MissoulaCounty Curriculum Consortium

FrenchtownSchool District #40

CAREER & TECHNICAL EDUCATION CURRICULUM

Business & Marketing Education

Family and Consumer Sciences

Industrial Technology

June 28, 2007

REVIEWED 2011

TABLE OF CONTENTS

CAREER & TECHNICAL EDUCATION COMMITTEE MEMBERS, 2005-2006 ...... 4

CAREER & TECHNICAL EDUCATION CURRICULUM PHILOSOPHY...... 8

STANDARDS & COMPETENCIES...... 8

CAREER & TECHNICAL EDUCATION AND TECHNOLOGY...... 9

ASSESSMENT...... 9

MEETING STUDENTS’ DIVERSE NEEDS...... 9

HIGH SCHOOL COURSE DESCRIPTIONS OVERVIEW...... 9

Business and Marketing Education

Keyboarding and Computer Literacy...... 10

Keyboarding and Computer Literacy Scope and Sequence...... 15

Accounting I (To be added during 2007-08 school year)......

Accounting II (To be added during 2007-08 school year)......

Computer Word Processing I...... 18

Computer Application...... 23

Marketing I: Introduction to Business...... 31

Street Law...... 35

Video Production I (To be added during 2007-08 school year)......

Video Production II (To be added during 2007-08 school year)......

Web Programming (To be added during 2007-08 school year)......

Family and Consumer Science

Culinary Arts I...... 41

Culinary Arts II...... 46

Textiles and Apparel (To be added during 2007-08 school year)......

Early Childhood Education ...... 51

Housing and Living Environments...... 54

Industrial Technology

Industrial Arts I...... 59

Exploring Technology I...... 64

Drafting I...... 68

Drafting II: Architectural Design...... 73

Power Technology I: Small Engines...... 78

Welding Technology I...... 84

Welding Technology II...... 89

Wood Technology I...... 94

Wood Technology II...... 98

Carpentry...... 104

Engineering Technology...... 109

Computer Aided Machining I...... 114

APPENDIX I: MEETING STUDENTS’ DIVERSE NEEDS...... 119

APPENDIX II:PERSONAL AND LEADERSHIP SKILLS RUBRIC...... 120

APPENDIX III:RESOURCE MANAGEMENT SKILLS RUBRIC...... 121

APPENDIX IV:FACS RUBRICS...... 122

APPENDIX V:BUSINESS & MARKETING

KEYBOARDING & COMPUTER LITERACY

GRADE 8 PLACEMENT EXAM...... 123

2005-2006 Missoula CountyCurriculum Consortium

Career and Technology Education Committee Members

1

BonnerElementary School

PO Box 1004

Bonner, MT 59823

(406) 258-6151

David Smith

ClintonElementary School

PO Box 250

Clinton, MT 59825

(406) 825-3113

DeSmetElementary School

6355 Padre Lane

Missoula, MT 59808

(406) 5494994

Tim Anderson

Connie Jones

Drummond Public Schools

PO Box 349, 108 West Edwards

Drummond, MT 59832

(406) 288-3281

John Cornish

Natalie Stohle

Scott Grasky

Florence-Carlton K-12 Schools

5602 Old Highway 93 South

Florence, MT 59833

(406) 273-6751

Darla Clegg

Jane Jacko

Dave Dehome

Brian Fogerty

Matt Marchall

Janice Knopic

Frenchtown Public Schools

PO Box 117

FrenchtownMT 59834

(406) 626-2605

Sally Baier

HellgateElementary School

2385 Flynn Lane

Missoula, MT 59808

(406) 728-5626

Forey Cederberg

Deanne Smith

Deb Newlon

LoloElementary School

11395 Highway 93 South

Lolo, MT 59847

(406) 273-0451

MCPS

215 S 6th St W

Missoula, MT 59801

(406) 728-2400

Sarah Hagan

PotomacElementary School

29750 Potomac Road

Bonner, MT 59823

(406) 244-5581

Michele Holmes

SeeleyLakeElementary School

PO Box 840

Seeley Lake, MT 59868

(406) 677-2265

SunsetElementary School

PO Box 344

Greenough, MT 59823

(406) 244-5542

Scot Traeder

Superior K-12 Schools

PO Box 400

Superior, MT 59872

(406) 822-3600

Shirley Webb

SwanValleyElementary School

6423 Highway 83

Condon, MT 59826

(406) 754-2320

Randa Froebel

TargetRangeElementary School

4095 South Avenue West

Missoula, MT 59804

(406) 549-9239

Louise Rhode

WoodmanElementary School

18740 Highway 12 West

Lolo, MT 59847

(406) 273-6770

Prepared with the assistance of:

Christine Kuschel, Ed.D.

Professional Consultant

Cheryl Wilson, Ed.D.

MCPS Asst Supt for Curric

Susan Arthur, M. Ed.

MCPS Curriculum Coordinator

Ceil Barr, M. Ed.

MCPS Teacher on Special Assignment

1

MISSOULA COUNTY PUBLIC SCHOOLS

CAREER & TECHNICAL EDUCATION

CURRICULUM COMMITTEE 2005-2006

This guide was developed by the Missoula County Public Schools’ Career & Technical Education Curriculum Committee under the direction of Cheryl L. Wilson, Assistant Superintendent.

Program AreaTeacher NameSchool Name

Agriculture EducationGene McClureBig Sky

Agriculture EducationSteve VernierBig Sky

BusinessJerry O’ReillyBig Sky

BusinessLaura PahlBig Sky

BusinessMatt JohnsonBig Sky

MarketingMarcy SullivanBig Sky

FACSAudrey NicholsBig Sky

FACSPam CainanBig Sky

FACSHelen GarrettBig Sky

FACSJudy DavisBig Sky

Industrial TechnologyAl StohleBig Sky

Industrial TechnologyTom LeikBig Sky

Industrial TechnologyGeorge AustinBig Sky

Industrial TechnologyFred HercegBig Sky

CounselorSheri ErhardtBig Sky

BusinessChris JacarusoHellgate

BusinessBeth ColeHellgate

BusinessBeth HuguetHellgate

MarketingJohn BuckHellgate

FACSCathy SemmelrothHellgate

Industrial TechnologyJim FoxHellgate

Industrial TechnologyJim SwoffordHellgate

Industrial TechnologyRay WiedmerHellgate

FACSJennifer CourtneySeeley

BusinessNicki RoeSeeley

Industrial TechnologyMark DarrowSeeley

BusinessWes AppeltSentinel

BusinessDick SchipporeitSentinel

BusinessCindy GaumerSentinel

BusinessCarol FlehartySentinel

Industrial TechnologyVictor LoyaSentinel

Industrial TechnologyKevin SchoolerSentinel

FACSLaurie BrynSentinel

FACSSheila MellgrenSentinel

FACSLois ReimersSentinel

Industrial TechnologyDavid BurtchSentinel

ExploratoriesRomelle KeltzWashington

ExploratoriesJuanita MooreWashington

ExploratoriesHeidi MayMeadow Hill

ExploratoriesMaria BrayMeadow Hill

ExploratoriesMary FillmoreCS Porter

ExploratoriesSusie GrahamCS Porter

Adult Education Jodie RasmussenDickinson

CommunityCynthia BoiesUM-College of Technology

CommunityDiana Reetz-StaceyUM-College of Technology

Post-Secondary EducationHarry SheskiUM

Curriculum ConsortiumChris KuschelMCCC

Curriculum CoordinatorSusan Arthur MCPS

TOSA/Perkins CoordinatorCeil BarrMCPS

CAREER & TECHNICAL EDUCATION CURRICULUM PHILOSOPHY

All students must become technologically literate and be prepared for the changing face of America’s workplace. Increased technical and content knowledge skills and workplace competency offer higher levels of personal fulfillment to individuals, enhance the capability of students to hold meaningful and productive jobs, encourage students’ ability to think logically and creatively, and helps us as a society to remain globally competitive.

To ensure technological literacy and workplace competency, this curriculum represents a program of articulation sequential experiences that prepare students for successful participation in community, family, post-secondary education and careers. The curriculum is based upon the belief that in order for students to achieve success they must develop future career and life plans, while engaging in relevant, authentic problem-solving and applications. They must be able to define their career and life roles and interact effectively with others. The curriculum is designed to be integrated, where appropriate, and includes a variety of assessment techniques that include traditional assessments, performance assessments and standardized assessments.

STANDARDSAND COMPETENCIES

The Career & Technical Education standards are a composite of what students should know and be able to do by the time they leave high school. The four standards were developed by the Career & Technical Education committee after an extensive review of local, state and national trends. These standards reflect the MCCC Vision and Mission document. The Career & Technical Education Curriculum includes competencies for each high school course. These competencies, discrete elements of knowledge and/or skills which students are expected to learn in a specific course, are organized according to the four Career & Technical Education standards.

Standard # 1 – Technical Skills and Content Knowledge

Students acquire and demonstrate current knowledge and skills leading to an occupation.

Standard #2 – Career and Life Planning

Students develop self-knowledge, explore different educational, career, and life options available, and design and implement educational, career, and life plans.

Standard #3 – Skills for Life and Work

Students acquire and apply the necessary skills that will help them become successful, productive citizens. Workplace skills must build upon basic academic skills; and higher order thinking skills and personal qualities must be practiced in an environment that accurately represents the realities of today’s workplace.

Standard #4 – Structure of Organizations and Work

Students gain understanding of simple and complex organizations; engage in analysis or application of organizational concepts; incorporate the perspectives of management, workers, volunteers, and the community in the study of organizational behavior.

CAREER & TECHNICAL EDUCATION AND TECHNOLOGY

The MCCC/MCPS Career & Technical Education Steering Committee views technology as integral to the Career & Technical Education curriculum. Technology may reference materials and support equipment used in Career & Technical Education applications. These are the physical “tools” included in all Career & Technical Education courses. Technology may also refer to technology literacy or use thereof, a common theme throughout Career & Technical Education reflected in Career & Technical Education Standard #1.

ASSESSMENT

Student progress in reaching competencies and standards will be assessed in a variety of ways in each classroom. In addition to paper and pencil tests developed by teachers and found in program materials used by teachers, students will be assessed on their performance on a variety of activities, demonstrations, laboratory experiments, and specific performance tasks. Teachers will also observe students over time in order to evaluate understanding of concepts.

MEETING STUDENTS’ DIVERSE NEEDS

Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve standards, and at rates and in manners consistent with their needs. Students who excel will have opportunities to achieve competencies and standards at a faster pace. Some appropriate modifications may be found in Appendix II.

HIGH SCHOOL COURSE DESCRIPTIONS OVERVIEW

Frenchtown high school offers Career & Technical Education classes organized in one of three program areas: business and marketing education, family and consumer science, and industrial technology. Within each program there are many choices and directions available to students. In order to address the needs of all students, courses are typically sequential in nature so that students entering the high schools at whatever skill level can take appropriate Career & Technical Education courses. While all Career & Technical Education classes are elective, it is highly recommended that students complete a series of Career & Technical Education courses that will guarantee their computer literacy, as well as their readiness to move to the workplace and/or post-secondary education, and allow them to explore a variety of career options by pursuing a career path.

Keyboarding/Computer Literacy

Grades 4-8 (Sec. Word Processing Century 21 Book, Blue and Purple)

Length of Course:

Daily; 40 minute periods. One-year minimum (Grades 6-8, cumulative).

Model #1:

Grade 4: 1 week

Grade 5: 1 week

Grade 6: 9 weeks

Grade 7: 18 weeks

Grade 8: 18 weeks

Model #2:

Grade 4: 1 week

Grade 5: 1 week

Grade 6: 18 weeks

Grade 7: 9 weeks

Grade 8: 9 weeks

Prerequisites: None

Course Overview:

All students must acquire touch-keyboarding skills and have a basic knowledge of computer literacy prior to enrollment in high school. The content of Keyboarding/Computer Literacy is arranged around the four MCCC Career and Technical Education Standards. These standards include Technical Skills and Content Knowledge, Career and Life Planning, Skills for Life and Work, and Structure of Organizations and Work. After introduction/review of the keyboard, emphasis is placed on skill building and introduction of formatting (reports, letters, tables, memos, etc.) as well as creating, formatting, saving, editing files on a network, and file management. Internet is available for research and career exploration. This is a lab class—all work is completed on computers used during class. Instructional strategies and assessments are varied.

Topics:

Acquire touch-typing skill

Develop speed and accuracy

Develop technique (hand and wrist placement, posture)

Format documents (letters, reports)

Develop “soft skills” (follow directions, organize tasks, work as a team member, and make decisions)

Develop computer literacy (hardware, software, file management)

Explore computer applications (word processing, database, spreadsheet, desktop publishing)

Internet (searches, safety, media literacy, netiquette)

Explore Career Opportunities

Content Competencies:

Standard #1: Technical Skills and Content Knowledge

Students acquire and demonstrate current knowledge and skills leading to an occupation.

  1. Students will demonstrate knowledge of computer hardware, software, and terminology. Unit 1
  2. Students will learn file management skills. Unit 1
  3. Students will develop editing and proofreading skills using available technology (spell check, thesaurus, grammar check, etc.) Unit 2, Lessons 21-24; Unit 3, Ch. 25-29 Students will demonstrate document formatting skills including character, line, paragraph, and page. Unit 7, Lessons 40, 41
  4. As facilities, schedules, and curriculum permit, students will be introduced to computer databases, spreadsheets, and desktop publishing.
  5. Students will apply knowledge of internet search techniques, media literacy, internet safety, and netiquette. Unit 1

Standard #2: Career and Life Planning

Students develop self-knowledge, explore different educational, career, and life options available, and design and implement educational, career, and life plans.

  1. Students will identify how keyboarding/computer literacy skills are used in various career stands and occupations.

Standard #3: Skills for Life and Work

Students acquire and apply the necessary skills that will help them become successful, productive citizens. Workplace skills must build upon basic academic skills and higher order thinking skills. Personal qualities must be practiced in an environment that accurately represents the realities of today’s workplace.

3a: Skills for Life and Work Content

  1. Students will use correct fingers for striking alphanumeric and commonly used punctuation keys on the keyboard. Unit 1, Lessons 1-20
  2. Students will consistently apply proper keyboarding techniques. Unit 2, Lesson 21-24
  3. Students will develop letter, word, and phrase response skills. Unit 1-6
  4. Students will correct errors. Unit 1-11
  5. Students will type a minimum of 30 words per minute with 6 or fewer errors on a 3-minute straight-copy timed writing of average ability level (Grade 8). By end Unit 7
  6. Using basic keyboarding techniques and document formatting skills, students will produce documents from straight, script, and rough draft copy. Unit 2, Lesson 24
  7. Students will compose at the keyboard. (After finishing Unit 1, Lesson 19)
  8. Students will integrate keyboarding skills across the curriculum.
  9. Students will produce reports, letters, outlines, and tables in correct format (Grade 8). Unit 11-13
  10. Students will develop proofreading and editing skills (grammar, spacing, capitalization, spelling, typographical errors, etc.) Unit 2, Lesson 24; Unit 3, Lessons 25-27

3b: Workplace Competencies

WC Standard #1: Workplace Resources—Students identify, organize, plan, and allocate workplace resources of time, money, materials, facilities, and human resources.

  1. Create and mange plans/schedules with specific timelines that take into account constraints, priorities, and goals.
  2. Practice maintaining personal financial records.
  3. Acquire, store, allocate, and use materials or space.
  4. Manage personal and team resources to achieve personal and team goals.

WC Standard #2: Interpersonal Workplace Skills—Students acquire and demonstrate interpersonal workplace skills.

  1. Use a variety of skills to work as a member of a team while recognizing individual differences and cultural diversity (e.g., listening skills).
  2. Demonstrate a learned skill and teach others.
  3. Demonstrate leadership skills by making positive use of rules, regulations and policies of schools and communities.
  4. Work toward agreements that include exchanging specific resources or resolving divergent interests in structured and unstructured situations.

WC Standard #3: Workplace Information—Students acquire and use workplace information.

  1. Identify the need for and obtain data in order to make informed decisions in the workplace.
  2. Organize and maintain written or computerized records using systematic methods.
  3. Select and present information using a variety of methods (e.g., oral, written, graphic, pictorial, multimedia).
  4. Acquire, organize, communicate, process, and analyze information from print and electronic sources.

3c: Applied Academics and Reasoning Skills: Communication Arts and Math Content

  1. Apply knowledge of text structure, organization and purpose to find information and derive understanding.
  2. Use information to develop written, oral, or other presentations. Unit 13
  3. Connect and articulate personal experiences to ideas expressed in literacy works.
  4. Determine and explain how culture, ideas, and issues influence literacy works.
  5. Summarize and organize ideas and prior knowledge in a variety of ways.
  6. Select and use reference materials, available technology, and resource tools for writing while applying the rules and laws governing the use of such materials (plagiarism, intellectual property rights). Unit 13
  7. Choose style and format that best suits the intended purpose. Unit 13
  8. Document sources of information used in reports and oral presentations. Unit 13
  9. Generate ideas or gather information and develop a plan before writing on self-selected and assigned topics. Unit 13
  10. Writes, revises, and edits text using conventions of standard written English using appropriate resources as necessary. Unit 13
  11. Design and create, perform or display media messages in a variety of forms, targeting different audiences and purposes.
  12. Apply critical thinking skills to make informed decisions as consumers and producers of information.
  13. Recognize propaganda techniques, bias, fact, fiction, and opinion in various media messages.
  14. Plan and organize thoughts sequentially in order to communicate a clear message. Unit 13
  15. Utilize technology to read and create a variety of graphs and plots.
  16. Utilize technology to make inferences and convincing arguments based on data analysis.
  17. Use a variety of technology (i.e. graphing calculators, computer software such as spreadsheets) to investigate aspects of geometry.
  18. Use a variety of technology (i.e. graphing calculators, computer software such as spreadsheets) to investigate aspects of algebraic functions.
  19. Apply rules of measurement to format word processing documents (i.e. margin settings, placement on page). Unit 11
  20. Apply mathematical formulas to summarize numerical information within documents (i.e. totaling columns in a table).
  21. Demonstrate sequential numbering skills for columns, rows, paragraphs, and bulleted items for documents (i.e. outlines). Unit 7

Standard #4: Structure of Organizations and Work

Students gain an understanding of simple and complex organizations; engage in analysis or application of organizational concepts; incorporate the perspectives of management, workers, volunteers, and the community in the study of organizational behavior.

4a: Specific Course Content:

  1. Prioritize job tasks.
  2. Demonstrate the ability to manage files. Units 1-12

4b: Workplace Competencies

WC Standard #4: Workplace Systems—Students demonstrate an understanding of how social, organizational, and technological systems work.

  1. Describe and illustrate a system (e.g., relationships among self, family, school, community)
  2. Analyze how a system works (i.e., input, process, output, feedback, performance improvement).
  3. Design and work within a system (e.g., committees, student council, mock government, simple electrical circuit) to manage, control, and improve performance.

Resources: