Career Standards

Part 1 – Career Clusters

In Human Services, there is a Family and Consumer Sciences cluster which would offer a lot of
jobs after they graduate high school. They include:
 Community Service Directors
 Adult Day Care Coordinators
 Coordinators of Volunteers
 Licensed Professional Counselors
 Religious Leaders
 Directors, Religious Activities/Education Programs
 Human Services Workers
 Social Services Workers
 Vocational Rehabilitation Counselors
 Employment Counselors
 Career Counselors
 Vocational Rehabilitation Service Workers
 Leisure Activities Coordinators
 Dieticians
 Geriatric Service Workers
 Adult Day Care Workers
 Residential Advisors
 Emergency and Relief Workers
 Community Food Service Workers
 Community Housing Service Workers
 Social and Human Services Assistants
 Directors, Childcare Facilities
 Assistant Directors, Childcare Facilities
 Elementary School Counselors
 Preschool Teachers
 Educators for Parents
 Nannies
 Teachers’ Assistants
 Childcare Assistants/Workers
 Consumer Credit Counselors
 Consumer Affairs Officers
 Consumer Advocates
 Certified Financial Planners
 Insurance Representatives
 Bankers
 Real Estate Services Representatives
 Financial Advisors
 Investment Brokers
 Employee Benefits Representatives
 Hospital Patient Accounts Representatives
 Customer Service Representatives
 Consumer Research Department Representatives
 Consumer Goods or Services Retailing Representatives
 Market Researchers
 Account Executives
 Sales Consultants
 Event Specialists
 Inside Sales Representatives
 Field Merchandising Representatives
 Buyers
 Small Business Owners
Part 2 – CTE Standards

Life and Career Exploration Standards 7-9th grade

1.0 Content Standard: EXPLORE CAREER INTERESTS

1.01 Competency: IDENTIFY CAREER INTERESTS PERFORMANCE INDICATORS:

1. Define job, occupation and career

2. Describe work attitude and readiness

3. Explore interests, strengths, and aptitudes related to career choices

4. Describe personal needs and wants related to career decisions

5. Describe work environment preferences 6. Identify factors that influence career choices

1.02 Competency: GATHER CAREER INFORMATION PERFORMANCE INDICATORS:

1. Identify sources of career information

2. Describe employment trends

3. Identify high and low demand occupations in Idaho/U.S.

4. Explain reasons for changing occupational demand

5. Explore requirements of workers in variety of occupations

6. Describe skills and requirements of entrepreneurs

1.03 Competency: DEVELOP A CAREER EXPLORATION PLAN PERFORMANCE INDICATORS:

1. Identify short and long-term career goals (create a 4 year plan)

2. Explore high school courses and programs

3. Explore extracurricular activities related to career choice

4. Identify ways to gain work experience

5. Explore education and training after high school

2.0 Content Standard: EXPLORE THE WORLD OF WORK

2.01 Competency: EXAMINE WORK RELATED TO INDIVIDUALS AND SOCIETY PERFORMANCE

INDICATORS:

1. Define work

2. Explain reason that people work

 3. Describe work ethics, attitude, and behavior

4. Describe the contributions of workers to society

5. Compare various work environments

6. Compare health and safety risks of different careers

7. Explain financial independence and dependence

8. Describe equal employment opportunity

9. Explain how change relates to the world of work

10. Examine the laws related to child labor

2.02 Competency: PRACTICE THE CHARACTERISTICS OF VALUED WORKERS PERFORMANCE INDICATORS:

1. Identify and practice characteristics desired by employers

2. Describe leadership skills

3. Explain roles in the workplace

4. Describe appropriate workplace appearance and behaviors

5. Practice initiative and organizational skills

6. Identify responsibilities at home, school and community

7. Explain the importance of balancing work and personal life

8. Explain transferable skills

2.03 Competency: PRACTICE THE JOB APPLICATION PROCESS PERFORMANCE INDICATORS:

1. Describe the job application process

2. Explain information requested on a job application

3. Practice the job application process

4. Identify ways to handle rejection

5. Practice interview questions

3.0 Content Standard: EXPLORE EACH OF THE SIX IDAHO SUPER CLUSTERS

3.01 Competency: EXAMINE CAREERS IN THE AGRICULTURE AND NATURAL RESOURCE CLUSTER
PERFORMANCE INDICATORS:

1. Identify the careers included in the Agriculture and Natural Resource Career Cluster

2. Examine the skills and education involved in careers within this cluster
 3. Describe jobs related to this career cluster that are available to students at each level of
education. (Jr. High, High School, Post- secondary)

3.02 Competency: EXAMINE CAREERS IN THE BUSINESS AND MANAGEMENT CLUSTER PERFORMANCE
INDICATORS:

1. Identify the careers included in the Business and Management Career Cluster

2. Describe what management of a business involves

3. Describe the skills and education involved in careers within this cluster

4. Describe functions of business in a global society

3.03 Competency: EXAMINE CAREERS IN THE ENGINEERING AND INDUSTRIAL SYSTEMS CLUSTER
PERFORMANCE INDICATORS:

1. Identify the careers included in the Engineering and industrial System Cluster Career Cluster

2. Examine the skills and education involved in careers within this cluster

3. Describe jobs related to this career cluster that are available to students at each level of
education. (Jr. High, High School, Post- secondary)

3.04 Competency: EXAMINE CAREERS IN THE ARTS AND COMMUNICATION CLUSTER PERFORMANCE
INDICATORS:

1. Identify the careers included in the Arts and Communication Career Cluster

2. Examine the skills and education involved in careers within this cluster

3. Describe jobs related to this career cluster that are available to students at each level of
education. (Jr. High, High School, Post- secondary)

3.05 Competency: EXAMINE CAREERS IN THE HEALTH SCIENCE CLUSTER PERFORMANCE INDICATORS:

1. Identify the careers included in the Health Science Career Cluster

2. Examine the skills and education involved in careers within this cluster

3. Describe jobs related to this career cluster that are available to students at each level of
education. (Jr. High, High School, Post- secondary)

3.06 Competency: EXAMINE CAREERS IN THE HUMAN RESOURCES CLUSTER PERFORMANCE

INDICATORS:

1. Identify the careers included in the Human Resources Cluster Career Cluster

2. Examine the skills involved in careers within this cluster

3. Describe jobs related to this career cluster that are available to students at each level of
education. (Jr. High, High School, Post- secondary)
3.07 Competency: EXAMINE CAREERS INVOLVING MULTIPLE CLUSTERS PERFORMANCE INDICATORS:

1. Identify careers involving the combination of two or more clusters.

4.0 Content Standard: EXPLORE HUMAN RELATIONS SKILLS

4.01 Competency: PRACTICE COMMUNICATION SKILLS PERFORMANCE INDICATORS:

1. Identify methods of verbal and non-verbal communication

2. Practice listening skills

3. Explain formal and informal speech

4. Demonstrate communication techniques

4.02 Competency: PRACTICE WORK PLACE SKILLS PERFORMANCE INDICATORS:

1. Describe hierarchy of employment positions in a variety of work situations

2. Explain the importance of understanding different cultures in the workplace

3. Demonstrate social skills through interaction with others

4. Describe ways to organize information to be successful in a future career

4.03 Competency: PRACTICE TEAMWORK PERFORMANCE INDICATORS:

1. Define teams and teamwork

2. Explain methods of forming effective teams

3. Explain the benefits of working in teams

4. Identify characteristics of successful teams

5. Describe roles and responsibilities of team members

6. Identify causes of conflict in the workplace

7. Describe conflict resolution techniques in the workplace

5.0 Content Standard: EXPLORE TECHNOLOGY USE IN THE WORKPLACE

5.01 Competency: EXAMINE THE IMPLICATIONS OF TECHNOLOGY IN THE WORKPLACE PERFORMANCE

INDICATORS:

1. Define technology

2. Describe the continuum of technology

3. Explain positive and negative impacts of technology

 4. Explore social and ethical impacts of technology

5.02 Competency: PERFORM COMPUTER TECHNOLOGY SKILLS PERFORMANCE INDICATORS:

1. Demonstrate computer skills such as keyboarding, word/data processing tasks, graphics tasks
2. Practice presenting material incorporating different technology

3. Demonstrate the use of technology in researching

Part 3 – STEM

There are so many ways in which STEM can be incorporated into our classroom. Especially in an
FCS classroom where there are so many aspects of STEM in which students can take those elements and
try and apply them to also core classes and standards. STEM can be especially can be used in foods
classes with all the measuring, talking about all the science that goes behind the cooking of the food and
prepping, or it could be applied with interior design in having students different activities depending on
how well they know the information taught and their age level with giving them things they have to
figure out with trying to create a chair with different objects, or come up with a house from a shoe box
or something of the source and talking about how much electricity it takes to power a house and see if
they can think of ways to lessen that.

STEM is the beginning of FCS and it is very important that we as teachers make sure that we
incorporate these into our teaching and to our students.
Part 4 – Common Core Standards

Reading Standards for Literature:

Craft and structure

4. Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.

5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text
and contributes to the development of the theme, setting, or plot.

Reading standards for Informational text:

1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
2. Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in
a text (e.g., through examples or anecdotes).
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure
of a text and contributes to the development of the ideas.
6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the
text.
7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not.
9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir
written by and a biography on the same person).
10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing Standards:

1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce
claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons
and relevant evidence, using credible sources and demonstrating an understanding of the topic
or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and
reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section
that follows from the argument presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. a. Introduce a
topic; organize ideas, concepts, and information, using strategies such as definition,
 classification, comparison/contrast, and cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop
the topic with relevant facts, definitions, concrete details, quotations, or other information and
examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e.
Establish and maintain a formal style. f. Provide a concluding statement or section that follows
from the information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences. a. Engage and orient the
reader by establishing a context and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue,
pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of
transition words, phrases, and clauses to convey sequence and signal shifts from one time frame
or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory
language to convey experiences and events. e. Provide a conclusion that follows from the
narrated experiences or events.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a
minimum of three pages in a single sitting.
7. Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
8. Gather relevant information from multiple print and digital sources; assess the credibility of
each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and providing basic bibliographic information for sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different
forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their
approaches to similar themes and topics”). b. Apply grade 6 Reading standards to literary
nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing
claims that are supported by reasons and evidence from claims that are not”).
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.