2019/2020 Competency-Based Task/Competency List for GRADS (Graduation, Reality, and Dual-Role Skills): Work Focus (8213/36 weeks)
Tasks/competencies when marked as such; they and/or additional tasks/competencies may be taught at the discretion of the school division. All other tasks are considered essential statewide and are required of all students. Tasks/competencies are considered sensitive when marked as such, and teachers should obtain approval by the school division before teaching them.are considered optional
Demonstrating Personal Qualities and Abilities
Demonstrating Interpersonal Skills
Demonstrating Professional Competencies
- Demonstrate big-picture thinking.
- Demonstrate career- and life-management skills.
- Demonstrate continuous learning and adaptability.
- Manage time and resources.
- Demonstrate information-literacy skills.
- Demonstrate an understanding of information security.
- Maintain working knowledge of current information-technology (IT) systems.
- Demonstrate proficiency with technologies, tools, and machines common to a specific occupation.
- Apply mathematical skills to job-specific tasks.
- Demonstrate professionalism.
- Demonstrate reading and writing skills.
- Demonstrate workplace safety.
Examining All Aspects of an Industry
- Examine aspects of planning within an industry/organization.
- Examine aspects of management within an industry/organization.
- Examine aspects of financial responsibility within an industry/organization.
- Examine technical and production skills required of workers within an industry/organization.
- Examine principles of technology that underlie an industry/organization.
- Examine labor issues related to an industry/organization.
- Examine community issues related to an industry/organization.
- Examine health, safety, and environmental issues related to an industry/organization.
Addressing Elements of Student Life
- Identify the purposes and goals of the student organization.
- Explain the benefits and responsibilities of membership in the student organization as a student and in professional/civic organizations as an adult.
- Demonstrate leadership skills through participation in student organization activities, such as meetings, programs, and projects.
- Identify Internet safety issues and procedures for complying with acceptable use standards.
Exploring Work-Based Learning
Balancing Work and Family
Creating and Maintaining Healthy Relationships
- Summarize work needs and values.
- Examine equitable roles, rights, and responsibilities in the workplace.
- Assess career interests and skills.
- Investigate career options.
- Update individual career plan.
- Describe the desired characteristics of professionals and paraprofessionals who work with young children.
- Examine education and training requirements and opportunities for career paths in early childhood education and services.
Applying Employability Skills
Examining Workplace Factors for Families
Examining Legal Rights of Parents and Guardians
Training Professionals in an Early Care Center
- Identify ways to manage physical space to maintain a developmentally appropriate learning environment in an early care center.
- Implement developmentally appropriate learning experiences for all children.
- Explain state health and safety regulations as well as emergency procedures for an early care center.
- Describe signs and symptoms of child abuse and neglect.
- Explain requirements for reporting suspected child abuse and neglect in an early care center.
- Describe the procedures for completing a daily child-health check.
- Identify procedures for staff, parents, and children that promote prevention of childhood illnesses and communicable diseases.