Sep 73 publication) - ERIC · CHAPTER 5 Develop and Maintain ... 1. Good work habits. 2. Positive attitudes toward work. 3. Ability to maintain good inter- ... between safe and unsafe

ED 085 865

TITLE

INSTITUTIONPUB DATENOTE

AVAILABLE FROM

DOCUMENT RESUME

EA 005 748

Oregon Graduation Requirements: Models and Guidelinesfor Personal Development Education. Section II.Oregon State Dept. of Education, Salem.Sep 7327p.; Related documents are EA 005 747 and EA 005749-750Mrs. Ellen Hassler, Documents Clerk, State Departmentof Education, 942 Lancaster Drive, N.E., Salem,Oregon 97310 ($1.50 per volume or $5.00 as combinedpublication)

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Administrator Guides; Basic Skills; Career Education;

Curriculum Development; Educational Objectives;Educational Policy; Equal Education; *GraduationRequirements; *High Schools; Models; PerformanceCriteria; *Personal Growth; *Program Guides; ProgramPlanning; Social Responsibility; State Boards of.Education; . *State School District Relationship; StateStandards

IDENTIFIERS Competency; Needs Assessment; *Oregon; PerformanceIndicators; Survival Skills.

ABSTRACTSince 1969, the Oregon State Board of Education has

undertaken to reverse the trend toward providing a,single, rigidprOgram for all students, regardless of their abilities, interests,needs, or learning styles. The new standards focus on the concept ofproviding students an opportunity to learn and demonstrate specific"survival" competencies. Each district must clarify to its ownsatisfaction the point of view of "survival" in order to identify thebasic skills and abilities that all students should acquire as aresult of public schooling. Following adoption of the new high schoolgraduation requirements for Oregon public schools, teachers andadministrators in local districts joined with State Department ofEducation specialists in identifying and describing the minimum or"survival" competencies every student should have on completion of 12years public schooling. Identification of these competencies wasmeant to provide all districts with models to be used in_selectingand describing those competencies essential to assure all students'survival level functioning -- at-individual wageearner, and citizenlevels. (Author/WM)

ore onraduationre irements

MODELS AND GUIDI:LINES FOR

PERSONAL DEVELOPMENT EDUCATION

Prepared by:GRADUATION

REQUIREMENTS TASK FORCEDavid Curry, Executive Secretary

Published by:STATE DEPARTMENT OF EDUCATION

Dale Parnell, SuperintendentPublic Instruction

SeptemberCopyright 1973

FILMED FROM BEST AVAILABLE COPY

U.S. DEPARTMENT OF HEALTH.EDUCATION &WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINA TING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE,SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

"PERMISSION ro REPRODUCE THIS COPY-RIGHTED MATERIAL HAS BEEN GRANTED BY

d. i,/,-e-ITO ERIC O ORGANIZATIONS ERATINGUNDER AG EMENTS WITH THE NATIONAL IN.STITUTE OF EDUCATION. FURTHER REPRO.DUCTION OUTSIDE THE ERIC SYSTEM RE-OUIRES PERMISSION OF THE COPYRIGHTOWNER."

FOREWORD Dear Colleague:

On September 22, 1972, the OregonState Board of Education passed newMinimum State Requirements forSchool Graduation. Three years ofeffort, discussion, review, and redraft-ing were involved in the developmentof these graduation standards. Thelarge number of peo-ple in and but ofthe educational community whoreviewed preliminary drafts andreported their findings had a signifi-cant impact on the final product. Thatcounsel and advice was extremely valu-able in improving and forming thedocu ment.

The new standards allow districts newalternatives in designing local pro-grams. Some of these alternatives are:credit by examination, off-campusstudy, multiple approaches to coursedesign, waivers of attendance require-ments, and certificates of competency.Tha new credit requirements deserveyour attention, as do the performancerequirements.

This publication contains models andguidelines designed to help districtsdevelop local implementation plans.By July 1, 1974, districts are asked tofile their. plans for State Boardapproval. Entering freshmen in the fallof 1974 will, as the class of 1978, bethe first students to receive theirsecondary education under the newstandards.

It's exciting, it's geared to developingperformance-based .competencies forall students, at times it may be chal-lenging, but the end results will beworth it.

Cordially,

Af,4

Dale ParnellSuperintendentPublic Instruction

ACKNOWLEDGMENTS Approximately 350 Oregon educatorsworked on the development of theguidelines and models that are pre-sented here. It is not possible toacknowledge the contributions of eachperson by name, but it is possible togive special recognition to individualswho played key roles.

From November 1972 to May 1973the ground work was developed by sixproject groups:

Those projects were directed byEarl. Anderson, Executive Direc-tor, Metropolitan AdministrativeService Center, Tri-County Pro-ject; Don Bunyard, Vice Principal,Marshfield Senior High School,Coos Bay Project; Eldon Blanford,President, Trico League, TricoLeague Project; Erwin Juilfs,Director of Education, EugeneProject; Jerry Killingsworth,Director of Curriculum, KlamathFalls Project; Chuck Porfily,Director, Vocational Education,Lebanon Project.

The six project reports were synthe-sized in late May by a 50-memberteam of project members and StateDepartment of Education staff.

Team leaders for this phase includ-ed: Administration, Les Adkins,State Department of Education;Personal Development, EleanorBaker, Inter-Disciplinary Educa-tion Coordinator for MarshfieldSenior High School, Coos Bay;Social Responsibility, W.R. Nance,State Department of Education;Career Development, ChuckPorfily, Director of VocationalEducation, Lebanon.

Two weeks of revision and rewritingwere accomplished by a team ofwriters.

Those individuals were: Adminis-tration Section, Earl Anderson,Metropolitan Administrative Ser-vice Center; Personal DevelopmentSection, Carroll Co- North BendDistrict; Social Responsibility Sec-tion, Sharon Case, MultnomahCounty IED; Career DevelopmentSection, Chuck Porfily, LebanonDistrict.

Editing for final publication was doneby Evelyn Gunter, DisseminationSpecialist, ESEA, Title I l I, in coopera-tion with State Department of Educa-tion specialists for each of the programareas listed in the Technical AssistanceDirectory.

Dave Curry, Specialist for SecondarySchool Administration, had 'generalresponsibility for overall coordinationof the activities and the publication ofthe finished guidelines and models.

The guide and models were produced,in part, with ESEA, Title Ill funds.

This was both an exciting and difficulteffort. The cooperation, creativity,and commitment of all who con-tributed is gratefully acknowledged.

CONTENTS FOREWORD

PERSONAL DEVELOPMENT ACKNOWLEDGEMENTSEDUCATION

INTRODUCTIONRationale for Model Development ixTerminology ixPerformance IndicatorsAdditional Resources

CHAPTER 1Communication (Listen', Speak,

Read, Write, Analyze) xiv

CHAPTER 2Computational Skills (Compute,

Using the Basic Procedures)

CHAPTER 3Scientific and Technological

Processes 15

CHAPTER 4Healthy Mind and Body 21

CHAPTER 5Develop and Maintain the Role

of a Life-Long Learner 27

vii

INTRODUCTION RATIONALE FOR MODELDEVELOPMFNT

Following adoption of the new highschool graduation requirements forOregon public schools, teachers andadministrators in local districts joinedwith State Department of Educationspecialists in identifying and describingminimum or "survival" competencieswhich every student should have uponcompletion of 12 years of publicschooling.

This was clone to provide all districtswith models which could be used inselecting and describing the compe-tencies they would consider as

essential to assure survival level func-tioning as an individual, a wage-earner,and a citizen.

The Oregon Board of Education nassingled out three areas of study at thesecondarj level which are most likelyto develop the competencies needed tofill these three roles:

Personal Developmeht Education. TheState Board has said that to surviveand grow as an individual it is neces-sary to have:

1. Basic skillsreading, writing, com-puting, listening, speaking, andanalyzing.

2. Understanding of scientific andtechnological processes.

3. Ability to develop and maintain ahealthy mind and body.

4. The skills, confidence; and inter-ests to remain a lifelong learner.

Social Responsibility Education. Goodcitizenship, as defined in the gradua-tion requirements, means ability tobehave responSibly:

1, As 'a participant in community,State, and national government.

2. In personal interactions with thePnyironment.

3. On the streets and highways.

4. As a consumer- of goods andservices.

Career Development Education. To. survive and advance in any career area,students should develop:

1. Good work habits.

2. Positive attitudes toward work.

3. Ability to maintain good inter-personal relatiorv; hips.

'4. The ability to make appropriatecareer decisions.

5. Entry-level skills for their chosencareer fields.

It is in these three areas of study, then,that model program goals, competencystatements, and performance indicators have been developed.

It is important for Oregon administra-tors and teachers to recognize thatsurvival level competencies in the threeareas of study defined by the StateBoard can be identified in, or addedto, ongoing programs and couMs ifthe district does not wish to attempt atotal reorientation of its curriculum.

With these things in mind, a districtmay choose:

Option A: To adopt the programgoals, competencies, and performanceindicators contained in this documentas a beginning for planning relatedinstruction.

Option 13: To adapt- the model state-ments, making desired alterations,additions, or deletions in accordancewith the district's educationalphilosophy.

Option C: To develop different goals,competency requirements, and per-formance indicators which morenearly express the community's defini-tion of what.:lie outcomes of a "sur-vival level" education should be.

TERMINOLOGY

Levels of co,nplexity and terminologyof the models presented in this guideparallel those of the Tri-CountyCourse Goals Project.' Program goalsare stated at the same level of general-ity and competencies are, in effect,course goals. 'Therefore, districts canuse both models in developing localgoals.

For copies of the Tri-County Course GoalsProject materials, contact: Mr. Jack Allen,Director, Department of Curriculum, Mult-nomah County Intermediate Education Dis-trict, P.O. Box 16657, Portland, Oregon97216.

GraduationRequirements Tri-County

Model ModelTerminology Terminology

Program Goal Program Goal

Competency Course Goal

PerformanceIndicator

Method forCertifyingCompetency

BehavioralObjective(measurement,diagnosis,instruction)

PerformanceObjective orCriterionReferencedTest Item(measurement)

Level of Complexity

The student is able to apply the conventions of Eng,lish grammar and usage in speaking and writing.

The student is able to Lire appropriate singular andplural verbs with corresponding singular, and pluralsubjects.

Given 20 sentences, ten with plural subjects and tenwith singular subjects, the student will identify thecorrect number form of the verb (is. are).

Given 20 sentences, ten with plurtl subjects and tenwith singular subjects, the student will identify thecorrect number form of the verb (is, are) with atleast 90 percent accuracy.

PERFORMANCEINDICATORS

A performance indicator is a descrip-tion of student behavior which takesplace within a prescribed setting. Whena student is able to perform in certainspecified ways, the teacher mayassume that he has achieved thedesired competency. The followingexample illustrates the relationship ofthe performance indicator to a compe-tency and program goal:

ProgramGoal:

Competency(Course Goal)

PerformanceIndicator:

Students will be able tobehave in a responsiblemanner when involved intraffic as pedestrians.

The student can distinguishbetween safe and unsafeapparel for pedestriantravel.

Given a list of colors andtypes of clothing, the stu-dent will identify thoseconsidered safest for ped-estrian use in various con-ditions of weather andillumination.

A performance indicator is composedof two parts:

1. The statement of performancedescribes what" the student will bedoing: it suggests observable stu-dent behavior.

.. student will identify thesafest colors and clothingtypes ..."

2. The referent condition(s) des-

cribes under what circumstancesthe student will perform; it oftenimplies both a learning and a

testing activity.

"... given a list of twentycolors and types ofclothing ..."

Represented graphically, the relation-ship of performance indicators andgoals looks like this:

Life teaches us that there is more thanone way to-be competent. The districtthat allows for individual differencesamong students by providing morethan one set of performance indicatorsand more than one learning setting inwhich to receive information andtraining will be allowing students afuller opportunity to develop the corn-petencies,they need.

Students in the current generation areoften described as "experience poor;"they are more likely to read about anactivity, or see it on television, than toengage in it personally. Assuming facil-ities. and equipment are available, thestudent may learn best from "handson" activities. For example, if thestudent 'is to demonstrate skills inriding a bicycle, obviously the [earningactivity should include the use of abicycle. In such cases it would beunfair to pass judgment on a student'smanual' skill by means of a writtenessay or oral description. The thing tobe performed in this case should bethe manual skill, not the ability toread, write, or speak clearly. Otherperformance indicators do not demanddirect student involvement. Forexample, if a student is expected to beable to identify the safest colors andtypes of clothing for pedestrian use, itwould not be necessary for him toactually wear or see. the clothing; apicture might suffice.

ADDITIONALRESOURCES

In addition to the Tri-County CourseGoals Project cited previously, the sixpilot projects which dealt with theMinimum State Requirements forGraduation issued reports containingmany sample program goals, compe-tencies and performance indicators.


COMPETENCY(COURSE GOAL)


Districts may wish to contact thefollowing project directors for copiesof theft reports I available at cost):

Erwin Juilfs, Director of Educa-tion, Eugene School District 4J,200 North Monroe Street, Eugene,Oregon 97402.

Chuck Porfi ly, Director,' CacerEducation, Lebanon High School,60 Main Street, Lebanon, Oregon97355.

Jerry Killingsworth, Director ofCurriculum, 475 South Alameda,Klamath Falls, Oregon 97601.

Earl Anderson, Director, Metro-p o I itan Administrative ServiceCenter, .220 SE 102nd, Portland,Oregon 97216.

Eldon Blanfbrcl, Principal, McKen-zie High School, Finn Rock,Oregon 97401.

Don Bunyard, Curriculum Vice-Principal, Marshfield Senior HighSchool, Coos Bay, Oregon 97420.

Other resources include the followingmaterials available from: The. Docu-ments Clerk, State Department ofEducation. (Most curriculum materialslisted are available to Oregon schoolsat no cost.)

Career Development

*Accounting Occupations, 1973,227 p., $2.50

*Agriculture, 1970, 150 p., $2.50

*Building Construction, 1972,S2.50

'Clerical Occupations, 1970, 134p., $2.50

*Electric i ty-Electronics, 1969,149 p,, S2.50

*Food Services Occupations,1970, 163 p., S2.50

*Forest Products, 1972, $2.60

'Health OcCupations, 1970, 153p., $2,50

*Industrial Mechanics, 1969, 188p., S2,50

*Marketing, 1970, 170 p., $2.50

'Metals, 1969, 181 p., S2.50

*Steno-Secretarial, 1970, 91 p.,$2.50

Social Responsibility

'Environmental Encounters: AHandbook for EnvironmentalEducation in Oregon, 1973.

*Government in Oregon. Teachersresource handbook on state andlocal government, 1971. S3.

*Personal Finance EducationGuide, 1972. S2.

Your Chance to Live, (grades7-12), a no-cost survival and safetyprogram. Contact Wendell Curry,Emergency Services and DefenseCivil Preparedness Specialist, StateDepartment of Education.

The program goals, competencies andperformance indicators listed in thecurricular components of the Guiaeare samples only. l t is anticipated thateducators throughout the state willdevelop additional performance indica-tors which are appropriate to theunique orientation and abilities oftheir students. As indicated previously,districts may adopt, or adapt, ordevelop new materials.

xi

1.0 COMMUNICATION (LISTEN,SPEAK, READ, WRITE, ANALYZE)

PROGRAM GOAL

1.1 Students will recognize the ways inwhich good listening techniques contributeto understanding the communication ofothers.

1.2 Students will recognize the role ofarticulate speech 'in conveying informationand establishing 'satisfactory personal rela-tionships.

COMPETENCIES(COURSE GOALS)

The student will be able to:

1.1.1 Illustrate how the use of good listen-ing techniques improves comprehension andpersonal relationships.

1.1.2 Recognize personal values or emotion-al reactions that interfere with the ability tolisten attentively.

1.1.3 Use verbal and nonverbal clues as

indicators of the purpose or effect of an oralpresentation.

1.1.4 Use auditory clues (transition words,inflection, pauses) to identify patterns ofdevelopment in information, being presentedorally.

1.2.1 Illustrate the importance of usingeffective speaking techniques.

1.2.2 Explain the relationship of appro-priate vocabulary, correct usage, and theorderly presentation of ideas to accuratecommunication of information.

1.2.3 Adapt speaking style to particularaudiences or purposes.

SAMPLE PERFORMANCEINDICATORS

1.1.1.1 Given opportunities to observefilmed enactments of personal conflicts, thestudent will identify the effects of inatten-tive listening on conflict resolution.

1.1.1.2 After listening to group discussions,the student will identify instances in whichmisunderstanding of directions or informa-tion resulted from participant's inattentivelistening.

1.1.2.1' Given pictures of people of widelydiffering appearance, the student willexplain and evaluate any inclinations hemight have to listen to some and not toOthers.

1.1.2.2 After participating in debate of anemotional issue, the student will analyzehow his emotions might have interferedwith comprehending his opponent's argu-ments.

1.1.3.1 After listening to selected oral pre-sentations, the 'student will describe the eyemovements, gestures, body movements, andsignal words that helped to determine eachspeaker's purpose.

1.1.3.2 After observing selected TV paneldiscussions or talk shows, the student willdescribe the reactions of a group when onemember interrupts, monopolizes, or makesirrelevant comments.

1.1.4.1 While listening to a five-minute newscommentary, the student will list the cluesthat aid him in identifying the main topicsand supporting facts.

11.1.4.2 While listening to a set of directions,the student will list the auditory clues thatsignal each new step.

1.2.1.1 After viewing films or other enact-ments of common oonflict situations, thestudent will:(11 Explain the effects of poor spoken

communication.121 Identify the factors that contribute to

poor communication.

1.2.1.2 After participating in group dis-cussion, the student will identify instanceswhere verbal and nonverbal blocks occurredand point out the reasons,

1.2.2.1 After listening to formal and inform-al debates over issues of current interest, thestudent will identify the most persuasivecontestant and explain the reasons for hischoice.

1.2.3.1 Given role playing assignments(addressing a service group, interviewing aprospective employer, or reporting to a

group of children), the student will modifyhis manner of presentation to suit eachaudience.


COMPETENCIESPROGRAM GOAL (COURSE GOALS)


1.2.4 Use verbal and nonverbal cues toemphasize, entertain, or signal a change ofthought.

1.2.5 Demonstrate effective voicing tech-niques.


1.2.3.2 In an objective test or oral discussion, the student will demonstrate that heknows the factors which must be consideredin adjusting. speech Techniques to variousaudiences (e.g., proper voicing techniques,understandable vocabulary, etc.)

1.2.3.3 Given a series of simulated inter-views with persons in such positions ascredit manager, banker, teacher, tax consult-ant, employer, policeman, or librarian, thestudent will:(1) Phrase questions to elicit needed infor-

mation.(2) Formulate answers to provide relevant,

or requested, information.

1.2.4.1 Given a task such as explaining howto operate a voting machine, change a tire,or cook a meal, the student will use verbaland nonverbal cues to enhance his explana-tion.

1.2.4.2 Given a choice of prominent TV orother well-known personalities, the studentwill imitate the eye and body movements,gestures, and facial expressions of onewhom he considers to be poised and person-able.

1.2.5.1 Given an announcement to make (ora dramatic part to play), the student willdemonstrate the ability to use voicing tech-niques so that he is easily heard andunderstood by a large group.

1.2.5,2 Given a story to tell, the student willrelate it, using adequate enunciation, pitch,and inflection.

1.3 Students will recognize the role of 1.3.1 Illustrate how critical reading of a 1.3.1.1 After reading specified novels, plays,critical reading in acquiring information or well-written novel, play, or autobiography or autobiographies, the student will:learning about people and their relation- has increased his understanding of himself (1) Identify incidents or characters whichships. and others. parallel his own experience.

(2) Describe the insights he received.

1.3.2 Recognize the impact of critical andnoncritical reading on success in understand-ing the purpose and content of writtencommunications.

1.3,1.2 Given the assignment, the studentwill read books of his own choice andanalyze their contribution to his own devel-opment as a person.

1.3.2.1 Given several different purchasingcontracts, the student will make an accurateinterpretation of their provisions.

1.3.2.2 Given several case studies concerningconsumer deception, the student will ana-lyze the fallacies and hidden assumptions inadvertising materials.

1.3.3 Apply basic tending skills to obtain 1.3.3.1 Given a list of topics, the studentneeded information, ideas, of directions. will locate and identify resource materials.

1.3.3.2 Given a map or atlas, the studentwill locate two specific cities, approximatethe distance between the cities by using thescale or mileage chart, and plot a directroute by listing the names and types ofroads that might be traveled.


PROGRAM GOAL

1.4 Students will recognize the importanceof clarity, form, and organization in writtencommunications.

COMPETENCIES SAMPLE PERFORMANCE(COURSE GOALS) INDICATORS

The student will tie able to

1.3.3.3 Given a variety of forms such as jobapplications, checks, accident reportg andclaim forms, the student will read and fillour the forms correctly.

1.3.4 Demonstrate mastery of basic reading 1.3.4.1 Given written materials concerningskills. I career and job opportunities, the student

(1) Predict potential opportunities withinIs career field.

(2) Draw conclusions about trends in thefield.

(3) Identify data related to his chosencareer field.

1.3.5 Demonstrate knowledge ,of sufficientreading vocabulary to function in commoncommunity, business, and social activities.

1.4.1 Predict the effectiveness of varioustypes of written communications,

1.3.5.1 Given standardized or teachermadevocabulary tests, the student will demon-strate comprehension of word meanings.

1.3.52 Given unfamiliar but common typesof governmental, business or social com-munications, the student will indicate abil-41, to:(1) Translate symbols into words.(2) Determine word meanings through dic-

tionary use, contextual and pictureclues, etc.

1.4.1.1 Given several examples of businessletters or letters of application, the studentwill predict their effectiveness on the basisof word choice, form, and organization ofideas.

1.4.1.2 After watching an important newsevent on television, the student will:(1) Identify the ways in which newspaper

stories d'o, or do not, convey an accur-ate impression of what happened.

(2) Predict possible outcomes of erroneousimpressions gained by readers who donot have first-hand information.

1.4.1.3 Given examples of letters or otherwritten expressions of opinion, the studentwill suggest word choices, organizationalchanges, or revisions in sentence structurethat would improve the effectiveness of themessages.

1.4.2 Write legible passages using correct 1.4.2.1 Using himself as a subject, thepunctuation, capital letters, spelling, and student will write three legible paragraphs.sentence structure.

1.4.2.2 Given a sample of writing withoutpunctuation, the student will providecommas, periods, question marks, aws-trophes in contractions, and simple quota-tion marks.

1.4.2.3 Given a sample of writing withoutcapital letters, the student will rewrite thepassage demonstratng correct use of capitalletters.

1.4.2.4 Given a topic, the student will writea paragraph containing no sentencefragments or run-on sentences.


PROGRAM GOAL

1.5 Students will recognize the importanceof critical analysis ir understanding themeaning, purpose, :Ind effectiveness of oraland -written communications.

COMPETENCIES. (COURSE GOALS)


1.4.3 Organize sentences and paragraphsthat will give directions, report, describe, orsupport an opinion.

1.6.1 Illustrate hove critical analysis of oraland written communications can increasehis ability to avoid, as well as M. solveproblems.

1.5.2 Use the techniques of critical analysisto infer an author's point of view andpurpose.


1.4.3.1 Using his own address, the studentwill write a paragraph describing the loca-tion of his home in relation to the nearesthospital,. school, shopping center, policedepartment, or fire station.

1.4.3.2 After viewing a film of an auto-mobile accident, the student will writean accident report.

1.4.3.3 GI' ..n a description of a saleableobject or skill, the student will write aclassified advertisement.

1.4.3.4 Given a topic for which he feelsconcern, the student will write a persuasiveessay justifying that opinion.

1.5.1.1 After listening to both sides of adebate about freedom of the press, thestudent will:(1) Identify the major arguments of each

side and assess their validity.(2) Point out faulty assumptions or misrep-

resentations of facts.(3) Explain how uncritical acceptance of

such faulty reasoning by a majority ofpeople could affect his own daily exist-ence. .

1.5.1.2 After reading conflicting editorialsor other reports corw.erning the implicationsof certain school district budget requests,the student will explain how critical ana-lysis of those reports by the citizens ofhis community might affect the way manyof them would vote, and the quality oftheir educational program.

.1.5.1.3 Given several advertisements con-cerning competing products, the studentwill point out missing or inaccurate informa-tion and explain how the ability to do sowill affect his buying habits.

1.5.2.1 After listening to a musical composi-tion or studying a work of art, the studentwill select the most accurate among a seriesof statements that describe its structure ortheme.

1.5.2.2 Given a series of advertisements, thestudent will point out irrelevancies, exclu-sion of relevant information, misleadingjuxtaposition, missing premises, and mis-leading emphasis.

1.5.2,3 Given selected paragraphs 'frompolitical speeches, the student will recognizeovergeneralization, pandering, and exploita-tion of basic human fears such as the fear of'unpopularity, failure, injury, or death.

1.5.2.4 Given an editorial, the student willtell the purpose (explanation, persuasion,criticism, praise, or entertainment) forwhich it was written. ,


COMPETENCIES SAMPLE PERFORMANCEPROGRAM GOAL (COURSE GOALS) INDICATORS


1.5.3 Determine whether arguments are 1.5.3.1 After watching a filmed or televisedrelevant and consistent. story, the student will identify how the

major events related to the purpose of thestory and distinguish inconsistencies in thewords and behaviors of the major charac-ters.

1.5.4 Recognize elements in a communica-tion which are not clearly labelled or ident-ified by the author.

1.5.3.2 Given statements in an argument,the student will determine which statementssupport the train theses, which have cause--and-effect relationships, and which havesequential relationships.

1.5.4.1 Given a paragraph which containsseveral statements of tact and a conclusionbased upon one unstated assumption, thestudent will choose the most accurate ofseveral sentences describing what that un-stated assumption is.

i.5.4,2 Given a paragraph which containsboth facts and assumptions, or hypotheses,the strident will distinguish between them.

2.0 COMPUTATIONAL SKILLS (COMPUTE,USING THE BASIC PROCEDURES)

PROGRAM GOAL

2.1 Students will be able to use basiccomputational skills and knowledge.



2.1.1 Apply the basic computational skillsin solving problems commonly encounteredin society.

2.1.2 Recognize and use equivalent forms ofa number.

2.1.3 Convert between whole numbers, inte-ger fractions, decimal fractions and per-cents.

2.2 Students will be able to perform simple 2.2.1 Perform operations with powers of tenarithmetic operations. by (10, 100, 1,000) mentally.

2.2.2 Determine factor properties of wholenumbers mentally.

2.2.3 Demonstrate knowledge of the basicwhole number facts of arithmetic.

2.2.4 Estimate sums, differences, productsand quotients.

2.2.5 Estimate distance, area, volume, andtime.


2.1.1.1 Given a road map, the student willfind the highway distances between townson the map.

2.1.1.2 Given the list price of an item andthe monthly installment if purchased oncredit, the student will determine theamount of credit charges when payment isdeferred.

2.1.2.1 Given decimals (tenths andhundredths), the student will identify thecorresponding equivalent percents.

2.1.2.2 Given a set of ruler fractions, deci-mals, and mixed fractions and mixed deci-mals, the student will determine which ofthese are equivalent to a given ruler fractionor decimal.

2.1.3.1 Given fractions or mixed fractions,the student will write equivalent fractions ormixed fractions.

2.1.3.2 Given common fractions or mixedfractions, the student will write the decimalequivalenrs.

2.2.1.1 Given a list of whole number exer-cises involving multipliers and divisors of 10,100, or 1,000, the student will find theanswers without using paper and pencil.

2.2.1.2 Given a list of decimals And mixeddecimals involving multipliers and divisorsof 10, 100, or 1,000, the student will findthe answers without using paper and pencil.

2.2.2.1 Given a list of whose numbers, thestudent will select mentally those numberswhich are divisible by 2, 5, or 10.

2.2.2.2 Given a list of yvhole numbers, thestudent will classify each ,camber as odd oreven without the use of paper or pencil.

2,2.3.1 When given the basic addition com-binations, the student will give the sums.

2.2.3.2 When presented with the basicmultiplication combinations, the studentwill give the products.

2.2.4.1 Given the cost of five items, thestudent will estimate the sum by a roundingprocedure.

2.2.4.2 Given numbers, the student willestimate the quotients by rounding eachnumber.

2.2.5.1 Given a diagram of circles or rec-tangles, the student will by estimation shadein the requested areas.

2.2.5.2 Given a distance, the student willestimate that distance in specified units(e.g., centimeters, meters, kilometers, carlengths, or football fields).


PROGRAM GOAL

2.3 Students will be able to apply basicmeasuring skills.



2.3.1 Use the terminology of the metric(SI)* and other common measurementsystems.

*SI (Systems International) will be intro-duced nationwide within ten years. Schoolsin Oregon will be initiating the state planinvolving SI by school year 73-74. Paul,Martin A. "International System of Units(SI)," Chemistry XLV (Oct. 1972) 14. AMetric America: A Decision Whose TimeHas Come, National Bureau of Standards,Publication 345, Washington: U.S. Dept. ofCommerce, July 1971.

2.3.2 Use measurement units and devices.

2.4 Students will be able to apply basic 2.4.1 Use ratios, proportions, and percentscomparing and ordering skills. to represent comparisons.

2.4.2 Use the ratio of two units as a meansof converting from one unit of measurementto another.

2.4.3 Order numbers.

2.4.4 Recognize situations in which theprobability of an event occurring is likely,unlikely, or equally likely.


2.3.1.1 Given measurements (some of whichare equivalent) and the appropriate con-vers;on t tables, the student will select themeasurements which are equivalent.

The measurements. could involve mixednumbers, decimals, and units such as:(1) Yards, feet, inches(2) Meters, centimeters, kilometers(3) Liters, milliliter, kiloliter(4) Gram, kilogram, milligram(5) Hours, minutes, seconds(6) Pounds, ounces(7) Cups, pints, tablespoons, teaspoons

2.3.1.2 Given statements of metric measure-ment, the student will convert measure-ments from one metric unit to another. Forexample:

centimetersmillimetersmetersgramsmilligram;milliliWYs

meterscentimeterskilometerskilogramsgramsliters

2.3.2.1 Given .,he cost of a rug per squareyard and the dimensions of a rectangularroom in feet the student will estimate thecost of wall-to-wall carpeting.

2.3.2.2 G.:ien several angles and a protrac-tor, the Student will perform the approp-riate measurements.

2.4.1.1 Given a variety of one-step percentproblems, the student will select which formcan be used to solve each problem.

2.4.1.2 Having two given quantities, thestudent will find the percent one is of theother.

2.4.2.1 Given problems and accompanyingproportion equations, the student will indi-cate whether or not the solution of anequation is the answer to a problem.

2.4.2.2 Given a variety of grids, the studentwill shade in a given percent of the squares.

2.4.3.1 Given fractions or ruler fractionsbetween two integers, the student will deter-mine which number is closer ro the smallerinteger and which to the larger integer.

2.4.3,2 Given a roster 01 decimals andmixed decimals, the student will list them inascending order.

2.4.4.1 Given the odds for a particular eventto happen, the student will determine if theodds are favorable or 'unfavorable for theevent to occur.

2,4.4.2 Given a "chance" (expressed inpercent) of an event happening, the studentwill rate the probability of occurrence asgood, equal chance, or poor.

2.0 COMPUTATIONAL SKILLS (COMPUTE,USING THE BASIC PROCEUDRES)

PROGRAM GOAL

2.5 Students will be able to interpret numer-ical information in a variety of ways.



2.5.1 Construct an appropriate form (graph,chart, table) to display a given type of dataclearly.

2.5.2 Derive numerical information fromcommonly used graphs, tables, and charts.

2.5.3 Recognize misleading or incorrectmethods of displaying data.

2.5.4 Determine measures of central tend-ency (mode, median, and arithmetic mean)and make interpretations for a given set ofdata

2.6 Students will be able to use common 2.6.1 Evaluate simple algebraic expressionsformulae. and formulae.

11


2.5.1.1 Given data on such topics as moun-tain heights or population of cities, and achart with a suitable scale clearly indicated,the student will make a bar graph of thedata.

2.5.1.2 Given data on such topics as hourlytemperatures and a chart with a suitablescale clearly indicated, the student willmake a line graph of the data.

2.5.2.1 Given a circle graph, bar graph, orline graph and appropriate statements, thestudent will determine the validity of thestatement.

'25.2.2 Given a simple bar graph or linegraph, the student will determine one com-ponent when the other component is given.

2.5.3.1 From a selection of tine graphs, thestudent will identify that graph in which atrend is least apparent.

2.5.3.2 From a selection of graphs, thestudent will identify that graph which ismost likely to mislead the reader, andindicate why this is so.

2.5.4.1 Given a selection of numbers, thestudent will find the average (arithmeticmean).

2.5.4.2 Given several numbers, the studentwill find.the middle nuinber (median,.

2.6.1.1 When wliole number replacementsare given for the other variables, the studentwill find the value for the dependent vari-able in simple formulas.

P =a+b+cV= 1whA= 3.14 . r . r

b . hA = 2

(exclude grouping sym-bols and the need toconsider order of oper-ations.)

2.6.1.2 When the whole number replace-ments are given for a and b, the studentwill find the value of the following:

a + b a ba - b, a>b a b, la/0 frb/0


PROGRAM GOAL

2.7 Students will deal with simple geometricforms and relationships in 1, 2, and 3dimensions.

2.8 Students have a working knowledge ofcalculators and are aware of the uses andlimitations of computers.



2.62 Recall the appropriate commonlyused formula for the solution of a givenproblem.

2.7.1 Make an accurate estimate of therelationship of lines in space.

2.7.2 Recognize certain angle properties andrelationships.

2.7.3" Recognize common two and threedimensional figures in space, and their sig-nificant parts and properties.

2.8.1 Use the calculator to perform thebasic arithmetic operations.


2.6.2.1 Given rectilinear figures (including arectangle and others like those given below)with a sufficient number of indicatedmeasurements, the student will determinethe area of the figures.

2"

8"

3"

T

7"

2.6.2.2 Given a simple interest rate andthe principal for a one-year period, thestudent will calculate the interest.

2.7.1.1 Using his surroundings, the studentwill identify parallel, perpendicular, andintersecting lines.

2.7.1.2 Using yardsticks, the student willmanipulate them to illustrate vertical andhorizontal lines.

2.7.2.1 Using objects within his ownclassroom, the student will idcntify, rightangles which open in different directions.

2.7.2.2 Given a set of angles, the studentwill order the angles according to size.

2.7.3.1 By sketching or selecting preparedmodels, the student will identify the follow-ing geometric figures and objects:

trianglesquarerectanglecircle

cubepyramidspherebox

cylindercone

2.7.3.2 Using the following six items, thestudent will respond as suggested:(1) Given a triangle, sketch in an altitude.(2) Given a circle, sketch in a diameter.(3) Given a circle and its center, draw its

diameter and radius.(4) Given figures and objects, some of

which possess line symmetry, locate theline of symmetry.

(5) From a set of figures, select that figurewhich is congruent to a given figure.

(6) From a set of figures, select that figurewhich is similar to a given figure.

2.8.1.1 Using a calculator, the student willfind the sum of several numbers.


PROGRAM GOALCOMPETENCIES(COURSE GOALS)


2.8.2 Identify real life situations whichillustrate the uses and limitations of thecomputer.

2,8.3 Identify societal concerns of computermisuse.

2.9 Students will apply basic number con- 2.9.1 Use number properties to simplifycepts and properties. computations.

2.9.2 Express the magnitude of a given largenumber.

2.9.3 Explain the decimal place value sys-tem.


2.8.1.2 Using a calculator. the student willfind the difference between numbers.

2.8.2.1 Given a list of technological ad-vances, the student will identify these whichwere due partly to the electrimic computer.

2.8.3.1 Given examples of computerizedlists, the student will illustrate ways theycan be misused.

2.8.3.2 Given descriptions of privacy rightsof the individual, the student will identifydangers posed by the use of cornOters.

2.9.1.1 Given a proper fraction, the studentwill express or least two equivalent peoperfractions.

2.9.1.2 Given a problem of the type:

294721

+ 53

the student will simplify his computationsby commuting the 47 and 21.

2.9.2.1 Given large numbers (i.e., million,billion, and trillion), the student will com-pare the magnitude of numbers.For example:(1) The passage of one million, one billion,

and one trillion seconds.(21 The height of a stack of one million,

one billion, and one trillion dollar bills.(3) The weight and/or volume of one mil-

lion, one billion, and one trillion grainsof sand.

2.9.3.1 Given a decimal fraction, the stu-dent will identify the place value of eachdigit.

2.9.3.2 Given a set of decimal fractions, thestudent will arrange them in ascending anddescending order.

3.0 SCIENTIFIC ANDTECHNOLOGICAL PROCESSES

,PROGRAM GOAL

3.1 Students will understand the structureof and changes that occur in matter.

3.2 Students will be able to apply know-ledge of the forms of energytheir natureend uses.

3.3 Students will understand how machinestransfer forces to extend man's physicallimitations.



3.1.1 Demonstrate a knowledge of the three 3.1.1.1 Given substances, the student willstates of matter. identify them as a solid, a liquid, or a gas.

3.1.2 Demonstrate a knowledge of thephysical and chemical changes of matter.

3.1.3 Discuss the differences between ele-ments, compounds, mixtures, and solutions.

3.2.1 Identify the various forms of energy.

3.2.2 Explain the wave theory.

3.2.3 Describe how types of energy areconverted from one form to another.

3.2.4 Describe how energy is conserved.

3.3.1 Demonstrate a working knowledge ofsix simple machines.

3.3.2 Explain the relationship betweenforce, distance, and work.

3.1.1.2 Using water as an example, thestudent will describe the three states ofmatter.

3.1.2.1 Given a list of substances in whichchange has taken place, the student will

I identify examples of physical and examplesof chemical changes.

3.1.2.2 Upon burning a given substance, thestudent will observe and list the apparentphysical and chemical changes.

3.1.3.1 From a given list, the student willselect the substances that are elements,mixtures, and compounds.

3.1.3.2 Using two elements, the student willdemonstrate the properties of a mixture andcompound.

3.2.1.1 Using his home kitchen, the studentwill list different forms of energy evidentthere.

3.2.1.2 Using his county as an example, thestudent will list different forms of energythat are produced by nature.

3.2.2.1 From a diagram of a transversewave, the student will identify amplitude,frequency, and wave lengths.

3.2.2.2 Using sound waves and water waves,the student will note comparisons,

3.2.3.1 Given several forms of energy, thestudent will describe the nature of each andexplain, a method of converting each toanother form.

3.2.3.2 Given a water reservoir and a homeappliance as a problem base, the student willtrace the path of energy from the reservoirto the appliance.

3.2.4.1 Given several forms of energy, thestudent will describe ways they are used,and then are retained in other forms.

3.3.1.1 Using a bicycle as an example, thestudent will point out the simple machinesused in a compound machine.

3.3.1.2 Given drawings of a variety of levers,the student will identify the fulcrum, load,and the best point to apply effort.

3.3.2.1 Given a series of illustrations, thestudent will select those in which work isbeing done.

3.3.2.2 Given a 500 pound rock to bemoved 10 feet, the student will determinemethods for accomplishing the work.


PROGRAM GOAL

3.4 Students will understand man's relation.Ships with the earth and its naturalresources.



3.3.3 Identify potential and kinetic energy.

3.4.1 Describe the forces shaping the earth.

3.4.2 Explain renewable and nonrenewableresources.

3.4.3 Describe the effect of man's use ofnatural resources on the balance of nature.

3.3.3.1 Given a list of examples, the studentwill identify those that represent potentialenergy.

3.3.3.2 Using a pendulum as an example,the student will describe its motion inrespect to kinetic and potential energy.

3.4.1.1 Given several natural forces, thestudent will describe their effect on shapingthe earth.

3.4.1.2 Using a list of the earth's features,the student will list ways in which man'sexistence has changed them.

3.4.2.1 Given a list of natural resources, thestudent will separate them into renewableand nonrenewable categories.

3.4.2.2 Given a list of the earth's non-renewable resources, the student will designan alternative life style which has a lessdepleting effect than the current life style.

3.4.3.1 Given descriptions of regulated useof natural resources, the student will listrestrictions man has imposed upon himself.

3.4.3.2 Given descriptions of man's use ofthe environment, the student will list prac-tices which are detrimental.

3.5 Students will understand the diversity in 3.5.1 Demonstrate a knowledge of basic 3.5.1.1 Given a list of traits, the student willorganisms, their form, structure, and func- genetics. select those that are inherited.tion.

3.6 Students will understand the inter-relationships and patterns of life in com-munitiee.

3.5.2 Identify the wide variety of organivr,S.

3.6.1 Recognize that biotic communitiespossess structure and order.

3.6.2 Explain the transfer of energy throughthe food chains. dent will group them into a food chain.

3.5.1.2 Using a parent and his offspring asan example, the student will describe theprocess by which basic traits are trans-mitted.

3.5.2.1 Given a group of organisms, thestudent will place them in categories ofstructural difference.

3.5.2.2 Given a description of a geographicarea, the student will determine the diver-sity of organisms in it.

3.6.1.1 Given an aquarium with a certainenvironment, such as salt water or freshwater, the student will describe balance-of-life forms.

3.6.2.1 Given a list or organisms, the stu,

3.6.3 Describe how matter moves contin-uously between the living system and theabiotic environment.

3.6.2.2 Given a food chain, the student willdescribe the primary energy source.

3.6.3.1 Given a diagram, the student willshow how carbon is cycled between thebiotic and abiotic.

3.6.3.2 Given the cycling of matter as atopic, the student will discuss why decay isan essential part of the cycling process.


COMPETENCIESPROGRAM GOAL (COURSE GOALS)

3.7 Students will solve problems by usingcommon scientific and technological pro-cesses and knowledge.


3.6.4 Describe how every species populationhas an important role in the community.

3.7.1 Apply the scientific method to prob-lem solving.

3.7.2 Construct data, tables, and graphs.

3.7.3 Classify as an aid to solving problems.


3.6.4.1 Given a biotic community, thestudent will discuss how removing a popula-tion could cause a collapse.

3.6.4.2 Given two species in competitiin forthe same environmental factor, the Studentwill describe a probable change in popula-tion density.

3.7.1.1 When presented with a problem, thestudent will choose a method for solving itthat is consistent with scientific methods.

3.7.1.2 When confronted with a problem,the student will state the controllable anduncontrollable variables.

3.7.2.1 When presented with graph data, thestudent will predict and forecast.

3.7.2.2 Given a table of temperatures andtime intervals, the student will constrwcta line graph.

3.7.3.1 Using his own set of criteria, thestudent will classify a given set of objects.

3.7.3.2 Given a set of apparently unrelatedobjects, the student will find a commoncriteria for classification.

4.13 HEALTHY MIND AND BODY

PROGRAM GOAL

4.1 Students will recognize the importanceof using appropriate techniques for copingwith common prob(ems of conflict andstress.


The student will be ebb to:

4.1.1 Explain the advantages of using appro-priate techniques to cope with personalconflicts and stress.

4.1.2 Identify acceptable alternatives formeeting various human needs (e.g., need forsecurity, social acceptance, self-esteem).

4.1.3 Identify acceptable alternatives forcoping with changes in role or life style.

123


4.1.1.1 Given opportunities to observe theoutcomes of personal and group conflictswhen decisions were made on the basis ofemotional appeal, the student will illustratehow the application of problem-solvingtechniques might have made a considerabledifference in the outcomes.

4.1.1.2 Given case studies of crisis situationswhich resulted from failure to use appro-priate (accident-prevention, life-saving, firstaid, firefighting) techniques, the student willidentify the techniques that should havebeen used and explain how their use mighthave changed the outcome in each situation.

4.1.2.1 Given an opportunity to read select-ed novels, plays, or autobiographies, thestudent will identify the desires or needsthat motivate the main characters and evalu-ate their strategies for meeting those needs;

4.1.2.2 Given the assignment, the student:(1) Will identify the desires or needs which

motivated his own behavior in recentlyexperienced stress situations.

(2) Will suggest alternative strategies whichmight have had more beneficial out-comes.

4.1.3.1 Given descriptions of major conflictor crisis situations growing out of inabilityto cope with a family role (e.g., single,married, divorced, parent), the student will:(1) Identify the causes of conflict.(2) Suggest alternative strategies and com-

munity resources available to helpresolve the conflict or crisis.

4.1.3.2 Given the telephone book and vari-ous chamber of commerce materials des-cribing an unfamiliar town or city, thestudent will describe the steps a newlyarrived family should take to meet itshousing, recreational, cultural, educational,medical, or welfare needs.

4.1.3.3 Given case studies of individualswho made unsuccessful occupationalchanges, the student will:(1) Identify the attitudes (e.g., fear, hostil-

ity, agressiveness, inferiority, condes-cension) which interfered with success-ful adaptation.

(2) Suggest techniques for coping with suchattitudes.

4.1.3.4 Given two timelines from 0 to 65years, the student will;(1) Plot the phases of male and female

sexual development and list the primarypsychological manifestations of eachphase.

(2) Suggest strategies for understanding andcoping with attitudes, values, or miscon-ceptions that could lead to conflictorcrisis for himself and others.


PROGRAM GOAL

4.2 Students will recognize the need fordeveloping and maintaining physical fitness.



4.1A Accept differences in personalities,values, and beliefs as a natural and vital partof our society.

4.2.1 Illustrate the interrelationship ofphysical fitness, emotional well-being, andintellectual growth.

4.2.2 Plan a pronram to maintain or improvehis personal levs. of:

(1) Organic vigor(2) Normal symmetrical growth(3) Good posture(4) Strength

, (5 Endurance(6) Power(7) Speed18 Agility(9) Balance

(10) Flexibility(11) Relaxation

4.2.3 Plan a balanced diet.

4.2.4 Identity the symptoms and treatmentsof common illnesses and ailments.


4.1.4.1 Given a list of vocations, the studentwill identify which persoh2lity types wouldbe most compatible with each job.

4.1.4.2 After participating in a group dis-cussion where someone else's opinionprevailed, the student will demonstrate hisability to accept differing opinions by con-tinuing to actively participate.

4.1.4.3 Givers a supportable value, belief,position different from his own, the studentwill list reasons why a person might under-standably and legitimately have that atti-tude or belief.

4.2.1.1 Using situations in his own life, thestudent will:(1) Describe feelings of emotional stress

during an illness.(2) Describe how feelings of hunger or

thirst affect his ability to study orconcentrate.

(3) Describe changes in his self-confidenceas he discovers that he develops newlevels of physical proficiency.

4,2.2.1 Having taken an approved physicalfitness program, the student will list theareas in which he is below norm anddescribe what he could do to improve ineach area of deficiency.

42.2.2 Having planned a program of pro-gressive physical conditioning, the studentwill show an improvement on a test-retestbasis.

4.2.2.3 Having taken a test in a sport of hischoice, the student will demonstrateimproved skill levels with each retest.

4.2.2.4 Based on his age, height, and bodytype, the titudent will identify a satisfactoryweight level, measure his own weight, andplan an appropriate weight control program.

4.2.3.1 Given a list of foods, the studentwill specify to what nutrition group eachfood belongs.

4.2.3.2 Given the school's lunch menu for aweek, the studeRt will list reasons why it didor did not provide a balanced diet.

4.2.3.3 Asked to plan an alternative schoollunch menu for a week, the student willplan lunches which are nutritious.

4.2.3.4 Given a description of a diet ofbrown rice and tea (i.e., the Ten Macro-biotic diet), the student will describe thedangerous deficiency states that could re-sult.

4.2.4.1 Given a list of common illnesses andailments (cold, sprained ankle, strainedmuscle, stomachache, etc.), the student willdescribe the medically approved treatment.


PROGRAM GOALCOMPETENCIES SAMPLE PERFORMANCE(COURSE .GOALS) INDICATORS


4.2.5 Demonstrate basic first aid skills.

42.6 Identify situations conducive to acci-dents in the home, at work, and at play.

4.2.7 Identify factors important to thecommunity health and safety.

4.3 Students will be able to make construe- 4.3.1 Recognize the large amount of leisuretive use of their leisure time. time at his disposal, now and in the future.

4.2.4.2 Given a list of illnesses and ailments,the student will identify those which shouldreceive prompt medical attention.

4.2.5.1 Given an emergency situation whichinvolves shock, the student will describe theways of treating and protecting the victim.

4.2.5.2 Given a simulated drowning, thestudent will demonstrate his ability to pro-vide artificial respiration.

4.2.6.1 Given the example of a car with baldtires, the student will list reasons why baldtires increase the driver's chances of havingan accident.

4.2.6.2 Given his home or school environ-ment, the student will identify seriousaccidentprone areas and suggest possibleremedies.

4.2.6.3 Given the hunter's code of safetyrules, the student will explain the safetyvalue of each rule.

4.2.7.1 Using his own community, thestudent will locate major sources of pollu-tion.

4.2.7.2 Using his own community, thestudent will evaluate its healthrelated re-sources the number of doctors anddentists, the number and size of hospitals,etc.).

4.2.7.3 Using his own community, thestudent will evaluate its safety-related re-soumes (i.e., the number of policemen and'firemen, the amount and adequacy of theirequipment, etc.).

4.3.1.1 Taking a typical week in his life, thestudent will determine the total number ofleisure hours.

4.3.1.2 Taking a typical week in his life, thestudent will list what he did during hisleisure time and identify which activitieswere productive.

4.3.2 Identify recreational activities in 4.3.2.1 Given the recreational resources inwhich lifelong participation is possible, and his community, the student will:those in which such participation will be (1) List the recreational activites in whichlimited. adults of all ages participate.

(2) identify those activities in which young-er or older adults do not normallyparticipate.

4.3.3 Describe recreational activities thatmeet physical, mental, social, esthetic, andspiritual developmental needs.

25

4.3.3.1 Given the following categories, thestudent will describe a recreational activityfor each: physical, mental, social, esthetic,and spiritual.

4.3.3.2 Using a recreational activity whichhe presently participates in, the student willdescribe how it contributes to his physical,mental; social, esthetic, or spiritual develop-ment.

.DEVELOP AND MAINTAIN-THE ROLE OFA I'LIFE-LONG LEARNER:

Because everyone is naturally- curious,it is probably safe to say that everyoneis a lifelong learner. It would be hardto imagine any person who stopped'leaining simply becaute he had left his

, formal "schooling" behind him.

If young people are, by nature, destiii-ed to be lifelong learners, then one ofeducatiOn's main tasks is to help thembecome more efficient 'learnars. Thisinvolves helping students to

(1) Acquire the basic knowlpdge nec-essary to recognize the nature of aprobleril and the, ability = to locatesqurces of needed inforhiation.

r

t (2) Become familiar with the steps, orsystematic procedures, intrinsic inproblem-solving.

(3) Pfactice using these proce res.

(4) Experience 'success in using themto solNe various kinds ofproblemspersonals; social, finan-,cial, or career.

A list of the Minimum competenciesevery student should have in Order tosurvive in today's' world will mostcertainly identify -specific/ research,analytic and problem-solving, abilities'in every program 'area. They. are 'as ,

basic to survival as communicationskills for the indiv,ictil, the citizen,and the wage-earner.

In fact, few of the' competencies ident-ified as essential for. communication,learning, or problemsolving are

isolated in one subject matter field, orarea of study (social responsibility,

-career development, personal develop-ment). They are isolated and includedin this section 'of the GraduationRequirements Guidelines and Modelsin order to given thern spetial promin-ence and meaning.

Undoubtedly, as teachers in every fieldbegin td identify the competencies(course goals) for which they willaccept responsibility, communicationand problem-solving competencies willbe included in many lists.

. .

There are some queitions that teachersshould ask themselves as they begin toidentify in a subject area. -the skills,

.knowledge, and Palues that" 'studentsshoul8 have to become "lifelong,"

self-directed learners in that field. Forexample, what do students need toknow about:

(1) How each discipline labels anddefines the information withwhich it is concerned.

(2) How each discipline acquires .

information and insures itsvalidity and accuracy.

(3) How each discipline organizes and

The cnirm er of possibilities for apply-.

ingparni g and problem-solving skillsendless. In order for, a teacher to ,'rify tha a student has the minimumquired ompetenciea, it would becessary t. assure that inlat least oneoblern s tuation the studertit has

de deliberate use of roblem-solvirtighniques.

interprets information.,

(4) How each discipline uses inforrilation to .produce new infbrmation °

or to guide decision-making andproblerp-soliing.

(5) How each disCipline .comrnunicates information to' others. ,

Finally, there is the problem of choos-ing performance indicators. and

,,.,iyerifying that students are, indeed,able to direct their own learning withsome. degree of efficiency and enjoy-ment.

Perhaps the most important indication,1.,

1is an ability to cope with a constantlychanging environment, hich is bound/

-to create Problems and stress. A self-directed learner must be able to draw ;---upon a reseryou- bf.

, .

skfrls and know-'. -"-ledge and com up with the rightcombination fo&kf.indirng acceptablesolutions and making svise decisions:

One way to 'test this ability is toarrapge impromptu or surprise situa-tion's in which students are confronted

Inipromptu oroblem-solVing is. notalWays easy, Tven for one v,vho, istrained and experienced. Studentsbe'4inning . to learri,\this procss haveneither the skills nor'experience whichcrea e confidence in the usefOlness ofpialirem-solving techniques. ' Conseqiie

1.4eachers shouild begin.' by

obse ing student performancil.simple situations where,,,ample' time isgivencta woe out each step: Only aSthe student develops confideneeshould time be reduced--br complexitylevels raised.. Progress, growth, fan q

!

confidence are of more irnpoit)anc;than achieving an arbitrary skill level/. ,

I

with the 'need to use problem-solving'skills. Another possibility is the use. ofsimulations or_role playing. A third isto evaluate student ability to analyzecase studies or °other descriptions of

,problem situations' (e.g., receiving alarge legacy, finding one's house burn;,-ed, downdeathin the family, movingto a new job or a new town). and tosuggest satisfactory procedures forarriving at solutions. ,

5.0 DEVELOP AND MAINTAIN.THERGLE OF A LIFE-LONG LEARNER

PROGRAM GOAL

5.1 Students will be able to recognize thecontribution of efficient, self-directed learn-ing to satisfactory achievement of personal,social, and economic goals.



5.1.1 Develop a workable plan for acquiringthe skills and knowledge he will need toachieve a real and immediate goal forpersonal, social, or career development.


5.1.1.1 liming identified a career fieldwhich interests him, and given access toappropriate sources of information, the stu-dent will:(1) Establish goals related to meeting the

entry-level requirements of availablelobs in his career field.

(2) Identify the skills and knowledge heneeds to acquire in order to meet thesequalifications.

(3) Identify alternative ways for acquiringthe competencies needed and select themost practical way.

(4) Explan how pursuit of his chosen planwill benefit his personal, as well as hiscareer development.

5.1.1.2 Having identified a school orcommunity problem which interests him,and given access to appropriate sources ofinformation, the student will:(1) Establish goals for making realistic con-

tributions to the solution of the prob-lem or cause he has identified.

(2) Determine what skills or knowledge heneeds to acquire in order to make aworthwhile contribution.

(3) Identify alternative ways for acquiringthe competencies needed.

(4) Identify several ways in which pursuitof his plan will benefit him as well as hisschool or community.

5.1.1.3 Given an opportunity to study thepolitical and governmental systems of hiscommunity, state, and nation, the studentwill:(1) Identify the political party that most

nearly represents his own beliefs aboutthe organization and purposes of gov-ernment.

(2) Identify a variety of ways in which decould become involved in supportingthe activities of that party.

(3) Describe other Ways in which he wouldlike to contribute to or influence com-munity decisions and actions.

(4) Explain the procedures or processes bywhich he could become involved in theactivities of his choice.

5.1.1.4 Given a variety of case studies ordescriptions of common purchasing, credit,banking, and budgeting problems, the stu-dent will:(1) Identify the goals and values that would

influence his own decisions in similarsituations.

(2) Identify the knowledge and skills hewould need to solve, or to avoid, theproblems described.

(3) Propose practical alternatives for acquir-ing the needed competencies.

5.0 DEVELOP AND MAINTAIN THEROLE OF A LIFE-LONG LEARNER

PROGRAM GOALCOMPETENCIES SAMPLE PERFORMANCE(COURSE GOALS) INDICATORS


5.1.1.5 Given an opportunity to studyappropriate informational materials, the stu-dent will describe the characteristics ofvarious occupations in his chosen careerfield, predict potential mental or physicalhealth hazards, and propose practical pre-cautions.

5.1.1.6 Given an opportunity to interviewpersons employed in his chosen career field,the student will:(1) Predict his income, living and transpor-

tation arrangements, and leisure time.(2) Propose practical alternatives for recrea-

tion and leisure time activities.(3) Identify the knowledge and skills need-

ed to enjoy such activities.

5.1.2 Combine appropriate knowledge with 5.1.2.1 Given a variety of carefully struc-prohlem-solving or learning skills to arrive at tured descriptions of problem situationssolutions to expected or unexpected prob- (e.g., job loss, death in the family, receipt oflemi. an unexpected legacy), the student will:

(1) Determine the nature of the problem tobe solved and the desired outcomes.

(2) Investigate alternative solutions.(3) Choose the most acceptable alternative.(4) Suggest how time and money should be

budgeted to meet specified objectives.(5) Suggest ways to judge whether pro-

posed activities or actions are leading tothe desired outcomes.

30

5.1.2.2 Asked to plan a week's menu for ahypothetical family of three with a veryrestricted budget, the student will:(1) Identify nutritional needs, nutritional

values of various types of foods, costsof various types of foods, food storage,as elements which should be investi-gated.

(2) Prepare an ideal menu, determine itscost, begin to look for alternatives, orcheaper substitutes for various foodsoriginally selected.

(3) Weigh the alternatives in relation to allother elements of the problem that havebeen identified..

(4) Propose a menu that is nutritionallyacceptable and within the specified bud-get limits.

5.1.2.3 Asked to prepare a research reporton the nutritional values of various foods, orthe impact of price controls, the studentwill:(1) Outline his topic.(2) Locate and verify sources of informa-

tion.(3) Collect appropriate data.(4) Present findings in a logical way and

draw conclusions.

5.1.2.4 Given a list of questions whichrequire research in several areas (state orlocal government, consumer ratings, healthand nutrition, traffic regulations, job oppor-tunities), the student will locate and useappropriate resource materials.

5.0 DEVELOP AND MAINTAIN THEROLE OF A LIFE-LONG LEARNER

PROGRAM GOALCOMPETENCIES SAMPLE PERFORMANCE(COURSE GOALS) INDICATORS

The student will be table to:

C

31

5.1.2.5 Given a list of questions whichrequire the obtaining of information fromvarious community agencies, the studentwill use a telephone directory and identifythe appropriate agencies to contact for eachtype of in fOrmation needed.