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					                                                                          Course Sequence
         Student Name: ____________________________                                              LEVEL of                                 METHOD of




                                                                                                                 DATE of ATTAINMENT
         ID #: _____________                                                                    ATTAINMENT                              ATTAINMENT




                                                                                                                   (Semester or M/YY)
         School: __________________________________                                             0 Unattained /                            1 Written Test
         Graduation Year: ________                                                               Approaching
                                                                                                                                         2 Oral Present'n
                                                                                                 Attainment
                                                                                                                                            3 Project
                  STUDENT ATTAINMENT COMPETENCY/COURSE RECORD*                                    1 Attained
                                                                                                 2 Exceeded                                4 Portfolio
                        ELECTRICAL DRAFTING - LEVEL III
                Grades 11-12            Option C          March 2004                             3 Mastered                             5 Classrm. Observ.
                                                                                                                                        6 Wrkplc. Observ.    TEACHER(S)      ASSESSMENT METHOD
 1.0    DEVELOP A PLAN FOR A CAREER IN DRAFTING AND DESIGN
 2.0                    COMPETENCY/COURSE MATRIX
        PREPARE FOR EMPLOYMENT IN DRAFTING AND DESIGN
 3.0    PARTICIPATE IN WORK-BASED LEARNING EXPERIENCES
 4.0    DEMONSTRATE ORAL COMMUNICATION SKILLS
 5.0    DEMONSTRATE WRITTEN COMMUNICATION SKILLS
                    KINGMAN HIGH SCHOOL
        EVALUATE THE ROLE OF DESIGN/ENGINEERING BUSINESSES IN THE
 6.0
        ECONOMY     KINGMAN HIGH SCHOOL
        DEMONSTRATE BUSINESS AND FINANCIAL MANAGEMENT PRACTICES NEEDED
 7.0
        IN DESIGN/ENGINEERING INDUSTRIES
 8.0    EVALUATE LEADERSHIP STYLES APPROPRIATE FOR THE WORKPLACE
                          COMPETENCY/COURSE MATRIX
        PARTICIPATE IN LEADERSHIP ACTIVITIES SUCH AS THOSE SUPPORTED BY
 9.0
                    KINGMAN HIGH SCHOOL
        CAREER AND TECHNICAL STUDENT ORGANIZATIONS
10.0    APPLY MATHEMATICAL CONCEPTS TO DRAFTING & DESIGN PROBLEMS
11.0    APPLY MEASUREMENT AND SCALE CONCEPTS IN DRAFTING AND DESIGN
12.0    INTERPRET ENGINEERING DOCUMENTS AND CONTROL DOCUMENTS
13.0
                   KINGMAN HIGH SCHOOL
        CREATE TECHNICAL SKETCHES USING DRAFTING PROCEDURES
14.0
                   KINGMAN HIGH SCHOOL
        ESTABLISH SAFE USE OF EQUIPMENT
15.0    USE A CADD SYSTEM AND PROCEDURES
16.0                      COMPETENCY/COURSE MATRIX
       DETAIL PROJECTION VIEWS/COMPONENTS
                    KINGMAN HIGH SCHOOL
       EXPLORE ELECTRICAL/ELECTRONICS DRAFTING/DESIGN CONCEPTS AND
17.0 CB
       PROBLEMS
       DEMONSTRATE DRAFTING/DESIGN CONCEPTS AS RELATED TO PRINTED
18.0 CB
       CIRCUIT BOARD (PCB) DESIGN
       DEMONSTRATE DRAFTING/DESIGN CONCEPTS AS RELATED TO INTEGRATED
19.0 CB
       CIRCUIT (IC) DESIGN
                       COMPETENCY/COURSE MATRIX
                     KINGMAN HIGH SCHOOL
                    KINGMANHIGH SCHOOL                                    Total Competencies=         0          =COUNTIF(L5:L23,">0")
                                                                                         %=        0.00%         =PRODUCT(L25/A23)
                      KINGMAN HIGH SCHOOL
                     KINGMAN HIGH SCHOOL


 AzTP                                                                                                                                                          Page 1 of 1
 KINGMAN HIGH SCHOOL
KINGMANHIGH SCHOOL
   COMPETENCY/COURSE MATRIX
 KINGMAN HIGH SCHOOL
 KINGMAN HIGH SCHOOL
KINGMANHIGH SCHOOL
   COMPETENCY/COURSE MATRIX
KINGMANHIGH SCHOOL *
 KINGMAN HIGH SCHOOL
 KINGMAN HIGH SCHOOL




 KINGMAN HIGH SCHOOL
 KINGMAN HIGH SCHOOL
KINGMANHIGH SCHOOL
 KINGMAN HIGH SCHOOL
 KINGMAN HIGH SCHOOL
KINGMANHIGH SCHOOL
   RUBRIC FOR ASSESSMENT OF INDIVIDUAL COMPETENCY ATTAINMENT

                                                                        School

                                                                       Teacher

                                    Program Name:


       LEVEL OF ATTAINMENT (LOCAL DISTRICT PERCENTAGES MAY BE DIFFERENT THAN SAMPLE)
          3                 2                 1                0                 0
        90% +             80% +             70% +           60% +         Less than 60%
                                                        APPROACHING
      MASTERED          EXCEEDED          ATTAINED                         UNATTAINED
                                                         ATTAINMENT

Student presents a clear,        Student presents a clear,     Student meets assignment       Student knowledge of the       Student knowledge of the
specific understanding of        specific understanding of     expectations. The student      topic is understood, but at    subject is not shown. Steps
the competency. All notes,       the competency. High          demonstrates new               minimum level of               through the process were
assignments, test,               interest and excitement       knowledge learned in oral      competency. The                not followed. Notes, tests,
workplace records and labs       leads the student to an       participation and or written   assignments, notes and         assignments, workbased
required are completed on        investigation that reaches    tasks. The work is well        labs are occasionally          learning and labs lack
time, are extremely well         beyond requirements. All      organized and complete.        incomplete and could be        neatness, organization,
organized and questions          notes, assignments, tests,    The student understood the     organized better. Some         detail and evidence of new
are answered accurately.         workplace records and labs    assignments. He/she used       resources have been used,      knowledge. Work does not
High interest and                required are completed on     the resources required and     but it is not clear what the   meet requirements. Parts
excitement have lead the         time, are very well           organized information in all   student understood. Some       are missing. Participation is
student to reach far beyond      organized and questions       notes, assignments, tests,     of the information included    weak, or student is often
the requirements. Student        are answered accurately.      workplace records, debates     by the student was not         not participating. Labs,
has read related materials       The student has used more     and labs. All notes,           important to the topic.        tests, CTSO participation,
and has used many                resources than required       assignments and labs are       Student does most of what      and assignments are poorly
sources of information for       and demonstrates new          complete, carefully done       is required, but nothing       done and fall well behind
reports and or experiments.      knowledge both orally and     and the student meets just     more. Some of the work         the standard level of
The student has used             in written work and uses      above the minimum              may not be finished. Tasks     achievement. Overall, the
his/her new knowledge            this knowledge in his/her     requirements and               are not carefully done and     student has failed to grasp
when participating in all oral   assignments and oral          expectations. All tests,       the information from the       new concepts covered in
discussions, assignments         participation. New            workplace records, CTSO        resources is not used.         the competency. The level
and written work. Student        knowledge is evident when     participation, assignments     Tests, labs, notes, CTSO       of achievement is below
makes connections                student shows connections     and labs meet the standard     participation, and             60%.
between classroom and            between classroom and         level of achievement           workbased learning results
workplace. The students'         workplace relationships.      between 70% to 79%.            are at a level of
notes, tests, labs,              Student notes, tests, labs,                                  achievement between 60%
workplace records,               work place records, CTSO                                     to 69%.
debates, CTSO                    participation, debates and
participation, and               assignments are clearly
assignments are of the           organized, carefully done,
highest level of                 and often go beyond
achievement above 90%.           teacher expectations. All
                                 tests are beyond the
                                 standard level of
                                 achievement between 80%
                                 to 89%.




Definition of Rubric:

                  "A rubric is a printed set of guidelines that distinguishes performances or products of
                  different quality. A rubric has descriptors that define what to look for at each level of
                  performance. Rubrics also often have indicators providing specific examples or tell-tale
                  signs of things to look for in work."
    An everyday example of a rubric can be found on the Kelley Blue Book web                                       Text, numbers and
    site at http://www.kbb.com/. When finding the value of a used car, Kelley                                      percentages in red italics
    uses a rubric that details a car's condition by the categories of Excellent,                                   are for purposes of
    Good, Fair and Poor as follows:                                                                                clarification only and are
                                                                                                                   NOT a part of the Kelly

                                      KELLY BLUE BOOK RUBRIC

        Excellent                          Good                             Fair                          Poor                       Unacceptable
           3                                2                                1                             0                               0
         90% +                            80% +                            70% +                         60% +                      Less than 60%
                                                                                                     APPROACHING
      MASTERED                        EXCEEDED                          ATTAINED                                                    UNATTAINED
                                                                                                      ATTAINMENT
The vehicle looks great, is     The vehicle is free of any       The vehicle probably has         The vehicle has severe        The vehicle is "death on
in excellent mechanical         major defects. The paint,        some mechanical or               mechanical and/or             wheels." Under no
condition and needs no          body and interior have only      cosmetic defects, but is still   cosmetic defects and may      circumstances should it
reconditioning. It should       minor (if any) blemishes,        in safe running condition.       be in questionable running    even be taken for a test
pass a smog inspection.         and there are no major           The paint, body and/or           condition. The vehicle may    drive. Parts may fall off at
The engine compartment          mechanical problems. In          interior need work to be         have problems that cannot     any time and there is
should be clean, with no        states where rust is a           performed by a professional      be readily fixed such as a    probable danger of
fluid leaks. The paint is       problem, this should be          in order to be sold. The         damaged frame or a rusted-    explosion. One or more of
glossy and the body and         very minimal, and a              tires need to be replaced.       through body. A vehicle       the quarter panels may be
interior are free of any wear   deduction should be made         There may be some                with a branded title          completely fabricated with
or visible defects. There is    to correct it. The tires         repairable rust damage.          (salvage, flood, etc.) or     "Bondo." The title (if there
no rust. The tires are the      match and have substantial       The value of cars in this        unsubstantiated mileage       is one) is anything but
proper size and match and       tread wear left. A clean title   category may vary widely. A      should be considered          "clean". None of the 4 tires
are new or nearly new. A        history is assumed. A            clean title history is           “poor” because of potential   match though they may be
clean title history is          "good" vehicle will need         assumed. Even after              problems and should be        like new, having recently
assumed. This is an             some reconditioning to be        significant reconditioning       independently appraised to    been stolen. There may be
exceptional vehicle.            sold at retail; however          this vehicle may not qualify     determine its value.          a strong odor of marijuana
                                major reconditioning should      for the Blue Book                                              and a rookie cop might
                                be deducted from the             Suggested Retail value.                                        easily find traces of
                                value. Most recent model                                                                        cocaine in the trunk.
                                cars owned by consumers                                                                         DON'T EVEN THINK
                                fall into this category.                                                                        ABOUT BUYING THIS
                                                                                                                                VEHICLE!
                      _________________________________ HIGH SCHOOL                                Course Sequence
How to use                        COMPETENCY/COURSE MATRIX
    this
Checklist.                     Drafting/Design Technology
See "Note"                 ELECTRICAL DRAFTING - LEVEL III
at bottom.
               Grades 11 - 12                    Option C                         March 2004

 1.0   DEVELOP A PLAN FOR A CAREER IN DRAFTING AND DESIGN
                                   COMPETENCY/COURSE MATRIX
       Investigate the variety of drafting/design career options in design, engineering and
 1.1
       manufacturing
 1.2   Develop career goals based on interests, aptitudes, and research
 1.3   Write, review and revise plan/goals on annual basis
 1.4   Manage personal and career goals
 1.5   Describe factors that contribute to job satisfaction and success

 2.0   PREPARE FOR EMPLOYMENT IN DRAFTING AND DESIGN
 2.1   Develop a résumé
 2.2   Develop an electronic résumé
 2.3   Create a drafting/design portfolio with industry-specific work samples
 2.4   Complete job application process, including electronic applications
 2.5   Demonstrate interviewing skills
                     KINGMAN HIGH SCHOOL
 3.0   PARTICIPATE IN WORK-BASED LEARNING EXPERIENCES
 3.1   Use technology appropriate for the job
 3.2   Demonstrate positive work behaviors
 3.3   Demonstrate positive attitudes in person or through communication technology
 3.4   Demonstrate positive interpersonal behaviors
 3.5   Demonstrate safe and healthy work behaviors
 3.6   Recognize and adapt to changes in the workplace
 3.7   Participate in a variety of work-based experiences, paid or non-paid job
                                    COMPETENCY/COURSE MATRIX
 4.0                 KINGMAN HIGH SCHOOL
       DEMONSTRATE ORAL COMMUNICATION SKILLS
 4.1   Conduct formal/informal research to collect appropriate topical information and data
 4.2   Use questioning techniques to obtain needed information from audience
 4.3   Interpret oral and nonverbal communications of audience
 4.4   Demonstrate active listening during communications
 4.5   Demonstrate appropriate technologies for a formal presentation
       Deliver presentation incorporating both appropriate verbal and nonverbal communication
 4.6
       techniques
 4.7   Communicate using equitable and culturally sensitive language for a diverse audience
 4.8   Demonstrate effective telephone technique

 5.0   DEMONSTRATE WRITTEN COMMUNICATION SKILLS
 5.1   Conduct formal/informal research to collect appropriate topical information
 5.2   Organize information and develop an outline
 5.3   Write business communication using appropriate format for the situation
       Using appropriate technology, prepare draft document using established rules for grammar,
 5.4   spelling and sentence construction

 6.0   EVALUATE THE ROLE OF DESIGN/ENGINEERING BUSINESSES IN THE ECONOMY
       Compare the roles of design/engineering businesses on local, state, national and
 6.1
       international economies
       Compare/contrast the advantages/disadvantages of sole proprietorships, partnerships and
 6.2
       corporations
 6.3   Develop a business plan
 6.4   Conduct an employee needs analysis for the organization based upon a business plan
       Research business locations and equipment needs for the organization based upon the
 6.5
       business plan
                        KINGMAN HIGH SCHOOL
                        KINGMAN HIGH SCHOOL
                     KINGMAN HIGH SCHOOL
       Analyze the relationship of customer service and customer satisfaction on the success of a
 6.6
       business



AzTP                                                                                                      Page 1 of 4


                                                                                                   Course Sequence
                                COMPETENCY/COURSE MATRIX
                                 Drafting/Design Technology
                               CIVIL DRAFTING - LEVEL III
              Grades 11 - 12                  Option B                        March 2004

       DEMONSTRATE BUSINESS AND FINANCIAL MANAGEMENT PRACTICES
 7.0                    KINGMAN HIGH SCHOOL
                        KINGMAN HIGH SCHOOL
                     KINGMAN HIGH SCHOOL
       NEEDED IN DESIGN/ENGINEERING INDUSTRIES
 7.1   Analyze bidding and billing structures used by design/engineering firms
 7.2   Develop a budget for a design project
 7.3   Develop time and production schedules for a project
       Describe the impact of rework, excessive labor costs, scope creep, and lack of teamwork on
 7.4
       a project budget
 7.5   Analyze insurance and benefit needs
 7.6
                        KINGMAN HIGH SCHOOL
                        KINGMAN HIGH SCHOOL
                     KINGMAN HIGH SCHOOL
       Analyze available banking services
 7.7   Describe the impact of quality business communications on the success of an organization
 7.8   Manage customer relations

 8.0   EVALUATE LEADERSHIP STYLES APPROPRIATE FOR THE WORKPLACE
 8.1   Describe how personal characteristics affect leadership ability
 8.2   Compare/contrast leadership and management styles
 8.3   Describe how cultural/ethnic differences affect leadership styles within a group
       Describe how cultural/ethnic differences affect interpersonal interactions/communications
 8.4
       within a group

       PARTICIPATE IN LEADERSHIP ACTIVITIES SUCH AS THOSE SUPPORTED
 9.0   BY CAREER AND TECHNICAL STUDENT ORGANIZATIONS
 9.1   Determine the roles and responsibilities that leaders and members bring to an organization
 9.2   Evaluate characteristics and importance of an effective team player
 9.3   Evaluate characteristics of effective teams
 9.4   Practice techniques to involve each member of the team
 9.5   Participate in career development events
 9.6   Develop and implement a personal and professional improvement plan
 9.7   Demonstrate business etiquette
 9.8   Participate in character development scenarios
 9.9   Practice decision-making process

10.0   APPLY MATHEMATICAL CONCEPTS TO PROBLEMS IN DRAFTING AND DESIGN
10.1   Apply basic mathematical skills to drafting operations
10.2   Apply mathematical calculations involving practical geometry and trigonometry
10.3   Calculate and evaluate geometric figures
10.4   Create geometric constructions utilizing technical sketching techniques
10.5   Determine/select appropriate dimensioning systems (e.g., decimal, metric)

11.0   APPLY MEASUREMENT AND SCALE CONCEPTS IN DRAFTING AND DESIGN
11.1   Identify types of measurement used in drafting and design
11.2   Select proper measurement tools
11.3   Perform measurements with hand held instruments
11.4   Determine and apply appropriate scale
11.5   Transcribe illustrations accurately

12.0   INTERPRET ENGINEERING DOCUMENTS AND CONTROL DOCUMENTS
12.1   Identify and describe basic types of drawings
12.2   Locate and interpret information on specific documents
12.3   Check prints for dimensional accuracy, completeness, and note detail
12.4   Compare schematics to dimensional drawings
12.5   Verify drawing elements
12.6   Identify conflicting data



AzTP                                                                                                      Page 2 of 4


                                                                                                    Course Sequence
                                  COMPETENCY/COURSE MATRIX
                                  Drafting/Design Technology
                                CIVIL DRAFTING - LEVEL III
               Grades 11 - 12                   Option B                         March 2004


 13.0   CREATE TECHNICAL SKETCHES USING DRAFTING PROCEDURES
 13.1   Identify, select and use fundamental drafting techniques for drawings
 13.2   Demonstrate freehand lettering technique
        Identify and create “Alphabet of Lines” by name, line type variation, order of usage and
 14.2
        application on technical drawings
 13.4   Create title blocks
 13.5   Format borders
 13.6   Apply appropriate annotation methods (i.e., notes and dimensions)
 13.7   Plot drawings on media using the correct layout and scale, line width, and legible text
 13.8   Organize and maintain drawings and supporting documents

 14.0   MANAGE BASIC COMPUTER CONCEPTS, OPERATIONS AND APPLICATIONS
 14.1   Use computer hardware and input/output devices for drafting/design problems
 14.2   Apply basic commands of operating system software
 14.3   Apply file and disk management techniques
        Use industry-accepted software applications for word processing, graphics, image editing,
 14.4
        scanning and report generation as required
        Import and export data files using different formats (dxf, dxb, Tiff, gif, pcx, eps, or other
 14.5
        formats as required)
 14.6   Prepare files for electronic transfer
 14.7   Access and use the Internet for file transfer
 14.8   Access and use a computer network for file management and transfer

 15.0   USE A CADD SYSTEM AND PROCEDURES
 15.1   Explore project capability of CADD systems
 15.2   Analyze drawings using software functions/commands
 15.3   Use software commands to set up drawing scale, format, dimensioning, etc.
 15.4   Manage layers/visible items, colors, and line types
 15.5   Use geometric and non-geometric editing commands
 15.7   Control entity properties
 15.7   Incorporate standard parts, symbol libraries and/or templates to improve efficiency
 15.8   Use grouping techniques
 15.9   Control viewing commands
15.10   Create and manipulate views by modifying coordinate system settings
15.11   Use file commands
15.12   Minimize a drawing file for storage and transmission

 16.0   DETAIL PROJECTION VIEWS/COMPONENTS
 16.1   Determine the appropriate views for projection (i.e., plan, top, front, etc.)
 16.2   Identify, create and place appropriate views for orthographic projections
        Identify, create and place appropriate auxiliary views to determine true size, shape, and
 16.3
        location of non-orthogonal features
 16.4   Identify, create and place appropriate section views
 16.5   Construct full, half and offset section of an object
 16.6   Construct, sketch and/or draw views of objects showing visible and hidden features
 16.7   Utilize various material hatch patterns in section views




 AzTP                                                                                                          Page 3 of 4


                                                                                                        Course Sequence
                                       COMPETENCY/COURSE MATRIX
                                       Drafting/Design Technology
                                     CIVIL DRAFTING - LEVEL III
                   Grades 11 - 12                      Option B                           March 2004


            EXPLORE ELECTRICAL/ELECTRONICS DRAFTING/DESIGN CONCEPTS
17.0C       AND PROBLEMS
 17.1 c     Use electrical/electronics terminology in context
 17.2 c     Identify and apply electrical/electronic symbols
 17.3 c     Solve problems using Ohm’s law
            Use industry-standard application software for electrical/electronics drafting to solve a
 17.4 c
            problem
 17.5 c     Evaluate accuracy of electrical/electronics drawings
 17.6 c     Prepare sketches of electronic/electrical components

            DEMONSTRATE DRAFTING/DESIGN CONCEPTS AS RELATED TO PRINTED
18.0C       CIRCUIT BOARD (PCB) DESIGN
 18.1   c   Identify common device packages
 18.2   c    Draft a logic diagram
 18.3   c   Identify symbols in a schematic
 18.4   c   Diagram schematics
 18.5   c   Draw a harness layout
 18.6   c   Prepare wiring diagrams
 18.7   c   Determine minimum board size
 18.8   c   Prepare single-sided PCB layout drawing
 18.9   c   Prepare double-sided to multi-layered PCB layout drawings
18.10   c   Prepare an assembly drawing
18.11   c   Produce circuit board artwork
18.12   c   Design a civil engineering project
18.13 c     Prepare technical drawings using standards from a governmental agency (e.g., county
            codes)
            DEMONSTRATE DRAFTING/DESIGN CONCEPTS AS RELATED TO
19.0C       INTEGRATED CIRCUIT (IC) DESIGN
 19.1   c   Identify analog and digital symbols
 19.2   c   Sketch analog symbols
 19.3   c   Sketch digital symbols
 19.4   c   Draft IC layout structures
 19.5   c   Prepare sketches of pin configurations and gate locations
 19.6   c   Explain basic logic operations
 19.7   c   Draft a logic diagram
 19.8   c   Diagram schematics
 19.9   c   Prepare an assembly drawing


                Note: This Checklist is to be used as a master document to determine if 100% of the
                competencies (not indicators) are being taught in a program. The number of indicators a
                student attains can help determine the student's "Level of Attainment".




 AzTP                                                                                                     Page 4 of 4

                                         COMPETENCY/COURSE MATRIX

				
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