how personal interests,

16 abilities, and skills relate to choosing a career by matching a Holland code with at least three careers.

Clear Learning Target: I can … 4.4.1. Update personal profile of interests, attitudes, goals, skills, and expectations related to career options. 4.4.2. Explore career information resources. 4.4.3. Interpret factors affecting career choices. 4.4.4. Differentiate among education and training opportunities (e.g., military, college, apprenticeship, career and technical education, entrepreneurship). 4.4.5. Construct individual career plan.

Correlated English Language Arts Academic Content Benchmarks

 Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10; Reading Process C, 11-12)  Produce functional documents that report, organize and convey information and ideas accurately, foresee readers’ problems or misunderstandings and that include formatting techniques that are user friendly. (Writing Applications C, 11-12)  Organize information from various resources and select appropriate sources to support central ideas, concepts and themes. (Research C, 8-10)  Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources. (Research C, 11-12)

4.6 Intermediate Benchmark C: Interpret career and workplace issues. TPO: The student will view a PowerPoint presentation on global change and as part of the culminating project, research a career of interest and present a final presentation to the class that includes the wages, location, and global impact on that career.

Clear Learning Target: I can … 4.6.1. Explore social, economic, and global trends impacting the employment opportunities including: a. Outsourcing; b. Minimum wage; c. Multi-cultural expectations and understandings; d. Changes in pensions and Social Security; e. Ethical workplace standards (e.g., sexual harassment, theft, financial accounting, falsifying records, technology abuse, personal and professional conduct). 4.6.2. Examine implications of life and work changes (e.g., multiple careers in a lifetime, work-from-home technologies, emerging careers).

Correlated Mathematics Academic Content Benchmarks

 Apply mathematical knowledge and skills routinely in other content areas and practical situations. (Mathematical Processes B, 8-10)  Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical Processes H, 8-10)

Correlated Social Studies Academic Content Benchmarks

17  Analyze how issues may be viewed differently by various cultural groups. (People in Societies A, 11-12)  Explain the use of a budget in making personal economic decisions and planning for the future. (Economics E, 11-12)  Critique data and information to determine the adequacy of support for conclusions. (Social Studies Skills and Methods B, 11-12)

4.7.0 Advanced Benchmark D: Develop interpersonal skills essential in the workplace. TPO: As part of the culminating project, the student will develop and present a final project to the class about a career and participate in listening and responding to other students’ presentations.

Clear Learning Target: I can … 4.7.4. Develop essential workplace skills for effective communication namely: a. Create presentations to develop concepts; b. Develop writing skills to synthesize and convey concepts to a group; 4.7.5. Develop essential workplace skills for conflict resolution namely: a. Listening and responding skills (e.g., supporting, probing, understanding); b. Ethics of relationships (e.g., perspective taking, civility, manners, etiquette); c. Sensitivity to cultural differences; d. Interpersonal skills (e.g., take perspectives, determine reasons for positions; find mutual gain, manage anger and stress).

Correlated English Language Arts Academic Content Benchmarks

 Use a variety of strategies to revise content, organization and style, and to improve word choice, sentence variety, clarity and consistency of writing. (Writing Processes C, 11-12)  Use a variety of strategies to enhance listening comprehension. (Communication: Oral and Visual A, 8-10; Communication: Oral and Visual A, 11-12)  Select and use effective speaking strategies for a variety of audiences, situations and purposes. (Communication: Oral and Visual C, 11-12)  Give presentations using a variety of delivery methods, visual displays and technology. (Communication: Oral and Visual G, 8-10; Communication: Oral and Visual F, 11-12)

Correlated Social Studies Academic Content Benchmarks

 Analyze how issues may be viewed differently by various cultural groups. (People in Societies A, 11-12)  Work in groups to analyze an issue and make decisions. (Social Studies Skills and Methods D, 11-12)

18 CURRICULUM MAPPING SEMESTER COURSES HIGH SCHOOL WORK AND FAMILY LIFE WEST SHORE CAREER TECHNICAL DISTRICT

Course: Career Connections

Competency Correlated Academics Integration Strategy 3.4 Intermediate Mathematics After viewing a Power Benchmark B: Illustrate Estimate, compute and solve Point demonstrating how a financial institutions and problems involving real numbers, checking account works, services to meet financial including ratio, proportion and students will practice goals. percent, and explain solutions. recording transactions in a (Number, Number Sense and checkbook register and Operations G, 8-10) make adjustments until the answer is 100% correct.

3.5 Advanced Mathematics Using the results from 3 Benchmark A: Choose Construct convincing arguments assessments students will resources to meet based on analysis of data and identify their goals and individual, family and interpretation of graphs. (Data values and use those results business financial goals. Analysis and Probability F, 8-10) to write 5 long-term and 5 short-term goals. Social Studies Analyze how scarcity of productive resources affects supply, demand, Students will classify their inflation and economic choices. needs and wants using on- (Economics A, 11-12) line and paper worksheets.

3.8 Advanced Mathematics The students will create a Benchmark D: Assess use Construct convincing arguments Venn diagram to compare of credit and debt to based on analysis of data and the similarities and unique meet personal and family interpretation of graphs. (Data qualities of a credit and a financial goals. Analysis and Probability F, 8-10) debit card. Social Studies Explain the use of a budget in Provided with scenarios making personal economic decisions that involve problems with and planning for the future. a credit card, students will (Economics E, 11-12) determine the amount of interest and fees that have been attached to a monthly statement and evaluate the impact the charges have on a family budget.

19 3.11.0 Advanced Mathematics Benchmark G: Locate and interpret mathematical The student will create a Formulate techniques to information accurately, and personal insurance plan prevent loss of assets. communicate ideas, processes and that will minimize personal solutions in a complete and easily or financial losses. understood manner. (Mathematical Processes H, 8-10)

Social Studies Explain the use of a budget in The students will develop a making personal economic decisions personal insurance plan and and planning for the future. incorporate the plan into a (Economics E, 11-12) budget.

3.12.0 Advanced Social Studies Students will create a Benchmark H: Utilize Explain the use of a budget in family budget based on decision making and making personal economic decisions financial planning process accounting processes to and planning for the future. and decision making. protect financial health. (Economics E, 11-12)

4.2.0 Introductory English Language Arts Students will access the Benchmark B: Identify Edit to improve sentence fluency, OCIS web site to research job search skills. grammar and usage. (Writing and describe the job Processes D, 8-10) outlook, average pay in different geographical areas, and identify specific 4.4 Intermediate Mathematics The students will analyze Benchmark A: Update Analyze and compare functions and and compare the graphs an individual academic their graphs using attributes, such generated through the career plan based on self- as rates of change, intercepts and OCIS self assessments and knowledge and interests. zeros. (Patterns, Functions and develop an academic plan Algebra E, 8-10) to help them reach their career goals. 4.6 Intermediate English Language Arts Students will participate in Benchmark C: Interpret Explain the use of a budget in the “Budget Busters” career and workplace making personal economic decisions activity and then calculate issues. and planning for the future. how much needs to be (Economics E, 11-12) saved to avoid budget busters. 4.7.0 Advanced Social Studies Students will develop a Benchmark D: Develop Give presentations using a variety of culminating project by interpersonal skills delivery methods, visual displays researching a career and essential in the and technology. (Communication: presenting the information workplace. Oral and Visual G, 8-10; outlined in a rubric to the Communication: Oral and Visual F, class using PowerPoint, a 11-12) tri-fold poster, or a notebook format.

20 STUDENT ASSESSMENT POLICY FAMILY AND CONSUMER SCIENCE HIGH SCHOOL WORK AND FAMILY LIFE PROGRAM WEST SHORE CAREER TECHNICAL DISTRICT

The student shall perform competencies and competency builders in a manner acceptable to the business community. The standards set for these competencies are recommended by the advisory committee members and local employers in the community and evaluated by the teacher following these guidelines. Competencies will be identified which must be mastered in order to receive credit for the course.

In order to measure the progress of each student in the courses and to measure the effectiveness of the total program, the following procedures will be used:

 Pretests  Post Tests  Teacher observation and assessment  Lab performance  Notebooks (for some courses)  Class discussions  Projects  Daily grades  Oral assessment  Self assessment  Formative Assessment  Summative Assessment

Measurement of learning will be an ongoing activity with emphasis on laboratory activities and competency improvement. Evaluation will be accomplished through pre- assessment of students’ skills, frequent formative assessment, both visual and written, and summative evaluation to determine the mastery of competencies. Formative assessments that are conducted during instruction help the teacher make necessary instructional adjustments. The instructor may decide to alter instructional materials and methods if students are experiencing difficulties in learning what is being taught. All evaluations are in the form of points received out of points possible. A percentage is then calculated and a letter grade is assigned. Progress reports on all students are mailed to parents on mid-term of each grading period.

Lakewood High School grading scale Letter Percentag Point Grad e Value e Grade Regular A+ 97-100 4.33 A 93-96 4.00 A- 90-92 3.67

21 B+ 87-89 3.33 B 83-86 3.00 B- 80-82 2.67 C+ 77-79 2.33 C 73-76 2.00 C- 70-72 1.67 D+ 67-69 1.33 D 63-66 1.00 D- 60-62 .67 F 00-59 0.00