Connecticut CAREER TECHNICAL EDUCATION by env73157

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									     Connecticut
 CAREER & TECHNICAL
     EDUCATION



PERFORMANCE
 STANDARDS
     &
COMPETENCIES
       2007 Edition
              State Department of Education
    Bureau of Early Childhood, Career & Adult Education
                 Hartford, CT 06106-7049
          Connecticut Career and Technical Education Standards and Competencies




                                                            Introduction

                       Career and Technical Education: A Definition

The Carl D. Perkins Act of 2006 defines Career and Technical Education
as:
     Organized educational activities that:

    (A)
               (i)      offer a sequence of courses that provide individuals
                        with coherent and rigorous content aligned with
                        challenging standard relevant technical knowledge and
                        skills needed to prepare for further education and
                        careers in current or emerging professions;

               (ii)     provide technical skill proficiency, an industry-
                        recognized credential, a certificate, or an associate
                        degree;

               (iii)    may include prerequisite courses (other than a
                        remedial course) that meet the requirements of this
                        subparagraph;

    (B)
               include competency-based applied learning that contributes
               to the academic knowledge, higher-order reasoning and
               problem-solving skills, work attitudes, general employability
               skills, technical skills, and occupation-specific skills, and
               knowledge of all aspects of an industry, including
               entrepreneurship, of an individual.

       Career and Technical Education - SKILL PROFICIENCY

(2) (A) (ii)   Student attainment of career and technical skill
               proficiencies, including student achievement on technical
               assessments that are aligned with industry-recognized
               standards, if available and appropriate.




                                           i
      Connecticut Career and Technical Education Standards and Competencies


                                  Career and Technical Education
             Performance Standards and Competencies

The Bureau of Early Childhood, Career and Adult Education is proud to
present the 2007 Connecticut Performance Standards and Competencies
(PS&C) for career and technical education. As a foundation document
for Connecticut in the process of improving the quality of teaching and
learning in CTE, these PS&C in each of the 18 areas of concentration,
represent nationally aligned standards and competencies.

The growth and development of CTE in our comprehensive secondary
schools with its broad variety of elective courses in the seven CTE
program areas demonstrate the commitment of teachers and schools to
serve the interests and future career interests of students. The 18 areas
of concentration represent the most prominent categories of CTE course
sequences in Connecticut.

The career and technical PS&C are a guide for the revision of local CTE
curricula and the development of new curricula in career and technical
education. The PS&C are designed to assist local school districts in the
measured improvement of CTE teaching and learning, enhancing
academic achievement, and preparing students effectively for the career
and technical education statewide assessments.

The Statewide CTE assessment program of the State Department of
Education requires that each local high school determine those students
who have reached the threshold of being identified as a “concentrator”. A
student identified as a concentrator is required to participate in the
Connecticut Statewide CTE assessment.


                                  CONCENTRATOR: A Definition

      “A student who is enrolled in the final course of a two-
      credit sequence of courses that specifically addresses the
      state performance standards and competencies in one of
      Connecticut’s 18 areas of concentration.”




                                    ii
     Connecticut Career and Technical Education Standards and Competencies


       Career and Technical Education Program Areas and
                          Subject Areas of Concentration


Agricultural Education
    Agriculture Mechanics
    Animal Science
    Aquaculture and Marine-Related Technologies
    Natural Resources and Environmental
    Plant Science


Business and Finance Technology
    Accounting
    Business Management
    Computer Information Systems


Cooperative Work Education
    Cooperative Work Education


Family and Consumer Sciences
    Early Childhood Education and Services
    Nutrition, Food Production and Services
    Textiles and Design


Marketing Education
    Marketing Education


Medical Careers Education
    Medical Careers Education


Technology Education
    Automotive Technology
    Computer Aided Drafting and Design
    Pre-Engineering Technology
    Video Production Systems




                                   iii
Connecticut Career and Technical Education Standards and Competencies




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                              iv
            Connecticut Career and Technical Education




Academic Foundation Standards
             Connecticut Career and Technical Education




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                                         Connecticut Career and Technical Education



Career and technical education (CTE) provides a context for the
development of academic teaching and learning. The commitment of
CTE to enhance academic achievement in our schools, programs and
courses, has led to the identification of these Academic Foundation
Standards. Taken directly from the measurable standards of the
Connecticut Academic Performance Test (CAPT), these foundation
standards will be incorporated into each of the 18 areas of concentration
statewide CTE assessments, beginning in the spring of 2007.


                   MATHEMATICS STANDARDS
1) EXTEND THE UNDERSTANDING OF NUMBER TO INCLUDE
   INTEGERS, RATIONAL NUMBERS AND REAL NUMBERS
   •   Compare, locate, label and order real numbers on number lines, scales,
       coordinate grids and measurement tools
   •   Select and use an appropriate form of number (integer, fraction, decimal, ratio,
       percent, exponential, scientific notation, irrational) to solve practical problems
       involving order, magnitude, measures, labels, locations and scales.

2) INTERPRET AND REPRESENT LARGE SETS OF NUMBERS WITH
   THE AID OF TECHNOLOGIES
   •   Use technological tools such as spreadsheets, probes, computer algebra systems
       and graphing utilities to organize and analyze large amounts of numerical
       information.

3) DEVELOP STRATEGIES FOR COMPUTATION AND ESTIMATION
   USING PROPERTIES OF NUMBER SYSTEMS TO SOLVE
   PROBLEMS.
   •   Select and use appropriate methods for computing to solve problem in a variety
       of contexts
   •   Solve problems involving scientific notation and absolute value
   •   Develop and use a variety of strategies to estimate values of formulas, functions
       and roots; to recognize the limitations of estimation; and to judge the
       implications of the results.

4) DEVELOP AND EVALUATE MATHEMATICAL ARGUMENTS USING
   REASONING AND PROOF
   •   Recognize the validity of an argument
   •   Create logical arguments to solve problems and determine geometric
       relationships

5) CONSTRUCT APPROPRIATE REPRESENTATIONS OF DATA BASED
   ON THE SIZE AND KIND OF DATA SET AND THE PURPOSE FOR
   ITS USE.
   •   Collect, organize, display, compare and analyze large data sets
   •   Construct a variety of data displays, including box-and-whisker plots, and
       identify where measures of central tendency and dispersion are found in
       graphical displays



2007 Performance Standards and Competencies                                                 1
                                        Connecticut Career and Technical Education


                        READING STANDARDS
6) MAKE CONNECTIONS BETWEEN THE TEXT AND OUTSIDE
   EXPERIENCES AND KNOWLEDGE
   •   Students recognize and appreciate that contemporary and classical literature
       has shaped human thought
   •   Students interpret, analyze and evaluate text in order to extend understanding
       and appreciation
   •   Students communicate with others to create interpretations of written, oral and
       visual texts
   •   Students select and apply strategies to facilitate word recognition and develop
       vocabulary in order to comprehend text
   •   Students use appropriate strategies before, during and after reading in order to
       construct meaning

7) DRAW CONCLUSIONS ABOUT THE AUTHOR'S PURPOSE IN
   INCLUDING OR OMITTING SPECIFIC DETAILS
   •   Students interpret, analyze and evaluate text in order to extend understanding
       and appreciation
   •   Students select and apply strategies to facilitate word recognition and develop
       vocabulary in order to comprehend text
   •   Students use appropriate strategies before, during and after reading in order to
       construct meaning

8) USE EVIDENCE FROM THE TEXT TO DRAW AND/OR SUPPORT A
   CONCLUSION
   •   Students interpret, analyze and evaluate text in order to extend understanding
       and appreciation
   •   Students communicate with others to create interpretations of written, oral and
       visual texts
   •   Students use appropriate strategies before, during and after reading in order to
       construct meaning

9) USE INFORMATION FROM THE TEXT TO MAKE A PREDICTION
     BASED ON WHAT IS READ
   •   Students interpret, analyze and evaluate text in order to extend understanding
       and appreciation
   •   Students communicate with others to create interpretations of written, oral and
       visual texts
   •   Students use appropriate strategies before, during and after reading in order to
       construct meaning

10)    EVALUATE EXPLICIT AND IMPLICIT INFORMATION AND
       THEMES WITHIN A GIVEN WORK
   •   Students use appropriate strategies before, during and after reading in order to
       construct meaning
   •   Students interpret, analyze and evaluate text in order to extend understanding
       and appreciation
   •   Students communicate with others to create interpretations of written, oral and
       visual texts
   •   Students recognize how literary devices and conventions engage the reader
   •   Students explore multiple responses to literature


2007 Performance Standards and Competencies                                               2
                                    Connecticut Career and Technical Education




                    Agricultural Education




2007 Performance Standards and Competencies                                 3
                                              Connecticut Career and Technical Education




                       This page is intentionally blank.




2007 Performance Standards and Competencies                                           4
                                              Connecticut Career and Technical Education



                        Agricultural Education
                             CONTENT AREA—
                          Agriculture Mechanics
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.     Agriculture Mechanics: Understand the concepts and skills necessary
       related to agricultural mechanics technology.
1.    Maintain an equipment shop.
2.    Perform carpentry skills.
3.    Select paints based on application.
4.    Demonstrate painting techniques.
5.    Explain welding (arc and oxyacetylene) techniques.
6.    Explain building and repair of concrete and masonry structures.
7.    Operate engines.
8.    Maintain engines.
9.    Use operator/service/technical manuals.
10.   Tune engines.
11.   Repair engines.
12.   Operate trucks and tractors.
13.   Maintain trucks and tractors.
14.   Use tools appropriately.
15.   Identify tools.
16.   Repair tools.
17.   Operate machinery and power systems.
18.   Maintain machinery and power systems.
19.   Understand basic electrical systems.
20.   Know how to construct and maintain agricultural structures.
21.   Practice safety.
22.   Profile leveling.
23.   Understand basic plumbing.

B.     Career Exploration: Understand the diversity of careers related to the
       agricultural industry and strategies to explore them.
24. Identify personal and skill characteristics related to specific occupational job
    pathways or careers.
25. Identify career-related post-secondary choices and requirements.
26. Evaluate current and future employment opportunities.




2007 Performance Standards and Competencies                                            5
                                              Connecticut Career and Technical Education



                        Agricultural Education
                             CONTENT AREA—
                          Agriculture Mechanics
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

C.     Information-Based Technologies: Understand the use and application of
       information-based technologies such as computer, communication tools
       and specialized software necessary for career success in agriculture.
27.   Use computers to complete job tasks.
28.   Demonstrate use of specialized software.
29.   Demonstrate proper telephone skills.
30.   Understand copyright laws.
31.   Identify new and emerging technologies.

D.     Employment Acquisition, Retention and Advancement: Understand the
       concepts, strategies and tools necessary for employment acquisition,
       retention and advancement.
32.   Identify sources of employment opportunities and advancement.
33.   List desirable employee traits.
34.   Research wage information.
35.   Identify types of benefits offered.
36.   Identify and describe appropriate decision-making skills.
37.   Write and/or update resumé.
38.   Write letter of application.
39.   Complete job application.
40.   Interview for job.
41.   Evaluate a job offer/job description.
42.   Explain the nature of interpersonal relations on the job.




2007 Performance Standards and Competencies                                           6
                                              Connecticut Career and Technical Education



                        Agricultural Education
                             CONTENT AREA—
                          Agriculture Mechanics
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

E.     Contaminants and Equipment: Understand the concepts, processes, and
       consequences of using and applying pesticides, chemicals and handling
       other contaminants and equipment in an agricultural setting.
43. Interpret labels.
44. Interpret manuals.
45. Read and interpret Material Safety Data Sheets.
46. Measure chemicals adhering to all safety specifications.
47. Mix chemicals adhering to all safety applications.
48. Use safety precautions while handling equipment, materials, disposal and
    cleaning.
49. Demonstrate use of proper safety equipment.
50. Understand environmental protection laws and policy.

F.     Topographical Maps, Charts, Graphs and Blueprints: Understand concepts,
       processes and tools needed in reading and interpreting topographical
       maps, charts, graphs and blueprints.
51. Use scales in drawings, prints and maps.
52. Demonstrate knowledge of pictorial, schematic drawings, topographical maps and
    blueprints.
53. Identify tools, materials and equipment for use with topographical maps, charts,
    graphs and blueprints.

G.     Marketing: Understand the sequence of the channels of distribution and
       its role in agriculture.
54.   Understand supply and demand.
55.   Define the concept of market price.
56.   Define the concept of profit.
57.   Define the concept of competition.
58.   Explain the value of advertising/promotion.
59.   List the forms of advertising media and the advantages and disadvantages of
      each.
60.   Explain the nature of positive customer/client relations.
61.   Handle customer inquiries/complaints.
62.   Understand financial statements.
63.   Identify various distribution systems of agriculture products.



2007 Performance Standards and Competencies                                           7
                                              Connecticut Career and Technical Education



                        Agricultural Education
                             CONTENT AREA—
                          Agriculture Mechanics
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

H.     Personal Growth, Community Leadership, Democratic Principles and
       Social Responsibility: Understand the concepts, strategies and tools
       needed which contribute to personal growth, community leadership,
       democratic principles and social responsibility through the participation
       in FFA.
64. Identify and demonstrate appropriate conduct at meetings.
65. Use parliamentary procedure.
66. Demonstrate proper communication skills.
67. Describe the qualities and characteristics of an effective leader.
68. Identify and apply the various roles and responsibilities of a leader within an
    organization.
69. Introduce and address people properly.

I.     Mathematical Calculations: Understand and use mathematical
       calculations as they apply to agricultural situations.
70. Perform calculations involving fractions, decimals and percents.
71. Demonstrate knowledge of calculations of geometric shapes (area, perimeter,
    circumference, volume, etc.)
72. Calculate amount of purchase, tax, discounts and special charges for purchases.
73. Take and record measurements.




2007 Performance Standards and Competencies                                           8
                                              Connecticut Career and Technical Education



                        Agricultural Education
                                CONTENT AREA—
                                Animal Science
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.     Animal Science: Understand the concepts and skills necessary related to
       animal science technology.
1.    Identify breeds and types of animals including companion and lab animals i.e.,
      dogs and cats.
2.    Maintain animal health and sanitation.
3.    Diagnose diseases and ailments.
4.    Explain breeding of animals.
5.    Calculate costs and analyses of feed.
6.    Understand production cycles.
7.    Describe handling and shipment of animals.
8.    Maintain health and production records for companion and production and
      laboratory animals.
9.    Discuss the principles of genetics and the application of new and emerging
      technologies in animal breeding.
B.    Career Exploration: Understand the diversity of careers related to the
      agricultural industry and strategies to explore them.
10. Identify personal and skill characteristics related to specific occupational job
    pathways or careers.
11. Identify career-related post-secondary choices and requirements.
12. Evaluate current and future employment opportunities.

C.    Information-Based Technologies: Understand the use and application of
      information-based technologies such as computer, communication tools and
      specialized software necessary for career success in agriculture.
13.   Use computers to complete job tasks.
14.   Demonstrate use of specialized software.
15.   Demonstrate proper telephone skills.
16.   Understand copyright laws.
17.   Identify new and emerging technologies.




2007 Performance Standards and Competencies                                            9
                                              Connecticut Career and Technical Education



                       Agricultural Education
                               CONTENT AREA—
                               Animal Science
     Content Measure – Thirty-five percent of concentrators assessed will
                        achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

D.    Employment Acquisition, Retention and Advancement: Understand the
      concepts, strategies and tools necessary for employment acquisition,
      retention and advancement.
18.   Identify sources of employment opportunities and advancement.
19.   List desirable employee traits.
20.   Research wage information.
21.   Identify types of benefits offered.
22.   Identify and describe appropriate decision-making skills.
23.   Write and/or update resumé.
24.   Write letter of application.
25.   Complete job application.
26.   Interview for job.
27.   Evaluate a job offer/job description.
28.   Explain the nature of interpersonal relations on the job.

E.    Contaminants and Equipment: Understand the concepts, processes, and
      consequences of using and applying pesticides, chemicals and handling
      other contaminants and equipment in an agricultural setting.
29. Interpret labels.
30. Interpret manuals.
31. Read and interpret Material Safety Data Sheets.
32. Measure chemicals adhering to all safety specifications.
33. Mix chemicals adhering to all safety applications.
34. Use safety precautions while handling equipment, materials, disposal and
    cleaning.
35. Demonstrate use of proper safety equipment.
36. Understand environmental protection laws and policy.




2007 Performance Standards and Competencies                                          10
                                              Connecticut Career and Technical Education



                        Agricultural Education
                               CONTENT AREA—
                               Animal Science
     Content Measure – Thirty-five percent of concentrators assessed will
                        achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES
F.    Topographical Maps, Charts, Graphs and Blueprints: Understand concepts,
      processes and tools needed in reading and interpreting topographical maps,
      charts, graphs and blueprints.
37. Use scales in drawings, prints and maps.
38. Demonstrate knowledge of pictorial, schematic drawings, topographical maps and
    blueprints.
39. Identify tools, materials and equipment for use with topographical maps, charts,
    graphs and blueprints.

G.    Marketing: Understand the sequence of the channels of distribution and its
      role in agriculture.
40.   Understand supply and demand.
41.   Define the concept of market price.
42.   Define the concept of profit.
43.   Define the concept of competition.
44.   Explain the value of advertising/promotion.
45.   List the forms of advertising media and the advantages and disadvantages of
      each.
46.   Explain the nature of positive customer/client relations.
47.   Handle customer inquiries/complaints.
48.   Understand financial statements.
49.   Identify various distribution systems of agriculture products.




2007 Performance Standards and Competencies                                          11
                                              Connecticut Career and Technical Education



                        Agricultural Education
                               CONTENT AREA—
                               Animal Science
     Content Measure – Thirty-five percent of concentrators assessed will
                        achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

H.    Personal Growth, Community Leadership, Democratic Principles and Social
      Responsibility: Understand the concepts, strategies and tools needed which
      contribute to personal growth, community leadership, democratic principles
      and social responsibility through the participation in FFA.
50. Identify and demonstrate appropriate conduct at meetings.
51. Use parliamentary procedure.
52. Demonstrate proper communication skills.
53. Describe the qualities and characteristics of an effective leader.
54. Identify and apply the various roles and responsibilities of a leader within an
    organization.
55. Introduce and address people properly.

I.    Mathematical Calculations: Understand and use mathematical calculations
      as they apply to agricultural situations.
56. Perform calculations involving fractions, decimals and percents.
57. Demonstrate knowledge of calculations of geometric shapes (area, perimeter,
    circumference, volume, etc.)
58. Calculate amount of purchase, tax, discounts and special charges for purchases.
59. Take and record measurements.




2007 Performance Standards and Competencies                                           12
                                              Connecticut Career and Technical Education



                        Agricultural Education
                      CONTENT AREA—
        Aquaculture and Marine-Related Technologies
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

A.     Aquaculture & Marine-Related Technologies: Understand the concepts and
       skills necessary related to aquaculture and marine-related technologies.
 1.   Identify morphological features of finfish and shellfish.
 2. Understand the life cycle of aquatic animals.
 3. Identify the operating components and principles in filtration and aeration.
 4. Understand the principles and operation of finfish and shellfish production
    methods.
 5. Explain the basics of hydroponics systems.
 6. Identify water quality factors affecting aquaculture production.
 7. Identify nutrients, nutritional strategies for finfish and shellfish.
 8. Understand basic/mechanical plumbing.
 9. Identify, diagnose, treat and prevent basic aquatic diseases.
10. Describe engine operation, components and principles.
11. Understand principles of boating safety and handling.
12. Demonstrate knowledge of boat construction and design.

B.     Career Exploration: Understand the diversity of careers related to the
       agricultural industry and strategies to explore them.
13. Identify personal and skill characteristics related to specific occupational job
    pathways or careers.
14. Identify career-related post-secondary choices and requirements.
15. Evaluate current and future employment opportunities.




2007 Performance Standards and Competencies                                            13
                                              Connecticut Career and Technical Education



                        Agricultural Education
                      CONTENT AREA—
        Aquaculture and Marine-Related Technologies
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

C.     Information-Based Technologies: Understand the use and application of
       information-based technologies such as computer, communication tools
       and specialized software necessary for career success in agriculture.
16.   Use computers to complete job tasks.
17.   Demonstrate use of specialized software.
18.   Demonstrate proper telephone skills.
19.   Understand copyright laws.
20.   Identify new and emerging technologies.

D.     Employment Acquisition, Retention and Advancement: Understand the
       concepts, strategies and tools necessary for employment acquisition,
       retention and advancement.
21.   Identify sources of employment opportunities and advancement.
22.   List desirable employee traits.
23.   Research wage information.
24.   Identify types of benefits offered.
25.   Identify and describe appropriate decision-making skills.
26.   Write and/or update resumé.
27.   Write letter of application.
28.   Complete job application.
29.   Interview for job.
30.   Evaluate a job offer/job description.
31.   Explain the nature of interpersonal relations on the job.




2007 Performance Standards and Competencies                                          14
                                              Connecticut Career and Technical Education



                        Agricultural Education
                      CONTENT AREA—
        Aquaculture and Marine-Related Technologies
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

E.     Contaminants and Equipment: Understand the concepts, processes, and
       consequences of using and applying pesticides, chemicals and handling
       other contaminants and equipment in an agricultural setting.
32. Interpret labels.
33. Interpret manuals.
34. Read and interpret Material Safety Data Sheets.
35. Measure chemicals adhering to all safety specifications.
36. Mix chemicals adhering to all safety applications.
37. Use safety precautions while handling equipment, materials, disposal and
    cleaning.
38. Demonstrate use of proper safety equipment.
39. Understand environmental protection laws and policy.

F.     Topographical Maps, Charts, Graphs and Blueprints: Understand concepts,
       processes and tools needed in reading and interpreting topographical
       maps, charts, graphs and blueprints.
40. Use scales in drawings, prints and maps.
41. Demonstrate knowledge of pictorial, schematic drawings, topographical maps and
    blueprints.
42. Identify tools, materials and equipment for use with topographical maps, charts,
    graphs and blueprints.

G.     Marketing: Understand the sequence of the channels of distribution and
       its role in agriculture.
43.   Understand supply and demand.
44.   Define the concept of market price.
45.   Define the concept of profit.
46.   Define the concept of competition.
47.   Explain the value of advertising/promotion.
48.   List the forms of advertising media and the advantages and disadvantages of
      each.
49.   Explain the nature of positive customer/client relations.
50.   Handle customer inquiries/complaints.
51.   Understand financial statements.
52.   Identify various distribution systems of agriculture products.



2007 Performance Standards and Competencies                                          15
                                              Connecticut Career and Technical Education



                       Agricultural Education
                      CONTENT AREA—
        Aquaculture and Marine-Related Technologies
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

H.     Personal Growth, Community Leadership, Democratic Principles and
       Social Responsibility: Understand the concepts, strategies and tools
       needed which contribute to personal growth, community leadership,
       democratic principles and social responsibility through the participation
       in FFA.
53. Identify and demonstrate appropriate conduct at meetings.
54. Use parliamentary procedure.
55. Demonstrate proper communication skills.
56. Describe the qualities and characteristics of an effective leader.
57. Identify and apply the various roles and responsibilities of a leader within an
    organization.
58. Introduce and address people properly.

I.     Mathematical Calculations: Understand and use mathematical
       calculations as they apply to agricultural situations.
59. Perform calculations involving fractions, decimals and percents.
60. Demonstrate knowledge of calculations of geometric shapes (area, perimeter,
    circumference, volume, etc.)
61. Calculate amount of purchase, tax, discounts and special charges for purchases.
62. Take and record measurements.




2007 Performance Standards and Competencies                                           16
                                              Connecticut Career and Technical Education



                        Agricultural Education
                         CONTENT AREA—
              Natural Resources and Environmental
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.     Natural Resources & Environmental Technologies: Understand the
       concepts and skills necessary related to natural resources and
       environmental management.
1.  Understand safe use and operation of a chainsaw.
2.  Identify tree types using leaves, bark and buds.
3.  Distinguish between types of forests.
4.  Discuss various methods of disease and pest control.
5.  Identify the various types of wildlife and habitats found in New England
6.  Identify invasive species.
7.  Identify environmental factors important to a forest community.
8.  Select and use correct measuring tools for timber cruising.
9.  Understand soil, air and water monitoring and management.
10. Understand ecological succession.
11. Understand appropriate waste management techniques and practices.
12. Describe and define the principle functions of a watershed.
13. Understand the ecological impact of development and the related policies.
14. Understand the principles of multiple use and sustainable management
    practices.
15. Identify invasive species another impact.

B.     Career Exploration: Understand the diversity of careers related to the
       agricultural industry and strategies to explore them.
16. Identify personal and skill characteristics related to specific occupational job
    pathways or careers.
17. Identify career-related post-secondary choices and requirements.
18. Evaluate current and future employment opportunities.




2007 Performance Standards and Competencies                                            17
                                              Connecticut Career and Technical Education



                        Agricultural Education
                         CONTENT AREA—
              Natural Resources and Environmental
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

C.    Information-Based Technologies: Understand the use and application of
      information-based technologies such as computer, communication tools and
      specialized software necessary for career success in agriculture.
19.   Use computers to complete job tasks.
20.   Demonstrate use of specialized software.
21.   Demonstrate proper telephone skills.
22.   Understand copyright laws.
23.   Identify new and emerging technologies.

D.    Employment Acquisition, Retention and Advancement: Understand the
      concepts, strategies and tools necessary for employment acquisition,
      retention and advancement.
24.   Identify sources of employment opportunities and advancement.
25.   List desirable employee traits.
26.   Research wage information.
27.   Identify types of benefits offered.
28.   Identify and describe appropriate decision-making skills.
29.   Write and/or update resumé.
30.   Write letter of application.
31.   Complete job application.
32.   Interview for job.
33.   Evaluate a job offer/job description.
34.   Explain the nature of interpersonal relations on the job.




2007 Performance Standards and Competencies                                          18
                                              Connecticut Career and Technical Education



                        Agricultural Education
                         CONTENT AREA—
              Natural Resources and Environmental
     Content Measure – Thirty-five percent of concentrators assessed will
                        achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

E.    Contaminants and Equipment: Understand the concepts, processes, and
      consequences of using and applying pesticides, chemicals and handling
      other contaminants and equipment in an agricultural setting.
35. Interpret labels.
36. Interpret manuals.
37. Read and interpret Material Safety Data Sheets.
38. Measure chemicals adhering to all safety specifications.
39. Mix chemicals adhering to all safety applications.
40. Use safety precautions while handling equipment, materials, disposal and
    cleaning.
41. Demonstrate use of proper safety equipment.
42. Understand environmental protection laws and policy.

F.    Topographical Maps, Charts, Graphs and Blueprints: Understand concepts,
      processes and tools needed in reading and interpreting topographical maps,
      charts, graphs and blueprints.
43. Use scales in drawings, prints and maps.
44. Demonstrate knowledge of pictorial, schematic drawings, topographical maps and
    blueprints.
45. Identify tools, materials and equipment for use with topographical maps, charts,
    graphs and blueprints.

G.    Marketing: Understand the sequence of the channels of distribution and its
      role in agriculture.
46.   Understand supply and demand.
47.   Define the concept of market price.
48.   Define the concept of profit.
49.   Define the concept of competition.
50.   Explain the value of advertising/promotion.
51.   List the forms of advertising media and the advantages and disadvantages of
      each.
52.   Explain the nature of positive customer/client relations.
53.   Handle customer inquiries/complaints.
54.   Understand financial statements.
55.   Identify various distribution systems of agriculture products.



2007 Performance Standards and Competencies                                          19
                                              Connecticut Career and Technical Education



                        Agricultural Education
                         CONTENT AREA—
              Natural Resources and Environmental
     Content Measure – Thirty-five percent of concentrators assessed will
                        achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

H.    Personal Growth, Community Leadership, Democratic Principles and Social
      Responsibility: Understand the concepts, strategies and tools needed which
      contribute to personal growth, community leadership, democratic principles
      and social responsibility through the participation in FFA.
56. Identify and demonstrate appropriate conduct at meetings.
57. Use parliamentary procedure.
58. Demonstrate proper communication skills.
59. Describe the qualities and characteristics of an effective leader.
60. Identify and apply the various roles and responsibilities of a leader within an
    organization.
61. Introduce and address people properly.

I.    Mathematical Calculations: Understand and use mathematical calculations
      as they apply to agricultural situations.
62. Perform calculations involving fractions, decimals and percents.
63. Demonstrate knowledge of calculations of geometric shapes (area, perimeter,
    circumference, volume, etc.)
64. Calculate amount of purchase, tax, discounts and special charges for purchases.
65. Take and record measurements.




2007 Performance Standards and Competencies                                           20
                                              Connecticut Career and Technical Education



                        Agricultural Education
                                CONTENT AREA—
                                 Plant Science
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.     Plant Science: Understand the concepts and skills necessary related to
       plant science technology.
 1.    Analyze soils.
 2.    Differentiate between types of fertilizer based on desired outcomes.
 3.    Identify characteristics of trees, flowers and grass.
 4.    Maintain plants (pruning, fertilizing, watering, repotting and pest control).
 5.    Describe plant lifecycles.
 6.    Describe genetic implications with hybrids.
 7.    Explain the process of photosynthesis.
 8.    Identify engine types (2-cycle, 4-cycle, etc.)
 9.    Demonstrate propagation techniques.
10.    Demonstrate knowledge of greenhouse environment.
11.    Understand the establishment and maintenance of interior and exterior
       landscapes.
12.    Discuss the principles of genetics and the application of new and emerging
       technologies to plant breeding.
13.    Understand integrated pest management.
14.    Demonstrate proper care and handling of cut flowers, greens and decorative
       plants.
15.    Demonstrate the principles of floral design.

B.     Career Exploration: Understand the diversity of careers related to the
       agricultural industry and strategies to explore them.
16.    Identify personal and skill characteristics related to specific occupational job
       pathways or careers.
17.    Identify career-related post-secondary choices and requirements.
18.    Evaluate current and future employment opportunities.




2007 Performance Standards and Competencies                                               21
                                              Connecticut Career and Technical Education



                       Agricultural Education
                               CONTENT AREA—
                                Plant Science
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

C.     Information-Based Technologies: Understand the use and application of
       information-based technologies such as computer, communication tools
       and specialized software necessary for career success in agriculture.
19.    Use computers to complete job tasks.
20.    Demonstrate use of specialized software.
21.    Demonstrate proper telephone skills.
22.    Understand copyright laws.
23.    Identify new and emerging technologies.

D.     Employment Acquisition, Retention and Advancement: Understand the
       concepts, strategies and tools necessary for employment acquisition,
       retention and advancement.
24.    Identify sources of employment opportunities and advancement.
25.    List desirable employee traits.
26.    Research wage information.
27.    Identify types of benefits offered.
28.    Identify and describe appropriate decision-making skills.
29.    Write and/or update resumé.
30.    Write letter of application.
31.    Complete job application.
32.    Interview for job.
33.    Evaluate a job offer/job description.
34.    Explain the nature of interpersonal relations on the job.




2007 Performance Standards and Competencies                                          22
                                              Connecticut Career and Technical Education



                       Agricultural Education
                               CONTENT AREA—
                                Plant Science
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

E.     Contaminants and Equipment: Understand the concepts, processes, and
       consequences of using and applying pesticides, chemicals and handling
       other contaminants and equipment in an agricultural setting.
35.    Interpret labels.
36.    Interpret manuals.
37.    Read and interpret Material Safety Data Sheets.
38.    Measure chemicals adhering to all safety specifications.
39.    Mix chemicals adhering to all safety applications.
40.    Use safety precautions while handling equipment, materials, disposal and
       cleaning.
41.    Demonstrate use of proper safety equipment.
42.    Understand environmental protection laws and policy.

F.     Topographical Maps, Charts, Graphs and Blueprints: Understand concepts,
       processes and tools needed in reading and interpreting topographical
       maps, charts, graphs and blueprints.
43.    Use scales in drawings, prints and maps.
44.    Demonstrate knowledge of pictorial, schematic drawings, topographical maps
       and blueprints.
45.    Identify tools, materials and equipment for use with topographical maps,
       charts, graphs and blueprints.

G.     Marketing: Understand the sequence of the channels of distribution and
       its role in agriculture.
46.    Understand supply and demand.
47.    Define the concept of market price.
48.    Define the concept of profit.
49.    Define the concept of competition.
50.    Explain the value of advertising/promotion.
51.    List the forms of advertising media and the advantages and disadvantages of
       each.
52.    Explain the nature of positive customer/client relations.
53.    Handle customer inquiries/complaints.
54.    Understand financial statements.
55.    Identify various distribution systems of agriculture products.



2007 Performance Standards and Competencies                                          23
                                              Connecticut Career and Technical Education



                        Agricultural Education
                                CONTENT AREA—
                                 Plant Science
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

H.     Personal Growth, Community Leadership, Democratic Principles and
       Social Responsibility: Understand the concepts, strategies and tools
       needed which contribute to personal growth, community leadership,
       democratic principles and social responsibility through the participation
       in FFA.
56.    Identify and demonstrate appropriate conduct at meetings.
57.    Use parliamentary procedure.
58.    Demonstrate proper communication skills.
59.    Describe the qualities and characteristics of an effective leader.
60.    Identify and apply the various roles and responsibilities of a leader within an
       organization.
61.    Introduce and address people properly.

I.     Mathematical Calculations: Understand and use mathematical
       calculations as they apply to agricultural situations.
62.    Perform calculations involving fractions, decimals and percents.
63.    Demonstrate knowledge of calculations of geometric shapes (area, perimeter,
       circumference, volume, etc.)
64.    Calculate amount of purchase, tax, discounts and special charges for
       purchases.
65.    Take and record measurements.




2007 Performance Standards and Competencies                                              24
                                              Connecticut Career and Technical Education




             Business and Finance Technology




2007 Performance Standards and Competencies                                          25
                                              Connecticut Career and Technical Education




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2007 Performance Standards and Competencies                                          26
                                              Connecticut Career and Technical Education



              Business and Finance Technology
                               CONTENT AREA—
                                 Accounting
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.      Accounting Cycle: Complete the various steps of the accounting cycle and
        explain the purpose of each step.
1.    Describe the effects of the revenue, expense, and drawing accounts on the
      owner’s equity.
2.    Analyze business transactions using source documents.
3.    Describe the effects of business transactions on the accounting equation.
4.    Define the purpose of a journal and its relationship to the ledger.
5.    Journalize business transactions using various journal formats.
6.    Prepare and analyze a trial balance to determine the necessary adjustments
      (accruals and deferrals) to prepare financial statements.
7.    Prepare financial statements.
8.    Journalize and post closing entries and prepare a post-closing trial balance.
B.      Accounting Process: Determine the value of assets, liabilities, and owner’s
        equity according to generally accepted accounting principles.
9.    Define cash.
10.   Prepare bank reconciliations.
11.   Establish and maintain petty cash and charge accounts.
12.   Identify cash control techniques.
13.   Explain the benefits of electronic fund transfers, ATM transactions, and uses of
      debit cards.
14.   Create and maintain the accounts receivable subsidiary ledger.
15.   Record credit card sales.
16.   Apply appropriate accounting techniques for uncollectible accounts.
17.   Create and maintain the accounts payable subsidiary ledger.




2007 Performance Standards and Competencies                                          27
                                              Connecticut Career and Technical Education



               Business and Finance Technology
                                 CONTENT AREA—
                                   Accounting
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                     PERFORMANCE STANDARDS AND COMPETENCIES

C.      Special Applications: Apply appropriate accounting principles to various
        forms of ownership, payroll, and taxes.
18.   Prepare and maintain payroll records.
19.   Calculate earnings at an hourly and piece rate and on a salary, commission, and
      salary/commission basis.
20.   Calculate deductions including federal income tax, Social Security, Medicare,
      state income tax, and other deductions to determine net pay.
21.   Calculate employer’s payroll liabilities including Social Security, Medicare, federal
      unemployment tax, state unemployment tax, other taxes, and other employee
      benefits paid by the employer.
22.   Prepare federal, state, and local payroll reports.

D.    Technology: Use manual and computerized systems in all steps of the
      accounting cycle.
23. Use spreadsheet and accounting software to derive and maintain accounting
    records and to produce reports.




2007 Performance Standards and Competencies                                             28
                                              Connecticut Career and Technical Education



               Business and Finance Technology
                              CONTENT AREA—
                           Business Management
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.       Business Management: Utilize human resources and economic theories
         and understand laws affecting personal and business financial decisions in
         the global marketplace.
1.    Analyze the relationships between contract law, law of sales and consumer law.
2.    Analyze the role and importance of agency law and employment law as they relate
      to the conduct of business in the national and international marketplaces.
3.    Explain the legal rules that apply to personal property and real property.
4.    Identify opportunity costs and trade-offs involved in making choices regarding the
      use of scarce economic resources.
5.    Identify the basic features of different economic systems and discuss the major
      features of the US economy.
6.    Explain the importance of economic relationships among nations.
7.    Develop a business plan for an entrepreneurial venture.
8.    Identify, establish, maintain, and analyze appropriate records to make business
      decisions.
9.    Describe how cultural differences, export/import opportunities and current
      trends in a global marketplace can affect an entrepreneurial venture.
10.   Explain the role, importance, and concepts of international finance and risk
      management.
11.   Relate balance of trade concepts to the import/export process.
12.   Identify forms of business ownership.
13.   Identify entrepreneurial opportunities available in international business.
14.   Illustrate how the functions of management are implemented and their
      importance.
15.   Compare and contrast the basic tenets of management theories and explain why
      they are important.
16.   Analyze financial data influenced by internal and external factors in order to
      make long-term and short-term management decisions.
17.   Apply the code of ethics to various issues confronted by businesses.
18.   Identify, describe, and analyze the impact and relationship of government
      regulations and community involvement to business management decisions.
19.   Apply a rational decision-making process as it applies to the roles of citizens,
      workers, and consumers.




2007 Performance Standards and Competencies                                          29
                                              Connecticut Career and Technical Education



               Business and Finance Technology
                              CONTENT AREA—
                           Business Management
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.      Business Management: Utilize human resources and economic theories
        and understand laws affecting personal and business financial decisions in
        the global marketplace.
20.   Develop and evaluate a spending/savings plan.
21.   Evaluate savings and investment options to meet short-term and long-term goals.
22.   Identify factors that affect the choice of credit, the cost of credit, and the legal
      aspects of using credit.
23.   Identify choices available to consumers for protection against risk and financial
      loss.




2007 Performance Standards and Competencies                                            30
                                              Connecticut Career and Technical Education



              Business and Finance Technology
                         CONTENT AREA—
                   Computer Information Systems
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.      Computer Architecture and Application Software: Describe current and
        emerging computer architecture and identify, select, evaluate, and install
        application software.
1.    Identify hardware components appropriate for specific tasks.
2.    Identify and select current and emerging application software appropriate for
      specific tasks.
3.    Compose, organize, and edit information using a keyboard.
4.    Use reference materials, such as on-line help, tutorials, and manuals, available
      for application software.
5.    Use word processing, desktop publishing, database, spreadsheet, presentation,
      and multimedia software.
6.    Use web page design as it applies to E-business applications.
7.    Apply ethical considerations to the operation and management of information
      systems.

B.     Communications: Apply principles of communications that are
       prerequisites for success.
8.    Communicate in a clear, courteous, concise, and correct manner on personal and
      professional levels.
9.    Use technology to enhance the effectiveness of communications.




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                                              Connecticut Career and Technical Education




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2007 Performance Standards and Competencies                                          32
                                              Connecticut Career and Technical Education




                  Cooperative Work Education




2007 Performance Standards and Competencies                                          33
                                              Connecticut Career and Technical Education




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2007 Performance Standards and Competencies                                          34
                                              Connecticut Career and Technical Education



                   Cooperative Work Education
                           CONTENT AREA—
                      Cooperative Work Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.  Career Readiness: Assess and identify character traits, career interests and
    aptitudes in developing a career plan relative to labor trends of the global
    economy.
1.  Explain the importance of life-long learning.
2.  Evaluate/research occupational interests.
3.  Demonstrate attitudes/ethics needed for career success.
4.  Assess personal strengths, talents, values and interests to appropriate jobs and
    careers to maximize career potential.
5.  Use a variety of research tools (e.g., computer-assisted programs, newspapers,
    books, industry tours, job shadows, career fairs and the Internet) in the career
    exploration process.
6.  Evaluate postsecondary training opportunities related to career interests,
    including certification, licensing, apprenticeships, college; military options and
    employer sponsored training sessions.
7.  Identify career interests and transferable skills necessary for opportunities in the
    global workforce.
8.  Develop an individual career plan and portfolio.
9.  Analyze needs of business and industry regards to labor and economic trends.
10. Adjust to the changing roles in the workplace including non-traditional
    occupations in the workplace.
B.    Career Acquisition: Identify skills, aptitudes and ethics required for
      employment acquisition in a competitive global marketplace.
11.   Participate in work-based learning opportunities such as: mentoring, cooperative
      work, job shadows, apprenticeships and internships.
12.   Demonstrate effective oral and written communication skills necessary for
      employment.
13.   Demonstrate job search skills using a variety of resources.
14.   Apply the decision-making process to the various stages of the work life cycle.
15.   Identify and demonstrate employability skills including job search, job selection,
      interviewing, and presentation.
16.   Compare and contrast wage benefit packages.




2007 Performance Standards and Competencies                                           35
                                              Connecticut Career and Technical Education



                   Cooperative Work Education
                          CONTENT AREA—
                     Cooperative Work Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

C.    Career Retention: Demonstrate mastery of the entry level employment
      skills, competencies and character education essential for success in the
      workplace including issues of diversity, expectations, trends and labor
      regulations.
17.   Demonstrate positive personal qualities and self-management skills (i.e. time
      management, organization, punctuality and attendance).
18.   Describe how productivity, work ethic and quality affect job stability.
19.   Demonstrate communication team-building and leadership skills.
20.   Demonstrate personal health and workplace safety procedures.
21.   Identify biases, harassment and discriminatory behaviors impacting job success
      and advancement.
22.   Understand the need to seek out new challenges and opportunities for
      advancement and transition.
23.   Acknowledge and respond to constructive criticism and employment evaluation.
24.   Understand the importance of following company policy and procedures and the
      legal ramifications of labor laws impacting employment.
25.   Understand and apply conflict resolution skills.
26.   Understand and apply problem solving and critical thinking skills.


D.    Integrated Learning and Life Skills: Demonstrate how academic knowledge
      and skills are applied to the workplace, personal life and life-long learning.
27.   Demonstrate the integration and application of academic and occupational skills
      in school, work and personal lives.
28.   Use communication, mathematical and technical skills to compare compute, and
      analyze complex information.
29.   Discuss how personal choices, experiences, technology, education/training and
      other factors correlate with earning a living.
30.   Discuss how income from employment is affected by factors such as supply and
      demand, geographic location, level of education, type of industry, union
      membership, productivity skill level and work ethic.
31.   Compare and contract strategies for personal finance and risk management.
32.   Demonstrate the ability to set, monitor and achieve clearly defined goals.




2007 Performance Standards and Competencies                                          36
                                              Connecticut Career and Technical Education



                   Cooperative Work Education
                          CONTENT AREA—
                     Cooperative Work Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

E.    Technology and Information: Demonstrate technological knowledge and
      skills required for future careers.
33.   Apply knowledge of technology to identify and solve problems.
34.   Identify and evaluate how information technology developments have changed the
      way people work.
35.   Select, apply and troubleshoot software as they apply to a variety of work
      applications.
36.   Describe how new developments in varied fields or technology affect the job
      market and the level of worker‘s responsibilities.
37.   Analyze the ethical issues surrounding access, privacy and confidentiality of
      information in emerging technologies.

F.    Economics: Understand economic concepts that influence personal,
      business and government decisions.
38.   Demonstrate understanding of goals, resources and structure of an organization.
39.   Understand the concepts and contributions of entrepreneurship.
40.   Compare and contrast the advantages and disadvantages of the various forms of
      business ownership.
41.   Understand economic principles affecting business cycles and the workforce.
42.   Analyze possible solutions to specific business problems.
43.   Apply economic decisions related to personal financial affairs, the successful
      operation of organizations and within a global economy.
44.   Understand the role of a consumer, producer, saver and investor in the market
      system.




2007 Performance Standards and Competencies                                          37
                                              Connecticut Career and Technical Education




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2007 Performance Standards and Competencies                                          38
                                              Connecticut Career and Technical Education




                Family and Consumer Sciences




2007 Performance Standards and Competencies                                          39
                                              Connecticut Career and Technical Education




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2007 Performance Standards and Competencies                                          40
                                              Connecticut Career and Technical Education



                 Family and Consumer Sciences
                         CONTENT AREA—
             Early Childhood Education and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.    Family and Consumer Sciences Skills: Develop a common core of skills
      related to Family and Consumer Sciences Education.
1.    Analyze strategies to manage multiple individual, family, career, and community
      roles and responsibilities.
2.    Demonstrate an understanding of management of individual and family
      resources related to child development, parenting education, and early childhood
      education and services.
3.    Describe the impact of technology on individual and family resources as related
      to child development, parenting education, and early childhood education and
      services.
4.    Identify factors that impact consumer advocacy related to child development,
      parenting education, and early childhood education and services.
5.    Identify and demonstrate communication skills that contribute to positive
      relationships.
6.    Describe the roles of teamwork and leadership skills in the family, workplace,
      and community.
B.    Principles of Human Growth & Development: Analyze principles of
      human growth and development during childhood.
7.    Explain physical, emotional, social, and intellectual development.
8.    Describe interrelationships among physical, emotional, social, and intellectual
      aspects of human growth and development during childhood.
9.    Apply elements of human growth and development.




2007 Performance Standards and Competencies                                          41
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                         CONTENT AREA—
             Early Childhood Education and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

C.    Factors Affecting Human Growth & Development: Analyze conditions
      that influence human growth and development during childhood.
10.   Investigate the impact of heredity and environment on human growth and
      development during childhood.
11.   Explain society's influence on the behavior of caregivers and family members
      resulting in the impact of changing economic conditions on parenting
      practices.
12.   Describe the effects of gender, ethnicity, and culture on individual
      development during childhood.
13.   Describe the effects of life events during childhood on individuals' physical
      and emotional development.


D.  Strategies for Promoting Growth & Development: Analyze strengths
    that promote growth and development during childhood.
14. Explain the role of nurturance on the growth and development of children.
15. Explain the role of communication on the growth and development of
    children.
16. Explain the role of support systems in meeting the growth and development
    needs of children.




2007 Performance Standards and Competencies                                          42
                                              Connecticut Career and Technical Education



                 Family and Consumer Sciences
                         CONTENT AREA—
             Early Childhood Education and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

E.    Roles and Responsibilities of Parenting: Analyze the roles and
      responsibilities of parenting.
17.   Examine parenting roles across the life span.
18.   Describe expectations and responsibilities of the family unit.
19.   Predict consequences of parenting practices to the individual, family, and
      society.
20.   Identify various societal conditions that impact parenting across the life span.
21.   Compare and contrast cultural differences in roles and responsibilities of
      parenting.

F.    Parenting Practices: Evaluate parenting practices that maximize human
      growth and development.
22.   Select nurturing practices that support human growth and development.
23.   Apply communication strategies that promote positive self-esteem in children.
24.   Analyze common practices and emerging research about discipline on human
      growth and development.
25.   Assess the possible impacts of abuse and neglect on children and families and
      determine methods for prevention.
26.   Determine criteria for selecting care and services for children.

G.  External Support Systems: Evaluate external support systems that
    provide services for parents.
27. Identify community resources and services available to families.
28. Describe community resources that provide opportunities related to parent
    education.
29. Identify the benefits of individual and family participation in community
    activities.




2007 Performance Standards and Competencies                                          43
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                         CONTENT AREA—
             Early Childhood Education and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

H.    Pre-Parenting Factors: Analyze physical and emotional factors related
      to beginning the parenting process.
30.   Identify biological processes related to prenatal development, birth, and
      health of child, mother and father.
31.   Recognize biological and environmental factors that affect the health of the
      child and parents.
32.   Consider the emotional factors of prenatal development and birth in relation
      to the health of the parents and child.
33.   Identify alternatives to biological parenthood.
34.   Describe legal and ethical technological advances from conception to birth.

I.    Career Paths: Analyze career paths within early childhood, education
      and childcare services and related fields.
35.   Identify personality traits of an individual well suited to careers working in
      early childhood.
36.   Determine the roles and functions of individuals engaged in early childhood,
      education, child-care services and related fields.
37.   Identify opportunities for employment and entrepreneurial endeavors.
38.   Identify education and training requirements and opportunities for career
      paths in early childhood, education, child-care services and related fields.
39.   Describe the economic impacts of early childhood, education, child-care
      services occupations and related fields.
40.   Demonstrate employability skills in community & workplace settings.




2007 Performance Standards and Competencies                                          44
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                         CONTENT AREA—
             Early Childhood Education and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

J.    Developmentally Appropriate Practices: Analyze developmentally
      appropriate practices to plan for early childhood, education and child-
      care services.
41.   Explain child development theories and their implications for educational and
      childcare practices.
42.   Determine a variety of assessment methods to observe and interpret
      children's growth and development.
43.   Identify various cultural and environmental influences when assessing
      children's development.
44.   Recognize the major exceptionalities in IDEA and how they affect the
      classroom environment.
45.   Determine and demonstrate strategies that promote children's growth and
      development.

K.    Integration of Curriculum: Demonstrate integration of curriculum and
      instruction to meet children’s developmental needs and interests.
46.   Identify a variety of curriculum and instructional models.
47.   Plan learning activities in all curriculum areas that meet the developmental
      needs and learning styles of children.
48.   Identify and develop an integrated curriculum that incorporates a child's
      language, learning styles, home experiences, and cultural values.
49.   Identify and develop a variety of teaching methods to meet individual needs of
      children.
50.   Describe possible arrangements of learning centers that provide for children's
      exploration, discovery, and development.
51.   Determine and demonstrate methods to establish activities, routines, and
      transitions.




2007 Performance Standards and Competencies                                          45
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                        CONTENT AREA—
            Early Childhood Education and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

L.    Safe & Healthy Learning Environment: Plan a safe and healthy learning
      environment for children.
52.   Describe methods to manage physical space to maintain a safe and healthy
      learning environment.
53.   Apply safe and healthy practices that comply with local regulations.
54.   Implement strategies to teach children health, safety, and sanitation habits.
55.   Plan for the nutritional needs of children.
56.   Describe the process for recognizing and reporting suspected child abuse and
      neglect.
57.   Identify basic health practices and disease prevention procedures for workers
      and children regarding childhood illness and communicable diseases.
58.   Identify and plan security and emergency procedures.

M.    Positive Collaborative Relationships: Demonstrate techniques for
      positive collaborative relationships with children.
59.   Establish developmentally appropriate guidelines for behavior.
60.   Demonstrate problem-solving skills with children.
61.   Identify interpersonal skills that promote positive and productive
      relationships with children.
62.   Describe strategies for constructive and supportive interactions between
      children and families.
63.   Determine methods for communicating information to parents.

N.  Professional Practices & Standards: Demonstrate professional practices
    and standards related to working with children.
64. Identify various opportunities for continuing training and education.
65. Describe the importance of demonstrating enthusiasm, initiative, ethical
    behavior and commitment to program goals and improvements.
66. Identify established professional organizations that are supportive of careers
    in early childhood development.




2007 Performance Standards and Competencies                                          46
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                        CONTENT AREA—
            Nutrition, Food Production and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

A.    Family and Consumer Sciences Skills: Develop a common core of skills
      related to Family and Consumer Sciences Education.
1.    Demonstrate employability skills in community & workplace settings.
2.    Identify the benefits of individual and family participation in community
      activities.
3.    Demonstrate an understanding of management processes of individual and
      family resources related to food production, nutrition, and hospitality.
4.    Analyze the relationship of the environment to family and consumer resources
      as related to food production, nutrition and hospitality.
5.    Identify policies that support consumer rights & responsibilities as related to
      food production, nutrition and hospitality.
6.    Describe the impact of technology on individual and family resources as
      related to food production, nutrition and hospitality.
7.    Describe interrelationships between the economic system and consumer
      actions as related to food production, nutrition and hospitality.
8.    Demonstrate the management of financial resources and analyze how
      individuals and families manage resources to meet goals relating to food
      production, nutrition and hospitality.
9.    Identify factors that impact consumer advocacy related to food production,
      nutrition and hospitality.

B.  Nutrition and Wellness Practices: Analyze factors that influence
    nutrition and wellness practices across the lifespan.
10. Compare the impact of psychological, cultural, and social influences on food
    choices and other nutrition practices.
11. Recognize the impact of global and local events and conditions on food
    choices and practices.




2007 Performance Standards and Competencies                                          47
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                        CONTENT AREA—
            Nutrition, Food Production and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

C.    Nutritional Needs: Evaluate the nutritional needs of individuals and
      families in relation to health and wellness across the life span.
12.   Assess the effect of nutrients on health, appearance, and peak performance.
13.   Research the relationship of nutrition and wellness to individual and family
      health throughout the life span addressing the diversity of people, culture,
      and religions.
14.   Assess the impact of food and diet fads, food addictions, and eating disorders
      on wellness.
15.   Appraise sources of food and nutrition information, including food labels,
      related to health and wellness.

D.    Acquisition, Handling & Use of Foods: Demonstrate ability to acquire,
      handle and use foods to meet nutrition and wellness needs of
      individuals and families across the life span.
16.   Apply various dietary guidelines in planning to meet nutrition and wellness
      needs.
17.   Demonstrate ability to select, store, prepare, and serve nutritious and
      aesthetically pleasing foods.
18.   Assess principles to maximize nutrient retention in prepared foods.
19.   Critique the selection of foods to promote a healthy life style.
20.   Categorize foods into exchange groups and plan menus, applying the
      exchange system to meet various nutrient needs.

E.  Food Safety: Evaluate factors that affect food safety, from production
    through consumption.
21. Determine conditions and practices that promote safe food handling and
    inspection.
22. Identify safety and sanitation practices throughout the food chain.
23. Describe food borne illness as a health issue for individuals and families.




2007 Performance Standards and Competencies                                          48
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                        CONTENT AREA—
            Nutrition, Food Production and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

F.  Science and Technology: Evaluate the impact of science and technology
    on food consumption, safety, and other issues.
24. Describe the impact of technological advances on selection, preparation, and
    home storage of food.

G.  Career Paths: Analyze career paths within the hospitality, food
    production and services, food science, dietetics and nutrition
    industries.
25. Determine the roles and functions of individuals engaged in hospitality, food
    production and services, food science, dietetics, and nutrition careers.
26. Identify opportunities for employment and entrepreneurial endeavors.
27. Examine education and training requirements and opportunities for career
    paths in hospitality, food production and services, food science, dietetics, and
    nutrition.

H.  Safety, Security & Environmental Issues: Demonstrate procedures
    applied to safety, security and environmental issues.
28. Demonstrate ability to ensure safety.
29. Examine utilization of resources and ways to conserve them.

I.  Service: Apply concepts of service to meet customer expectations.
30. Practice service methods.
31. Determine the relationship between an employee’s actions and customer
    satisfaction.
32. Employ strategies for resolving complaints.




2007 Performance Standards and Competencies                                          49
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                        CONTENT AREA—
            Nutrition, Food Production and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

J.    Food Safety & Sanitation: Demonstrate food safety and sanitation
      procedures.
33.   Identify pathogens found in food and their role in causing illness.
34.   Employ food service management safety/sanitation program procedures.
35.   Practice good personal hygiene/health procedures, and report symptoms of
      illness.
36.   Demonstrate proper receiving and storage of both raw and prepared foods.
37.   Demonstrate food handling and preparation techniques that prevent cross
      contamination between raw, cooked and ready-to-eat foods and between
      animal or fish sources and other food products.
38.   Examine current types and proper uses of cleaning materials and sanitizers.
39.   Demonstrate waste disposal and recycling methods.

K.    Food Production Equipment: Demonstrate selecting, using and
      maintaining food production equipment.
40.   Operate tools and equipment following safety procedures.
41.   Maintain tools and equipment following safety procedures.
42.   Demonstrate procedures for cleaning and sanitizing equipment.
43.   Demonstrate procedures for storage of equipment and tools.

L.    Planning Menu Items: Demonstrate planning menu items based on
      standardized recipes to meet customer needs.
44.   Apply menu-planning principles to develop and modify menus.
45.   Examine food and equipment needed for menus.
46.   Prepare menu layout and design.
47.   Monitor recipe/formula proportions and modifications for food.




2007 Performance Standards and Competencies                                          50
                                              Connecticut Career and Technical Education



                  Family and Consumer Sciences
                          CONTENT AREA—
              Nutrition, Food Production and Services
      Content Measure – Thirty-five percent of concentrators assessed will
                       achieve 65 percent proficiency.

                     PERFORMANCE STANDARDS AND COMPETENCIES

M.     Food Preparation: Demonstrate preparation for all menu categories to
       produce a variety of food products.
48.    Demonstrate skills in knife, tool, and equipment handling.
49.    Demonstrate a variety of cooking methods including roasting and baking,
       broiling, smoking, grilling, sautéing, frying, deep frying, braising, stewing,
       poaching, steaming, woking, convection, micro waving, and other emerging
       technologies.
50.    Apply the fundamentals of time and temperature to cooking, cooling, and
       reheating of a variety of foods.
51.    Prepare various meats, seafood, and poultry.
52.    Prepare various stocks, soups, and sauces.
53.    Prepare various fruits, vegetables, starches, and farinaceous items.
54.    Prepare various salads, dressings, marinades, and seasonings.
55.    Prepare sandwiches, canapés, and appetizers.
56.    Prepare baked goods and desserts.
57.    Prepare breakfast meats, eggs, cereals, and batter products.
58.    Demonstrate food presentation techniques.
59.    Describe the purpose and various uses of convenience food items.
60.    Monitor recipe/formula proportions and modifications for food production.

N.  Food Service Management Functions: Demonstrate implementation of
    food service management functions.
61. Apply accounting principles in planning food products.
62. Implement marketing plan for food sales.




2007 Performance Standards and Competencies                                             51
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                        CONTENT AREA—
            Nutrition, Food Production and Services
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

O.    Internal and External Customer Service: Demonstrate the concept of
      internal and external customer service.
63.   Demonstrate quality services.
64.   Examine the relationship between employees and customer satisfaction.
65.   Apply strategies for resolving complaints.
66.   Demonstrate sensitivity to diversity and individuals with special needs.




2007 Performance Standards and Competencies                                          52
                                              Connecticut Career and Technical Education



                 Family and Consumer Sciences
                              CONTENT AREA—
                            Textiles and Design
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.    Family and Consumer Sciences Skills: Develop a common core of skills
      related to areas of Family and Consumer Sciences Education.
1.    Demonstrate an understanding of management processes of individual and
      family resources related to textiles and apparel.
2.    Identify policies that support consumer rights & responsibilities as related to
      textiles and apparel.
3.    Describe the impact of technology on individual and family resources as
      related to textiles and apparel.
4.    Describe interrelationships between the economic system and consumer
      actions as related to textiles and apparel.
5.    Demonstrate the management of financial resources and analyze how
      individuals and families manage resources to meet goals relating to textiles
      and apparel.
6.    Identify and demonstrate communication skills that contribute to positive
      relationships.
7.    Describe the importance of teamwork and leadership skills in the family,
      workplace, and community.

B.  Fibers and Textiles: Evaluate fiber and textile materials.
8.  Select appropriate terminology for identifying, comparing, and analyzing the
    most common generic textiles fibers.
9. Identify general performance characteristics of fiber and textiles.
10. Describe and assess effects of textiles characteristics on design, construction,
    care, use, and maintenance of products.
11. Select appropriate procedures for care of textiles products.




2007 Performance Standards and Competencies                                          53
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                              CONTENT AREA—
                            Textiles and Design
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

C.    Apparel and Textile Design: Demonstrate apparel and textiles design
      skills.
12.   Describe the ways in which fabric, texture, and pattern can affect visual
      appearance.
13.   Apply basic and complex color schemes and color theory to develop and
      enhance visual effects.
14.   Utilize elements and principles of design appropriately in designing,
      constructing, and/or altering textiles products.
15.   Apply elements and principles of design to assist consumers in making
      decisions.
16.   Demonstrate ability to use technology for fashion design.

D.    Textile and Apparel Products: Demonstrate skills needed to produce,
      alter or repair textile and apparel products.
17.   Use a variety of equipment, tools, and supplies for apparel and textiles
      construction, alteration, and repair.
18.   Evaluate production processes for creating fibers, yarn, woven, and knit
      fabrics, and non-woven textiles products.
19.   Identify current technology and trends that facilitate design and production of
      textiles products and apparel.
20.   Demonstrate basic skills for producing and altering textiles products and
      apparel.
21.   Demonstrate an understanding of commercial pattern instructions, pattern
      markings and symbols.
22.   Demonstrate proper layout techniques of commercial patterns.




2007 Performance Standards and Competencies                                          54
                                              Connecticut Career and Technical Education



                Family and Consumer Sciences
                              CONTENT AREA—
                            Textiles and Design
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

E.  Visual Presentation: Demonstrate design ideas through visual
    presentation.
23. Prepare visual presentations and sketches.
24. Utilize a variety of presentation media such as photography, video, computer,
    and software for presentations.

F.    Career Paths: Analyze career paths within textile and apparel
      industries.
25.   Describe the roles and functions of individuals engaged in textile and apparel
      careers.
26.   Identify opportunities for employment and entrepreneurial endeavors in
      textile and apparel careers.
27.   Identify education and training requirements and opportunities for career
      paths in textiles and apparel.
28.   Demonstrate employability skills in community and workplace settings.




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                                              Connecticut Career and Technical Education




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2007 Performance Standards and Competencies                                          56
                                              Connecticut Career and Technical Education




                         Marketing Education




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                                              Connecticut Career and Technical Education




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2007 Performance Standards and Competencies                                          58
                                              Connecticut Career and Technical Education



                         Marketing Education
                             CONTENT AREA—
                           Marketing Education
 Content Measure – Thirty-five percent of all concentrators assessed will
                    achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

A.     Business and Management: Understand fundamental business and
       marketing concepts that affect business decision making.
1.    Describe types of business activities.
2.    Determine the relationship between business and government.
3.    Describe the environments in which businesses operate.
4.    Describe marketing functions and related activities.
5.    Explain the nature of marketing strategies.
6.    Explain considerations in business planning.
7.    Organize the work of others.
8.    Implement procedures for staffing a department/organization.
9.    Demonstrate procedures for monitoring and evaluating employee performance.
10.   Apply operational processes to maintain and support daily business activities.
11.   Describe the role of small business in the United States.
12.   Describe legal considerations for starting a business.
13.   Recommend a form of business ownership.
14.   Formulate a business plan.

B.     Economics: Understand the economic principles and concepts
       fundamental to marketing.
15.   Distinguish between economic goods and economic services.
16.   Explain the concepts of economic resources.
17.   Interpret the impact of supply and demand on price.
18.   Explain types of economic systems.
19.   Explain the concept of private enterprise.
20.   Identify factors affecting the profit of a business.
21.   Determine the opportunity costs associated with economic decision making.




2007 Performance Standards and Competencies                                            59
                                              Connecticut Career and Technical Education



                          Marketing Education
                              CONTENT AREA—
                            Marketing Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

C.      Career and Professional Development: Understand concepts and strategies
        needed for personal and professional growth in marketing and business.
22.    Use traditional and nontraditional job-search strategies, including on-line
       searches.
23.    Demonstrate job-seeking skills.
24.    Utilize resources that can contribute to professional development.
25.    Utilize skills to enhance career progression.
26.    Identify desirable personality traits important to business.
27.    Make decisions.
28.    Demonstrate ethical behavior in marketing.
29.    Demonstrate interpersonal skills in a group.
30.    Utilize interpersonal skills to resolve conflict with others.
31.    Communicate clearly and concisely in writing.
32.    Demonstrate effective verbal and nonverbal communication in the workplace.

D.      Distribution: Understand the concepts and processes needed to move,
        store, locate, and/or transfer ownership of good and services.
33.    Explain the nature and scope of distribution.
34.    Apply warehousing/stock-handling procedures.
35.    Demonstrate procedures to facilitate transportation of goods.
36.    Select channels and channel members.

E.      Financing: Understand the financial concepts used in making decisions.
37.    Describe the role of financing in marketing and business endeavors.




2007 Performance Standards and Competencies                                          60
                                              Connecticut Career and Technical Education



                          Marketing Education
                              CONTENT AREA—
                            Marketing Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

F.      Marketing/Information Management: Understand the concepts and
        systems needed to access, synthesize, evaluate and disseminate
        information for use in making business decisions.
38.    Explain the nature of the marketing information using technology.
39.    Demonstrate procedure for gathering marketing information using technology.
40.    Explain the nature of marketing research.
41.    Analyze the environments that affect business operations.
42.    Explain techniques for processing marketing information using technology.

G.      Pricing: Understand concepts and strategies used in determining and
        adjusting prices to maximize return and ensure customer satisfaction.
43.    Describe the nature of the pricing function.
44.    Determine pricing objectives, policies and strategies.
45.    Describe considerations in setting prices.
46.    Explain non-price considerations that affect prices.
47.    Use technology to assist in price setting.
48.    Determine selling prices.
49.    Adjust selling prices.
50.    Use calculations that affect product quantity/purchases.

H.      Product/Service Planning: Understand the concepts and processes needed
        to develop, maintain and improve a product or service mix in response to
        market opportunities.
51.    Explain the nature of the product/service planning function.
52.    Describe considerations in developing and maintaining a product mix.
53.    Plan a product service/mix.
54.    Describe factors used by marketers to position products/businesses.
55.    Describe the marketing planning process.




2007 Performance Standards and Competencies                                          61
                                              Connecticut Career and Technical Education



                           Marketing Education
                               CONTENT AREA—
                             Marketing Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                     PERFORMANCE STANDARDS AND COMPETENCIES

I.      Promotion: Understand the concepts and strategies needed to
        communicate information about products, services and/or ideas to
        influence behavior .
56.    Explain the communication process used in promotion.
57.    Describe the nature and scope of the promotion function.
58.    Identify the elements of the promotion.
59.    Write promotional messages that appeal to targeted markets.
60.    Select promotional media to communicate with customers.
61.    Apply sales promotions techniques.
62.    Use past advertisements to aid in promotional planning.
63.    Coordinate promotional activities.
64.    Develop a promotional plan.
65.    Prepare a promotional budget.
66.    Determine promotional policies.

J.      Purchasing: Understand strategies for obtaining goods and services for use
        in operating a business and/or for resale.
67.    Explain the nature of the buying process.
68.    Describe buying/purchasing policies.
69.    Identify sources/vendors and how they relate to the supply chain.
70.    Analyze relationship with vendors.

K.      Risk Management: Understand the concepts needed to optimize gain and
        minimize loss due to risk.
71.    Explain the nature of the risk management function.
72.    Identify controllable and uncontrollable risk factors.
73.    Apply security measures.




2007 Performance Standards and Competencies                                          62
                                              Connecticut Career and Technical Education



                          Marketing Education
                             CONTENT AREA—
                           Marketing Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

L.      Selling: Understand the concepts needed to respond to client needs and
        wants through planned, personalized communication that influences
        purchase decisions and ensures satisfaction.
74.    Explain the nature and scope of the selling function.
75.    Gather, interpret and use information in selling.
76.    Develop an understanding of customers/clients.
77.    Use selling process and techniques to aid customers/clients in making buying
       decisions.
78.    Process customer/client payment.
79.    Communicate sales messages in writing.
80.    Explain the role of customer service in customer/client relationships.
81.    Utilize strategies to build and maintain a clientele.
82.    Implement activities that support sales efforts.
83.    Use ethics in selling.
84.    Describe methods of sales goal setting and forecasting.




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2007 Performance Standards and Competencies                                          64
                                              Connecticut Career and Technical Education




                    Medical Careers Education




2007 Performance Standards and Competencies                                          65
                                              Connecticut Career and Technical Education




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2007 Performance Standards and Competencies                                          66
                                              Connecticut Career and Technical Education



                         Medical Careers Education
                             CONTENT AREA—
                        Medical Careers Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                     PERFORMANCE STANDARDS AND COMPETENCIES

A.     Health Science: Understand and apply the academic subject matter
       required for entrance within health science.
1.     Differentiate and complete various patient forms used in documenting
       client/patient information.
2.     Perform mathematical operations to convert metric measures in fluid balance
       and to convert weight to metric measurement.
3.     Use medical terminology including root words, prefixes, suffixes and
       abbreviations.
4.     Employ principles of biology and anatomy in assessing health.
5.     Describe the history of health care in respect to time, culture, religion, and
       regions.

B.     Disease Processes: Demonstrate the concepts of basic disease processes.
6.     Compare and contrast the types of healing including factors which promote or
       delay the response.
7.     Differentiate normal and abnormal immune responses.
8.     Compare the results of a compromised immunological system including acquired
       immune deficiency syndrome (AIDS), hypersensitivity reactions, and transplant
       rejections.
9.     Interpret principles of infection including diagnostic tests, signs and symptoms,
       and treatment.
10.    Define the pathogenesis of neoplasm including diagnostic measures, treatment,
       and risk factors.




2007 Performance Standards and Competencies                                             67
                                              Connecticut Career and Technical Education



                         Medical Careers Education
                             CONTENT AREA—
                        Medical Careers Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                     PERFORMANCE STANDARDS AND COMPETENCIES

C.     Normal Functions of the Body: Illustrate the effects of abnormal factors
       such as immobility, stress, pain, substance abuse and environmental
       hazards on the normal functioning of the body.
11.    Explain the effects of immobility on the body systems.
12.    Interpret the potential effects of stress on the development of disease.
13.    Describe the theory of pain and measures of pain control.
14.    Relate signs of substance abuse including predisposing factors.
15.    Describe potential complications of substance abuse.
16.    Compare various diseases due to environmental hazards including temperature-
       related disorders, bites, stings and food poisoning.

D.     Growth and Development: Differentiate and illustrate the health problems
       associated with the stages of growth and development.
17.    Relate various health problems associated with adolescence to include
       musculoskeletal disorders, eating disorders, skin disorders and infectious
       mononucleosis.
18.    Interpret significant physiologic changes with aging relative to specific body
       systems.


E.     Body Systems: Compare the anatomical structures and physiological
       function of each body system.
19.    Diagram the structure of cells, tissues, organs and systems.
20.    Compare normal and abnormal structures of cell and tissues.
21.    Contrast normal and abnormal functions of body systems
22.    Use medical terminology related to each body system, including root words,
       prefixes, suffixes and abbreviations.




2007 Performance Standards and Competencies                                             68
                                              Connecticut Career and Technical Education



                        Medical Careers Education
                            CONTENT AREA—
                       Medical Careers Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

F.     Communication Skills: Explain the various methods of giving and obtaining
       information; communicate effectively, both orally and in writing.
23.    Assess the importance of effective communication using rules of communication
       and appropriate listening skills.
24.    Demonstrate the ability to adapt communication to individual needs (age and
       development specific) and multicultural and multilingual needs.
25.    Demonstrate telephone etiquette and facility specific guidelines in handling
       situations including problem calls, emergency calls, and sending and receiving
       information.

G.     Health Care Environment: Understand how the health care workers' role
       fits into their department, organization, and overall health care
       environment; demonstrate how key systems affect services performed and
       quality of care given.
26.    Differentiate among the range of services offered to clients through various
       health care facilities.
27.    Compare ways various state and federal agencies, regulatory boards, and
       insurance companies affect the delivery of health care including reimbursement
       and duplication of services.




2007 Performance Standards and Competencies                                          69
                                              Connecticut Career and Technical Education



                         Medical Careers Education
                             CONTENT AREA—
                        Medical Careers Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                     PERFORMANCE STANDARDS AND COMPETENCIES

H.     Employability Skills: Analyze how employability skills enhance
       employment opportunities and job satisfaction; demonstrate key
       employability skills and procedures/training to maintain skills as needed
       for the job market.
28.    Demonstrate proficiency in keyboarding skills and computer applications.
29.    Compare various career options in each health care cluster and the required
       education, certification, licensure and registries.

I.     Career Exploration: Research therapeutic careers, education requirements,
       licensure and scope of practice.
30.    Examine various therapeutic careers and their scope of practice.
31.    Adopt and demonstrate a professional attitude.
32.    Demonstrate an understanding of medical legal requirements.
33.    Analyze various quality improvement initiatives.
34.    Compare and contrast the various health care delivery systems and payment
       sources.

J.     Legal Awareness: Evaluate legal responsibilities, limitations and
       implications of actions within the health care delivery system; perform
       duties according to regulations, policies, laws and rights of clients.
35.    Examine legal aspects of client/patient care including confidentiality, consent
       and negligence.
36.    Employ the Patient's Bill of Rights in maintaining confidentiality and quality
       health care.
37.    Define "operate within the scope of care" including licensure, accreditation, and
       legislation affecting professions and facilities.
38.    Describe legal requirements in documentation.
39.    Describe and give examples of global, ethnic, and cultural issues, negligence,
       and legal documentation.




2007 Performance Standards and Competencies                                            70
                                              Connecticut Career and Technical Education



                     Medical Careers Education
                             CONTENT AREA—
                        Medical Careers Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

K.     Ethical Practices: Evaluate accepted ethical practices with respect to
       cultural, social and ethnic differences within the health care environment.
40.    Compare the needs of clients/patients who have cultural, social and ethical
       differences in regard to the Patient's Bill of Rights.
41.    Interpret a Code of Ethics.
42.    Demonstrate respect of a client’s rights and self-determination.
43.    Describe the process of promoting justice and equal treatment of all persons.
44.    Describe the importance of client need over other considerations.

L.     Safe and Healthy Work Practices: Analyze the existing and potential
       hazards to clients, co-workers and self; prevent injury or illness through
       safe work practices and follow health and safety policies and procedures.
45.    Use Standard Precautions and OSHA standards to control the spread of infection
       including aseptic techniques such as handwashing, personal protective
       equipment, isolation and personal hygiene.
46.    Apply principles of body mechanics including proper lifting techniques,
       positioning, moving and transferring.
47.    Compare methods for cleaning instruments, equipment and environmental
       surfaces.
48.    Employ emergency procedures and protocols regarding fire and electrical
       hazards and hazardous materials, using health care guidelines such as OSHA
       standards.

M.     Body Defenses: Demonstrate knowledge of the normal body defenses
       against disease processes.
49.    Describe three lines of defense against disease.
50.    Compare the body's three lines of defense against disease.
51.    Demonstrate aseptic techniques necessary for disease prevention following OSHA
       guidelines and Standard Precautions.




2007 Performance Standards and Competencies                                            71
                                              Connecticut Career and Technical Education



                     Medical Careers Education
                             CONTENT AREA—
                        Medical Careers Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                     PERFORMANCE STANDARDS AND COMPETENCIES

N.     Individual and Team Responsibilities: Understand the role and
       responsibilities of individual members as part of the health care team,
       including the ability to promote the delivery of quality health care; interact
       effectively and sensitively with all members of the health care team.
52.    Practice team membership skills, such as cooperation, leadership and
       anticipation of the needs of team members.
53.    Respect cultural and religious differences among team members.
54.    Demonstrate interaction with others consistent with the health care team
       structure and lines of authority.
55.    Manage conflict within the workplace through consideration of others' points of
       view.
56.    Understand interdisciplinary roles and responsibilities of the treatment team.

O.    Fundamentals of Wellness: Provide care to patients based on fundamentals
      of wellness and the prevention of disease processes.
57.    Investigate available preventive health screenings and examinations.
58.    Describe alternative health practices.
59.    Describe and demonstrate preventive health practices such as good nutrition
       and stress management.
60.    Inform patients of health risk factors and methods of reduction.
61.    Demonstrate knowledge of illness prevention.

P.     Client Interaction Skills: Demonstrate client interaction skills by
       explaining planned procedures and goals to clients/patients.
62.    Use verbal and non-verbal communication skills.
63.    Demonstrate an understanding of communication skills and barriers.
64.    Demonstrate appropriate telephone techniques.
65.    Apply a variety of interviewing techniques that reflect an understanding of the
       client's/patient’s age, condition, development, cultural background and
       interpersonal skills.




2007 Performance Standards and Competencies                                              72
                                              Connecticut Career and Technical Education



                     Medical Careers Education
                             CONTENT AREA—
                        Medical Careers Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

Q.     Team Communication: Understand how to communicate client information
       within a team; convey information to appropriate team members in a
       timely manner.
66.    Provide complete client information to team, including formal and informal
       observations.
67.    Observe and report unsafe environmental conditions.
68.    Describe unusual occurrences in treatment progress.
69.    Document and report information about changes in conditions that might
       introduce risk to clients or staff.

R.    Monitoring Patient Status: Monitor client status and plan, implement, and
      analyze the care provided based on age, physical, and psychosocial needs.
70.    Demonstrate the following skills:
       a. vital signs
       b. basic CPR principles
       c. basic first aid
       d. basic client transfers
       e. height/weight
       f.  use of standard precautions
       g. appropriate medical language
71.    Compare and contrast how care is provided based on age, physical status, and
       psycho-social aspects of clients’ needs.
72.    Analyze clients’ specific health education needs.
73.    Provide resources and community service information to the community.




2007 Performance Standards and Competencies                                           73
                                              Connecticut Career and Technical Education



                      Medical Careers Education
                             CONTENT AREA—
                        Medical Careers Education
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                     PERFORMANCE STANDARDS AND COMPETENCIES

S.     Principles of Body Mechanics: Understand the principles of body
       mechanics for positioning, transferring and transporting clients; perform
       these activities efficiently and without injury to clients or self.
74.    Position client to ensure comfort.
75.    Recognize center of gravity and base of support in order to use proper lifting
       techniques.
76.    Use appropriate transport or transfer equipment.
77.    Inform patients/clients of what to expect during activity.

T.     Health Care Skills: Perform classroom laboratory activities and apply
       knowledge and skills in a health care clinical setting.
78.    Read, interpret, verbalize and apply policies and procedures appropriate to the
       health care setting.
79.    Participate in a health care facility orientation prior to clinical experience.
80.    Demonstrate the use of pertinent safety precautions and aseptic techniques.
81.    Demonstrate the safe and appropriate use of equipment and supplies.




2007 Performance Standards and Competencies                                              74
                                              Connecticut Career and Technical Education




                       Technology Education




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                                              Connecticut Career and Technical Education



                         Technology Education
                              CONTENT AREA—
                          Automotive Technology
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.    Automotive Technology Skills: Develop the skills and knowledge required
      to service automobiles.
1.    Identify and describe the historical innovations in the evolution of automotive
      systems and their impact on our society, economy and environment.
2.    Develop central foundation skills in reading, mathematics, science and
      mechanical aptitude.
3.    Comply with personal and environmental safety practices associated with
      clothing, eye protection, hand tools, lifting equipment, power equipment, proper
      ventilation and the handling storage and disposal of chemicals/materials in
      accordance with local, state and federal environmental regulations.
4.    Demonstrate a working knowledge of the basic process and procedures relating to
      automotive maintenance schedule.
5.    Demonstrate a working knowledge of how pneumatic hydraulic, mechanical,
      chemical and electrical energy are used in each of the following systems:
                    i. Engine theory
                   ii. Suspension and steering
                  iii. Brakes
                  iv. Electrical/electronic
6.    Identify, compare and contrast with traditional and alternative fuels, systems and
      technologies.

B.    Technology and the Economy: Understand the link between technology and
      the economy.
7.  Identify current global, social and economic trends.
8.  Describe the evolution of technological enterprise and its economy, culture,
    society and environment.
9.  Describe the characteristics of single ownership, corporations and partnerships.
10. Design a simulated enterprise and participate in a variety of roles within that
    enterprise.
11. Define and use quality control.




2007 Performance Standards and Competencies                                          77
                                              Connecticut Career and Technical Education



                        Technology Education
                            CONTENT AREA—
                        Automotive Technology
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

C.    Technological Impacts: Understand the impact that technology has on the
      social, cultural and environmental aspects of life.
12. Forecast technological trends in communications technologies and project their
    potential impacts.
13. Employ the input-process-output feedback system model in evaluating
    technological impacts.
14. Evaluate technologies based on their positive and negative outcomes.
15. Discuss societal and industrial responsibilities for using proper hazardous waste
    disposal and recycling techniques.

D.    Career Awareness and Teambuilding: Become aware of the world of work
      and its function in social diversity, expectations, trends and requirements;
      identify and develop leadership attributes and apply them in team
      situations.
16. Identify and explore career opportunities.
17. Explain the need to be a lifelong learner.
18. Exhibit and take responsibility for behaviors in both school and work situations.
19. Define and demonstrate a personal work ethic.
20. Identify future labor market trends.
21. Apply organizational and time management skills to classroom and laboratory
    activities.
22. Present information in a clear, concise and appropriate manner.




2007 Performance Standards and Competencies                                          78
                                              Connecticut Career and Technical Education



                        Technology Education
                             CONTENT AREA—
                         Automotive Technology
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

E.    Problem Solving/Research and Development: Apply disciplined problem-
      solving strategies to enhance invention and innovation including the
      engineering design process to achieve desired outcomes across all
      technology content areas.
23. Use research techniques to support design development.
24. Apply the descriptive statistics of average, percentage, correlation and graphing
    to design outcomes.
25. Develop alternative design solutions to the same problem.
26. Use communication technology to visualize a design idea.
27. Know the laws related to copyright, trademarks and patents.
23. Present a design idea using multimedia technology.
24. Prepare and document a design portfolio.
25. Fabricate a prototype to support a chosen design.




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                                              Connecticut Career and Technical Education



                        Technology Education
                        CONTENT AREA—
               COMPUTER AIDED DRAFTING AND DESIGN
   Content Measure – Thirty-five percent of concentrators assessed will
                    achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A. Materials and Processes: Define the origins, properties and processing
   techniques associated with the material building blocks of technology.
1.   Describe physical objects as geometric entities.
2.   Use mechanical and electronic measuring devices accurately as required by the
     design intent.
3.   Understand manufacturing processes.
4.   Understand architectural processes as required by the design intent.
5.   Understand and be able to effectively apply and demonstrate physical, graphic
     and electronic communication techniques in processing, transmitting, receiving
     and organizing information.
6.   Demonstrate graphic communication skills through sketching.
7.   Evaluate and select appropriate methods of communication for a given problem.
8.   Send and access information through a network.
9.   Express a design of an object as a 3D model.
10. Export and import images/files in a variety of file formats.
11. Demonstrate knowledge and application of drawing standards in creating
     orthographic, isometric, section views and auxiliary views.
12. Define and apply dimensioning standards.
13. Apply material attributes to the model for analysis.
14. Evaluate choice and placement of dimensions, notes and annotations to clearly
     communicate design intent.
15. Revise a design and update finished drawings appropriately.
16. Use quantitative analysis to evaluate design elements.
17. Identify basic geometric elements (i.e. line, circle, rectangle, sphere, cube, i.e.)
18. Apply basic geometric concepts to building 3D models (i.e. tangent, parallel,
     concentric, etc.).




2007 Performance Standards and Competencies                                            81
                                              Connecticut Career and Technical Education



                       Technology Education
                        CONTENT AREA—
               COMPUTER AIDED DRAFTING AND DESIGN
   Content Measure – Thirty-five percent of concentrators assessed will
                    achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

B. Technology and the Economy: Understand the link between technology and
   the economy.
19. Identify current global, social and economic trends.
20. Describe the evolution of technological enterprise and its economy, culture,
    society and environment.
21. Describe the characteristics of single ownership, corporations and partnerships.
22. Design a simulated enterprise and participate in a variety of roles within that
    enterprise.
23. Define and use quality control.

C. Technological Impacts: Understand the impact that technology has on the
   social, cultural and environmental aspects of life.
24. Forecast technological trends in communications technologies and project their
    potential impacts.
25. Employ the input-process-output feedback system model in evaluating
    technological impacts.
26. Evaluate technologies based on their positive and negative outcomes.
27. Discuss societal and industrial responsibilities for using proper hazardous waste
    disposal and recycling techniques.




2007 Performance Standards and Competencies                                          82
                                              Connecticut Career and Technical Education



                        Technology Education
                        CONTENT AREA—
               COMPUTER AIDED DRAFTING AND DESIGN
   Content Measure – Thirty-five percent of concentrators assessed will
                    achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

D. Career Awareness and Teambuilding: Become aware of the world of work and
   its function in social diversity, expectations, trends and requirements;
   identify and develop leadership attributes and apply them in team situations.
28. Identify and explore career opportunities.
29. Explain the need to be a lifelong learner.
30. Exhibit and take responsibility for behaviors in both school and work situations.
31. Define and demonstrate a personal work ethic.
32. Identify future labor market trends.
33. Apply organizational and time management skills to classroom and laboratory
     activities.
34. Present information in a clear, concise and appropriate manner.

E. Problem Solving/Research and Development: Apply disciplined problem-
   solving strategies to enhance invention and innovation including the
   engineering design process to achieve desired outcomes across all technology
   content areas.
35. Use research techniques to support design development.
36. Apply the descriptive statistics of average, percentage, correlation and graphing
    to design outcomes.
37. Develop alternative design solutions to the same problem.
38. Use a communication technology to visualize a design idea.
39. Know the laws related to copyright, trademarks and patents.
40. Present a design idea using multimedia technology.
41. Prepare and document a design portfolio.
42. Fabricate a prototype to support a chosen design.




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                                              Connecticut Career and Technical Education



                        Technology Education
                            CONTENT AREA—
                      Pre-Engineering Technology
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

A.    Overview of Engineering: Identify the roles, responsibilities and
      requirements of engineering technology.
1.    Describe major engineering fields.
2.    Identify functions of an engineer.
3.    Describe education requirements for an engineer.
4.    Understand ethics related to engineering situations.
5.    Understand complex system inter-relationships.

B.    Design Process/Problem Solving: Describe the design process and
      implement the problem solving process utilizing prototypes.
6.    Identify principles of a problem.
7.    Outline the steps in the design process.
8.    Translate word problems into mathematical statements.
9.    Determine known, relevant information and analyze solutions.
10.   Choose between alternate solutions.
11.   Develop details of a solution.
12.   Build a prototype from plans.
13.   Test a prototype.
14.   Redesign prototypes.

C.    Manufacturing: Identify the major components of manufacturing processes
      including measurement systems, tools and instruments to ensure quality
      control.
15.   Explain the major manufacturing processes.
16.   Identify and use common hand tools/fasteners.
17.   Estimate and measure the size of objects using SI and US units.
18.   Explain quality control in manufacturing.
19.   Measure with precision measurement tools and instruments.

D.    Materials: Identify, compare, select and test the appropriate materials used
      in pre-engineering.
20.   Identify common materials used in pre-engineering.
21.   Compare and contrast physical properties of materials.
22.   Select correct materials for specific functions.
23.   Test materials for specific characteristics.


2007 Performance Standards and Competencies                                          85
                                              Connecticut Career and Technical Education



                         Technology Education
                             CONTENT AREA—
                       Pre-Engineering Technology
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                    PERFORMANCE STANDARDS AND COMPETENCIES

E.    Communication and Teamwork: Describe the factors that are critical to
      communication and teamwork as it relates to pre-engineering.
24.   Determine what known information is relevant.
25.   Read and understand design documentation and technical manuals.
26.   Write technical reports.
27.   Make an oral presentation.
28.   Express data in tables, graphs, and charts.
29.   Contribute to a team project.

F.    Safety: Describe and use safety equipment in the pre-engineering field.
30. Understand personal safety.
31. Describe and use safety equipment.
32. Describe the function of a safety device.

G.    Engineering Systems: Identify, describe and utilize the elements that
      compose an engineering system.
33.   Solve problems using vectoring, predict resultant forces.
34.   Demonstrate the effect of resistance.
35.   Apply ohm's and watt's laws.
36.   Identify series, parallel, and combination circuits.
37.   Understand AC and DC systems.
38.   Identify what causes resistance in a fluid system.
39.   Give examples of hydraulic and pneumatic systems.
40.   Identify the three ways heat is transferred.
41.   Explain the difference between Celsius and Fahrenheit scales.
42.   Describe heat conductors and insulators.
43.   Solve thermal problems using appropriate units.
44.   Identify the six simple machines and their applications.
45.   Solve problems using appropriate units in engineering systems.
46.   Understand/identify inductors and capacitors.
47.   Use appropriate electrical units to solve problems.
48.   Draw a circuit diagram and lay out the circuit.
49.   Identify the difference between analog and digital signals.
50.   Identify direction of heat flow given differences in temperature.
51.   Understand the use of insulation to minimize heat flow.


2007 Performance Standards and Competencies                                          86
                                              Connecticut Career and Technical Education



                       Technology Education
                            CONTENT AREA—
                       Video Production Systems
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

A.    Video Production Skills: Understand video production as a communication
      tool and the equipment and skills required to properly communicate a
      message.
1.    Describe the production process and industry standard terminology.
2.    Design a message that is appropriate for a specific audience.
3.    Develop scripts and story boards during the pre-production process.
4.    Describe how to properly use production equipment including:
           a. Video Camcorders
           b. Tripods
           c. Microphones
           d. Audio Mixers
           e. Lighting
           f. Video Editing Hardware
5.    Identify and describe the steps involved in the “production phase”.
6.    Identify and describe the steps involved in the post production phase.
7.    Describe the differences between a studio production and a (field or remote)
      production.
8.    Describe the underlying principles of video production hardware.

B.    Technology and the Economy: Understand the link between technology and
      the economy.
9.  Identify current global, social and economic trends.
10. Describe the evolution of technological enterprise and its economy, culture,
    society and environment.
11. Describe the characteristics of single ownership, corporations and partnerships.
12. Design a simulated enterprise and participate in a variety of roles within that
    enterprise.
13. Define and use quality control.




2007 Performance Standards and Competencies                                          87
                                              Connecticut Career and Technical Education



                        Technology Education
                            CONTENT AREA—
                       Video Production Systems
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

C.    Technological Impacts: Understand the impact that technology has on the
      social, cultural and environmental aspects of life.
14. Forecast technological trends in communications technologies and project their
    potential impacts.
15. Employ the input-process-output feedback system model in evaluating
    technological impacts.
16. Evaluate technologies based on their positive and negative outcomes.
17. Discuss societal and industrial responsibilities for using proper hazardous waste
    disposal and recycling techniques.

D.    Career Awareness and Teambuilding: Become aware of the world of work
      and its function in social diversity, expectations, trends and requirements;
      identify and develop leadership attributes and apply them in team
      situations.
18. Identify and explore career opportunities.
19. Explain the need to be a lifelong learner.
20. Exhibit and take responsibility for behaviors in both school and work situations.
21. Define and demonstrate a personal work ethic.
22. Identify future labor market trends.
23. Apply organizational and time management skills to classroom and laboratory
    activities.
24. Present information in a clear, concise and appropriate manner.




2007 Performance Standards and Competencies                                          88
                                              Connecticut Career and Technical Education



                        Technology Education
                            CONTENT AREA—
                       Video Production Systems
     Content Measure – Thirty-five percent of concentrators assessed will
                      achieve 65 percent proficiency.

                   PERFORMANCE STANDARDS AND COMPETENCIES

E.    Problem Solving/Research and Development: Apply disciplined problem-
      solving strategies to enhance invention and innovation including the
      engineering design process to achieve desired outcomes across all
      technology content areas.
25. Use research techniques to support design development.
26. Apply the descriptive statistics of average, percentage, correlation and graphing
    to design outcomes.
27. Develop alternative design solutions to the same problem.
28. Use a communication technology to visualize a design idea.
29. Know the laws related to copyright, trademarks and patents.
30. Present a design idea using multimedia technology.
31. Prepare and document a design portfolio.
32. Fabricate a prototype to support a chosen design.




2007 Performance Standards and Competencies                                             89
                                              Connecticut Career and Technical Education




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2007 Performance Standards and Competencies                                          90

								
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