Career readiness

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Course
TEKS

Course Description:

Preparing for that first or second job helps students get much more than free french fries from their career. By the end of this course, students will be able to:

  • Learn how to leverage their first jobs.
  • Recognize what a workplace’s culture is really like.
  • Identity the value of an internship.
  • Create a strong resume, no matter the level of experience.
  • Decide if college is a good fit.
  • Determine if they need dual enrollment/concurrent enrollment or online classes. 

TEKS standards: 

130.82 130.275 110.61
130.87 130.279 110.62
130.88 130.302 110.63
130.91 130.382 127.14
130.106 130.384 127.15
130.110 130.385 127.16
130.252 130.385  
130.252 130.386  
130.272 110.50  
130.273 110.58  

Rationale Overview:

According to Youth.gov, the current economic climate has made securing and sustaining a job difficult for all Americans, including youth. Certain populations of young people — such as those who are or have been involved in the foster care or juvenile justice systems, are runaways or homeless, dropped out of high school, are pregnant or parenting, or disabled — have additional challenges in getting early work experience. These youth often face increased barriers to employment like lack of documentation, transportation, child care, or support. They may have a transient lifestyle or have had to overcome stigma, mental illness, substance abuse, or previous felonies. Despite such challenges, most young people have held a job by the time they are 25, with many seeking employment during summer months. In 2013, more than half of young people between the ages of 16 and 24 were employed between April and July, an increase of 2.1 million youth for the same period in 2012.

Although young people might face many obstacles, career development is critical to their learning about the workplace. They need to be encouraged to consider the type of career they would like to have and to discover the schooling and training needed for this avenue. Young people also require mentors to help them obtain and keep a job, as well as close supervision once in the position. Many adolescents learn about work through part-time jobs offering them the vocational training to develop the soft-skills employers value. Most importantly, early job experiences can help them decide what occupations to pursue later in life and the job characteristics important to them.

Duration: Eight 50-minute class periods

Download and view the course syllabus.

COURSE 5 – CAREER READINESS

 

§130.82. Principles of Arts, Audio/Video Technology, and Communications (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grade 9. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Arts, Audio/Video Technology, and Communications Career Cluster focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services.
(3) Careers in the Arts, Audio/Video Technology, and Communications Career Cluster require a creative aptitude, a strong background in computer and technology applications, a strong academic foundation, and a proficiency in oral and written communication. Within this context, students will be expected to develop an understanding of the various and multifaceted career opportunities in this cluster and the knowledge, skills, and educational requirements for those opportunities.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) explore opportunities in training, education, and certifications for employment;
(B) demonstrate professional standards and personal qualities needed to be employable such as oral and written communication, leadership, teamwork, appreciation for diversity, conflict management, customer service, work ethic, and adaptability;
(C) demonstrate skills related to seeking and applying for employment;
(D) create a resume and cover letter/letter of interest to document information such as work experiences, licenses, certifications, and work samples; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
(2) The student applies English language arts in Arts, Audio/Video Technology, and Communications projects. The student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(C) identify assumptions, purpose, and propaganda techniques;
(D) compose and edit copy for a variety of written documents;
(E) evaluate oral and written information; and
(F) research topics for the preparation of oral and written communication.
(3) The student applies professional communications strategies. The student is expected to:
(A) adapt language structure and style for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) deliver formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) develop and interpret tables, charts, and figures to support written and oral communications;
(G) listen to and speak with diverse individuals; and
(H) exhibit public relations skills to increase internal and external customer/client satisfaction.
(4) The student understands and examines problem-solving methods. The student is expected to:
(A) employ critical-thinking skills independently and in groups; and
(B) employ interpersonal skills in groups to solve problems.
(5) The student uses technology applications when completing Arts, Audio/Video Technology, and Communications projects and processes. The student is expected to:
(A) use technology applications such as social media, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for Arts, Audio/Video Technology, and Communications projects; and
(B) use processes such as personal information management, file management, and file sharing.
(6) The student understands arts, audio/video technology, and communications systems. The student is expected to:
(A) describe the nature and types of businesses in arts, audio/video technology, and communications;
(B) analyze and summarize the history and evolution of the arts, audio/video technology, and communications fields of study;
(C) analyze the arts, audio/video technology, and communications economic base; and
(D) analyze and summarize evidence of interdependence between the technical and the artistic sides of arts, audio/video technology, and communications.
(7) The student understands principles of audio/video production. The student is expected to:
(A) apply knowledge of audio and video script production;
(B) discuss the impact of audio and video selection on human emotion;
(C) demonstrate the use of audio and video for a three-screen environment, including cell phones, television monitors, and computer screens;
(D) demonstrate various videography techniques, including picture composition, video composition, audio composition, editing, and delivery;
(E) understand the differences between linear and nonlinear systems; and
(F) demonstrate knowledge of control peripherals for capturing or ingesting media.
(8) The student understands principles of fashion design that impact consumer purchasing of fashion and apparel accessories. The student is expected to:
(A) describe social, cultural, and life cycle influences;
(B) explain how fashion trends are determined; and
(C) analyze the influence of advertising on consumer apparel choices.
(9) The student understands principles of video game design. The student is expected to:
(A) demonstrate knowledge and appropriate use of computer operating systems;
(B) demonstrate appropriate use of hardware components, software programs, and storage devices;
(C) demonstrate knowledge of sound editing;
(D) demonstrate knowledge of file formats and cross-platform compatibility;
(E) acquire and exchange information in a variety of electronic file sharing formats; and
(F) combine graphics, images, and sound.
(10) The student understands principles of graphic design and illustration. The student is expected to:
(A) research the history of visual arts and design;
(B) explain the evolution of art and design;
(C) compare current visual arts technologies with historical technologies;
(D) understand general characteristics in artwork from a variety of cultures; and
(E) analyze and apply art elements and principles in photographic works, multimedia applications, and digital and print media.
(11) The student understands principles of commercial photography. The student is expected to:
(A) demonstrate knowledge of photographic composition and layout; and
(B) evaluate photographs using principles of art, commercial photography standards, and critical-thinking skills.
(12) The student understands principles, elements, and techniques of animation. The student is expected to:
(A) describe and use audience identification, script writing, character design, storyboarding, and audio and delivery formats;
(B) describe and use cell, stop motion, tweening, motion paths, masking, looping, scripting/programming, and interactivity;
(C) describe lighting and camera shots; and
(D) describe and use flip books, claymation, or cut-outs;
(13) The student understands principles of printing and imaging. The student is expected to:
(A) identify processes required for the production of various printed products;
(B) identify basic design elements such as text, graphics, and white space; and
(C) demonstrate basic knowledge of color theory.
(14) The student applies safety regulations. The student is expected to:
(A) implement personal and classroom safety rules and regulations; and
(B) follow emergency procedures as needed.
(15) The student identifies and develops leadership characteristics. The student is expected to:
(A) identify leadership characteristics; and
(B) participate in student leadership and professional development activities.
(16) The student applies ethical decision making and understands and complies with laws regarding use of technology in arts, audio/video technology, and communications. The student is expected to:
(A) demonstrate an understanding of ethical conduct related to interacting with others such as maintaining client confidentiality and privacy of sensitive content and giving proper credit for ideas;
(B) examine the First Amendment, Federal Communications Commission regulations, Freedom of Information Act, liability laws, and other regulations for compliance issues;
(C) examine the liabilities, copyright laws, fair use, and duplication of materials associated with productions and performances;
(D) analyze the impact of arts, audio/video technology, and communications industries on society;
(E) demonstrate an understanding of proper digital etiquette, personal security guidelines, use of network resources, and the district's acceptable use policy for technology; and
(F) identify and demonstrate positive personal qualities such as flexibility, open-mindedness, initiative, listening attentively to speakers, willingness to learn new knowledge and skills, and pride in quality work.
(17) The student understands communications strategies as they relate to arts, audio/video technology, and communications. The student is expected to:
(A) adapt the language and design of a project for audience, purpose, situation, and intent;
(B) organize oral, written, and graphic information into formal and informal projects;
(C) interpret and communicate information for multiple audiences; and
(D) collaborate to create original projects, including seeking and responding to advice from others such as peers or experts in the creation and evaluation process.
(18) The student uses a variety of strategies to plan, obtain, evaluate, and use valid information. The student is expected to:
(A) obtain print and digital information such as graphics, audio, and video from a variety of resources while citing the sources;
(B) evaluate information for accuracy and validity; and
(C) present accurate information using techniques appropriate for the intended audience.
(19) The student applies technical skills for efficiency. The student is expected to:
(A) employ planning and time-management skills to complete work tasks; and
(B) use technology to enhance productivity.
(20) The student develops a basic understanding of arts, audio/video technology, and communications. The student is expected to:
(A) research the scope of career opportunities;
(B) develop an understanding of the elements and principles of art;
(C) develop an understanding of the industry by explaining the history and evolution of the arts, audio/video technology, and communications career fields and defining and using related terminology;
(D) evaluate works of art using critical-thinking skills;
(E) determine the use of art elements such as color, texture, form, line, and space; and
(F) determine the use of principles of design such as continuity, pattern, rhythm, balance, proportion, and unity in products.
(21) The student makes informed judgments about product designs and the designs of others. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions; and
(B) select and analyze original product designs by peers and others to form precise conclusions about formal qualities and historical and cultural contexts, intents, and meanings.
Source: The provisions of this §130.82 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.87. Audio/Video Production I (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 9-12. Recommended prerequisite: Principles of Arts, Audio/Video Technology, and Communications. Recommended corequisite: Audio/Video Production I Lab. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Arts, Audio/Video Technology, and Communications Career Cluster focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content, including visual and performing arts and design, journalism, and entertainment services.
(3) Careers in audio and video technology and film production span all aspects of the audio/video communications industry. Within this context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications Career Cluster, students will be expected to develop an understanding of the industry with a focus on pre-production, production, and post-production audio and video products.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) participate in training, education, or certification for employment;
(B) demonstrate professional standards and personal qualities needed to be employable such as oral and written communication, leadership, teamwork, appreciation for diversity, conflict management, customer service, work ethic, and adaptability;
(C) demonstrate skills related to seeking and applying for employment; and
(D) create a resume and cover letter/letter of interest to document information such as work experiences, licenses, certifications, and work samples.
(2) The student applies academic knowledge and skills in audio and video projects. The student is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents; and composing and editing copy for a variety of written documents such as scripts, captions, schedules, reports, and manuals; and
(B) apply mathematics knowledge and skills in invoicing and time-based mathematics by demonstrating knowledge of arithmetic operations and applying measurement to solve problems.
(3) The student understands professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent through structure and style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) deliver formal and informal presentations;
(E) apply active listening skills;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills.
(4) The student understands and examines problem-solving methods. The student is expected to:
(A) employ critical-thinking skills independently and in groups; and
(B) employ interpersonal skills in groups to solve problems.
(5) The student uses technology applications and processes. The student is expected to:
(A) use technology applications such as social media, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for audio and video production projects; and
(B) use processes such as personal information management, file management, and file sharing.
(6) The student understands the evolution and current trends of the audio and video production industry. The student is expected to:
(A) summarize the history and evolution of the audio and video production industry; and
(B) analyze the current trends of the audio and video production industry.
(7) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations;
(B) follow emergency procedures; and
(C) examine and summarize safety-related problems that may result from working on location.
(8) The student develops leadership characteristics. The student is expected to:
(A) employ leadership skills;
(B) employ teamwork and conflict-management skills;
(C) participate in meetings; and
(D) participate in mentoring activities.
(9) The student applies ethical decision making and complies with laws regarding use of technology in audio and video production. The student is expected to:
(A) demonstrate an understanding of ethical conduct related to interacting with others and providing proper credit for ideas;
(B) discuss and apply copyright laws in relation to fair use and acquisition, trademark laws, and personal privacy laws;
(C) model respect for intellectual property;
(D) analyze the ethical impact of the audio and video production industry on society; and
(E) evaluate audio and video products for accuracy and validity.
(10) The student uses innovative thinking to develop new ideas and processes for solving real-world issues and conveying those ideas to a global audience through a digital product. The student is expected to:
(A) examine real-world issues relating to current topics such as health care, government, business, or education; and
(B) create unique methods and products for audiences beyond the classroom such as school officials, non-profit organizations, higher education officials, government, or other stakeholders.
(11) The student develops career-building characteristics. The student is expected to:
(A) create a career portfolio to document information such as work experiences, licenses, certifications, and work samples;
(B) demonstrate skills in evaluating and comparing employment opportunities;
(C) examine and employ professional networking opportunities such as career and technical student organizations, professional social media, and industry professional organizations; and
(D) examine employment opportunities in entrepreneurship.
(12) The student applies technical skills for efficiency. The student is expected to:
(A) employ planning and time-management skills to complete work tasks; and
(B) use technology to enhance productivity.
(13) The student develops a basic understanding of audio and video production. The student is expected to:
(A) understand the audio, video, and film industry, including the history, current practices, and future trends;
(B) explain the beginning and evolution of the audio, video, and film industry;
(C) describe how changing technology is impacting the audio, video, and film industry;
(D) define and use terminology associated with the audio, video, and film industry;
(E) identify various audio tape, tapeless, and file formats and the key elements required in audio scripts;
(F) apply writing skills to develop an audio script;
(G) explain how various styles of music can create a specific emotional impact;
(H) understand various microphones based upon type, pickup patterns, and various audio cables and connectors;
(I) identify the key elements required in video scripts;
(J) apply writing skills to develop a video script;
(K) identify various video tape, tapeless, and file formats;
(L) understand various video cables and connectors;
(M) distinguish between analog and digital formats;
(N) describe various videography techniques, including picture composition, focus, camera and tripod movements, and proper exposure and white balance;
(O) understand the basics of audio and video editing platforms such as differences between linear and nonlinear editing systems; and
(P) describe various digital platforms, including high definition and standard definition.
(14) The student understands the pre-production process. The student is expected to:
(A) design and implement procedures to track trends, set timelines, and evaluate progress for continual improvement in process and product;
(B) respond to advice from peers and professionals;
(C) create technology specifications;
(D) monitor process and product quality using established criteria;
(E) create a script and identify resources needed to begin the production;
(F) identify budgeting considerations for cast, crew, equipment, and location;
(G) analyze the script and storyboard development processes for a successful production;
(H) identify and participate in the team roles required for completion of a production;
(I) identify cast, crew, equipment, and location requirements for a scripted production; and
(J) understand the casting or audition process.
(15) The student understands the post-production process. The student is expected to:
(A) use technology applications to facilitate evaluation of work, both process and product, by evaluating the project's success in meeting established criteria; and
(B) research the best method for promoting the product by identifying and analyzing market research such as market share, audience-measurement ratings, sweeps periods, distribution, product release dates, demographics, target audience, and advertising rates and revenue.
Source: The provisions of this §130.87 adopted to be effective August 28, 2017, 40 TexReg 6601.

 

§130.88. Audio/Video Production I Lab (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 9-12. Recommended prerequisite: Principles of Arts, Audio/Video Technology, and Communications or Digital Media in the Information Technology Career Cluster. Corequisite: Audio/Video Production I. This course must be taken concurrently with Audio/Video Production I and may not be taken as a stand-alone course. Districts are encouraged to offer this lab in a consecutive block with Audio/Video Production I to allow students sufficient time to master the content of both courses. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Arts, Audio/Video Technology, and Communications Career Cluster focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content, including visual and performing arts and design, journalism, and entertainment services.
(3) Careers in audio and video technology and film production span all aspects of the audio/video communications industry. Within this context, in addition to
developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications Career Cluster, students will be expected to develop an understanding of the industry with a focus on pre-production, production, and post-production audio and video products. Requiring a lab corequisite for the course affords necessary time devoted specifically to the production and post-production process.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) participate in training, education, or certification for employment;
(B) demonstrate professional standards and personal qualities needed to be employable such as oral and written communication, leadership, teamwork, appreciation for diversity, conflict management, customer service, work ethic, and adaptability;
(C) demonstrate skills related to seeking and applying for employment; and
(D) create a resume and cover letter/letter of interest to document information such as work experiences, licenses, certifications, and work samples.
(2) The student applies academic knowledge and skills in audio and video projects. The student is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents; and composing and editing copy for a variety of written documents such as scripts, captions, schedules, reports, and manuals; and
(B) apply mathematics knowledge and skills in invoicing and time-based mathematics by demonstrating knowledge of arithmetic operations and applying measurement to solve problems.
(3) The student understands professional communications strategies. The student is expected to:
(A) adapt language such as structure and style for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) deliver formal and informal presentations;
(E) apply active listening skills;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills.
(4) The student understands and examines problem-solving methods. The student is expected to:
(A) employ critical-thinking skills independently and in groups; and
(B) employ interpersonal skills in groups to solve problems.
(5) The student applies technology applications and processes. The student is expected to:
(A) use technology applications such as social media, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for audio and video production projects; and
(B) use processes such as personal information management, file management, and file sharing.
(6) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations;
(B) follow emergency procedures; and
(C) identify and report safety-related problems that may result from working on location.
(7) The student develops leadership characteristics. The student is expected to:
(A) employ leadership skills;
(B) employ teamwork and conflict-management skills;
(C) participate in meetings; and
(D) participate in mentoring activities.
(8) The student applies ethical decision making and complies with laws regarding use of technology in audio and video production. The student is expected to:
(A) demonstrate an understanding of ethical conduct related to interacting with others and providing proper credit for ideas;
(B) apply copyright laws in relation to fair use and acquisition, trademark laws, and personal privacy laws; and
(C) model respect for intellectual property.
(9) The student develops career-building characteristics. The student is expected to:
(A) create a career portfolio to document information such as work experiences, licenses, certifications, and work samples;
(B) demonstrate skills in evaluating and comparing employment opportunities;
(C) examine and employ professional networking opportunities such as career and technical student organizations, professional social media, industry professional organizations; and
(D) examine employment opportunities in entrepreneurship.
(10) The student applies technical skills for efficiency. The student is expected to:
(A) employ planning and time-management skills to complete work tasks; and
(B) use technology to enhance productivity.
(11) The student develops a basic understanding of audio and video production. The student is expected to:
(A) use terminology associated with the industries;
(B) apply writing skills to develop an audio script;
(C) apply various styles of music as needed to create a specific emotional impact;
(D) use various audio tape, tapeless, and file formats;
(E) use various microphones based upon type and pickup patterns; and
(F) use various audio cables and connectors.
(12) The student employs knowledge regarding use of video. The student is expected to:
(A) apply writing skills to develop a video script;
(B) use various video tape, tapeless, and file formats;
(C) use various video cables and connectors;
(D) demonstrate operation of video cameras; and
(E) demonstrate how to properly maintain video equipment;
(13) The student employs various videography techniques. The student is expected to:
(A) demonstrate how to frame and maintain picture composition;
(B) demonstrate focusing techniques;
(C) demonstrate camera and tripod movements; and
(D) demonstrate proper exposure and white balance.
(14) The student edits basic audio and video productions. The student is expected to:
(A) demonstrate skills required for editing using linear and nonlinear systems; and
(B) employ knowledge of control peripherals for capturing or ingesting media.
(15) The student understands the pre-production process. The student is expected to:
(A) implement procedures to track trends, set timelines, and evaluate progress for continual improvement in process and product;
(B) respond to advice from peers and professionals;
(C) create technology specifications;
(D) monitor process and product quality using established criteria;
(E) create a script and identify resources needed to begin the production;
(F) apply budgeting considerations for cast, crew, equipment, and location;
(G) analyze the script and storyboard for a successful production;
(H) participate in the team roles required for completion of a production; and
(I) employ cast, crew, equipment, and location for a scripted production.
(16) The student understands the production process. The student is expected to:
(A) implement a coherent sequence of events to successfully produce a script;
(B) use lighting techniques, including three-point lighting, reflected light, color temperatures, and lighting filters;
(C) employ audio techniques, including microphone variances and sound mixing; and
(D) demonstrate knowledge of interpersonal skills with sensitivity to diversity when directing crew or talent.
(17) The student understands the post-production process. The student is expected to:
(A) demonstrate knowledge of video systems such as digital and analog systems, software applications, and communication and network components;
(B) make appropriate decisions regarding the selection of software;
(C) make necessary adjustments regarding compatibility issues, including digital file formats and cross-platform connectivity;
(D) apply animation effects using character generators, fonts, colors, and principles of composition to create graphic images, captions, or titles for video and graphics;
(E) demonstrate proficiency in the use of a variety of electronic input devices;
(F) use a variety of strategies to acquire information from online resources;
(G) acquire electronic information in a variety of formats;
(H) use different compression standards and techniques to output for distribution;
(I) format digital information for effective communication with a defined audience using appropriate font attributes and color, white space and graphics, and camera perspective;
(J) use appropriate content selection and presentation;
(K) understand target audiences and demographics;
(L) determine appropriate delivery method based on distribution needs;
(M) deliver products in a variety of media by using various delivery formats such as disk, broadcast, cellular, portable device, electronic, and online delivery;
(N) use appropriate computer-based productivity tools to create and modify solutions to problems;
(O) create audio and video technology products for a variety of purposes and audiences;
(P) develop technical documentation related to audio and video technology; and
(Q) demonstrate innovative uses of a wide range of emerging technologies, including online learning, mobile devices, digital content, and Web 2.0 tools such as podcasting, wikis, and blogs.
Source: The provisions of this §130.88 adopted to be effective August 28, 2017, 40 TexReg 6601.

 

§130.91. Digital Audio Technology I (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 9-12. Recommended prerequisite: Principles of Arts, Audio/Video Technology, and Communications or Digital Media or both Audio/Video Production I and Audio/Video Production I Lab. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Arts, Audio/Video Technology, and Communications Career Cluster focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content, including visual and performing arts and design, journalism, and entertainment services.
(3) Digital Audio Technology I was designed to provide students interested in audio production careers such as audio for radio and television broadcasting, audio for video and film, audio for animation and game design, music production and live sound, and additional opportunities and skill sets. Digital Audio Technology I does not re-place Audio Video Production courses but is recommended as a single credit, co-curricular course with an audio production technical emphasis. This course can also be paired with Digital Media. Students will be expected to develop an understanding of the audio industry with a technical emphasis on production and critical-listening skills.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) participate in training, education, or certification for employment;
(B) demonstrate professional standards and personal qualities needed to be employable such as oral and written communication, leadership, teamwork, appreciation for diversity, conflict management, customer service, work ethic, and adaptability;
(C) demonstrate skills related to seeking and applying for employment; and
(D) create a resume and cover letter/letter of interest to document information such as work experiences, licenses, certifications, and work samples.
(2) The student applies academic knowledge and skills in audio and video projects. The student is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents; and composing and editing copy for a variety of written documents such as scripts, captions, schedules, reports, and manuals; and
(B) apply mathematics knowledge and skills in invoicing and time-based mathematics by demonstrating knowledge of arithmetic operations and applying measurement to solve problems.
(3) The student understands professional communications strategies. The student is expected to:
(A) adapt language such as structure and style for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) deliver formal and informal presentations;
(E) apply active listening skills;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills.
(4) The student understands and examines problem-solving methods. The student is expected to:
(A) employ critical-thinking skills independently and in groups; and
(B) employ interpersonal skills in groups to solve problems.
(5) The student applies technology applications and processes. The student is expected to:
(A) use technology applications such as social media, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for audio production projects; and
(B) use processes such as personal information management, file management, and file sharing.
(6) The student understands the evolution and current trends of the audio industry. The student is expected to:
(A) summarize the history and evolution of the audio production industry; and
(B) analyze the current trends of the audio production industry.
(7) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations; and
(B) follow emergency procedures.
(8) The student develops leadership characteristics. The student is expected to:
(A) employ leadership skills;
(B) employ teamwork and conflict-management skills;
(C) participate in meetings; and
(D) participate in mentoring activities.
(9) The student applies ethical decision making and complies with laws and regulations regarding use of technology in audio production. The student is expected to:
(A) demonstrate an understanding of ethical conduct related to interacting with others and providing proper credit for ideas;
(B) model respect for intellectual property;
(C) analyze the ethical impact of the audio production industry on society;
(D) understand and comply with all copyright and fair use laws; and
(E) understand and comply with all applicable rules and regulations of the associated governing authority such as the Federal Communications Commission (FCC), local school district, or client.
(10) The student develops career-building characteristics. The student is expected to demonstrate skills in evaluating and comparing employment opportunities.
(11) The student applies technical skills for efficiency. The student is expected to:
(A) employ planning and time-management skills to complete work tasks; and
(B) use technology to enhance productivity.
(12) The student develops a basic understanding of the audio production industry. The student is expected to:
(A) identify various career pathways and job opportunities in the audio production industry;
(B) understand the roles of various industry audio professionals such as producers, editors, engineers, and talent as they apply to specific audio production career pathways;
(C) understand the history, current practices, and future trends for audio production careers such as radio and television broadcasting, video and film, animation and game design, music production, and live sound;
(D) describe how the changing technology is impacting the audio industry; and
(E) define and appropriately use terminology associated with the audio production industry.
(13) The student develops a basic understanding of audio production equipment. The student is expected to:
(A) understand types and application of microphones such as dynamic, condenser, ribbon, pressure zone (PZM), universal serial bus (USB), and wireless;
(B) understand pick-up patterns and application of microphones such as cardioid, omni-directional, and figure eight;
(C) understand the operation and application of audio consoles (mixers) such as broadcast consoles, live sound consoles, and recording consoles;
(D) understand the operation and application of audio processing equipment or software such as equalizer (EQ), dynamic compressor, noise gate, band pass filters, reverb, and delays;
(E) understand the operation and application of analog and digital audio recording devices such as handheld recorders, USB interfaces, multi-track devices, and digital audio workstations (DAW);
(F) understand the application of audio interconnect cabling and connectors such as XLR balanced, TRS balanced, TS unbalanced, RCA, ¼" TRS/TS, and mini TRS/TS;
(G) understand the operation and application of additional audio hardware such as musical instrument digital interface (MIDI) controllers, direct boxes, audio splitters, and analog to digital converters as needed; and
(H) understand the types and applications of audio speakers such as broadcast monitors, studio monitors, and live sound speakers.
(14) The student develops an understanding of audio production elements. The student is expected to:
(A) identify key elements (stems) of an audio production such as dialogue, sound effects, music, and environmental;
(B) understand how music styles, sound effects, or vocal performance can create a specific emotional impact;
(C) identify key technical elements of audio production for effect such as panning, ducking, track doubling, retiming, and auto-tune; and
(D) understand and identify digital audio codecs and compression standards such as Waveform Audio (WAV), MP3, and advanced audio coding (AAC).
(15) The student identifies, creates, and obtains required assets for audio production projects. The student is expected to:
(A) identify key elements required in audio scripts;
(B) apply writing skills to develop an audio script; and
(C) create or obtain required audio assets through recording, synthesis, or permissions.
(16) The student develops a basic understanding of a DAW and audio editing. The student is expected to:
(A) understand how to record or import various types of audio content such as audio files, MIDI data or automation;
(B) understand types and application of audio track such as instrument track, master track, auxiliary track, and global attributes track;
(C) understand audio editing tools and transitions such as cut, trim, and fade;
(D) understand the use and application of software plug-ins such as EQ, dynamic compression, reverb, and software instruments;
(E) understand the use and application of software automation; and
(F) understand the various delivery formats such as disk, broadcast, cellular, portable device, electronic, and online delivery.
Source: The provisions of this §130.91 adopted to be effective August 28, 2017, 40 TexReg 6601.

 

§130.106. Graphic Design and Illustration I (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Arts, Audio/Video Technology, and Communications. Recommended corequisite: Graphic Design and Illustration I Lab. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Arts, Audio/Video Technology, and Communications Career Cluster is focused on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content, including visual and performing arts and design, journalism, and entertainment services.
(3) Careers in graphic design and illustration span all aspects of the advertising and visual communications industries. Within this context, in addition to developing knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications Career Cluster, students will be expected to develop an understanding of the industry with a focus on fundamental elements and principles of visual art and design.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) identify and participate in training, education, or certification for employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to be employable;
(C) demonstrate skills related to seeking employment to find and obtain a desired job;
(D) maintain a career portfolio to document information such as work experiences, licenses, certifications, and work samples; and
(E) examine employment opportunities in entrepreneurship.
(2) The student applies academic knowledge and skills in art and design projects. The student is expected to:
(A) apply English language arts knowledge by demonstrating skills such as correct use of content, technical concepts, vocabulary, grammar, punctuation, and terminology to write and edit a variety of documents; and
(B) apply mathematics knowledge and skills such as using whole numbers, decimals, fractions, and knowledge of arithmetic operations.
(3) The student understands professional communications strategies. The student is expected to:
(A) adapt language such as structure and style for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information;
(D) deliver formal and informal presentations;
(E) apply active listening skills;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills.
(4) The student understands and employs problem-solving methods. The student is expected to:
(A) employ critical-thinking skills independently and in groups; and
(B) employ interpersonal skills in groups to solve problems.
(5) The student applies technology applications. The student is expected to use personal information management, email, Internet, writing and publishing, and presentation applications for art and design projects.
(6) The student understands design systems. The student is expected to analyze and summarize the history and evolution of related fields.
(7) The student applies cyber safety procedures. The student is expected to implement personal and professional safety rules and regulations.
(8) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:
(A) employ leadership skills;
(B) employ teamwork and conflict-management skills;
(C) conduct and participate in meetings; and
(D) employ mentoring skills.
(9) The student applies ethical decision making and understands and complies with laws regarding use of technology in graphic design and illustration. The student is expected to:
(A) exhibit ethical conduct related to interacting with others such as maintaining client confidentiality and privacy of sensitive content and providing proper credit for ideas;
(B) discuss and apply copyright laws in relation to fair use and acquisition;
(C) model respect for intellectual property;
(D) demonstrate proper etiquette and knowledge of acceptable use policies; and
(E) analyze the impact of the advertising and visual communication design industry on society.
(10) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.
(11) The student develops an increasing understanding of graphic design and illustration. The student is expected to research art and design career opportunities and qualifications.
(12) The student researches the history and evolution of art and design. The student is expected to:
(A) explain the history of visual arts and design;
(B) understand general characteristics in artwork from a variety of cultures; and
(C) compare current visual arts technologies with historical technologies.
(13) The student conducts oral or written critiques of designs. The student is expected to:
(A) interpret, evaluate, and justify design decisions;
(B) apply a critical method of evaluation;
(C) communicate an oral or written defense; and
(D) evaluate oral or written feedback.
(14) The student demonstrates an understanding of artistic design. The student is expected to analyze and apply art elements and principles in photographic works, multimedia applications, and digital and print media.
(15) The student employs a creative design process to create original two- or three-dimensional projects. The student is expected to:
(A) create designs for defined applications;
(B) apply elements of design;
(C) apply design principles and typography;
(D) use good composition;
(E) demonstrate anatomical figure drawing;
(F) demonstrate drawing in one-point, two-point, and multi-point perspective;
(G) create a project by applying color; and
(H) apply printing concepts.
Source: The provisions of this §130.106 adopted to be effective August 28, 2017, 40 TexReg 6601

130.110. Professional Communications (One-Half Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 9-12. This course satisfies a speech credit or skills graduation requirement. Students shall be awarded one-half credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Arts, Audio/Video Technology, and Communications Career Cluster focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content, including visual and performing arts and design, journalism, and entertainment services.
(3) Professional Communications blends written, oral, and graphic communication in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) explore opportunities in training, education, and certifications for employment;
(B) demonstrate professional standards and personal qualities needed to be employable such as oral and written communication, leadership, teamwork, appreciation for diversity, conflict management, customer service, work ethic, and adaptability;
(C) demonstrate skills related to seeking and applying for employment;
(D) create a resume and cover letter/letter of interest to document information such as work experiences, licenses, certifications, and work samples; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
(2) The student applies English language arts in professional communications projects. The student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(C) identify assumptions, purpose, outcomes, solutions, and propaganda techniques;
(D) compose and edit copy for a variety of written documents;
(E) evaluate oral and written information; and
(F) research topics for the preparation of oral and written communications.
(3) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) deliver formal and informal presentations;
(E) apply active listening skills;
(F) develop and interpret tables, charts, and figures;
(G) listen to and speak with diverse individuals; and
(H) exhibit public relations skills.
(4) The student understands and examines problem-solving methods. The student is expected to:
(A) employ critical-thinking skills independently and in groups; and
(B) employ interpersonal skills in groups to solve problems.
(5) The student uses technology applications and processes. The student is expected to:
(A) use technology applications such as social media, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for audio and video production projects; and
(B) use processes such as personal information management, file management, and file sharing.
(6) The student understands communications systems. The student is expected to:
(A) describe the nature and types of businesses;
(B) analyze and summarize the history and evolution of the various related fields of study; and
(C) analyze the economic base in order to demonstrate an understanding of the economic factors influencing the industry as a whole.
(7) The student applies safety regulations. The student is expected to:
(A) implement personal and classroom safety rules and regulations; and
(B) follow emergency procedures as needed.
(8) The student identifies and develops leadership characteristics. The student is expected to:
(A) identify leadership characteristics; and
(B) participate in student leadership and professional development activities.
(9) The student applies ethical decision making and understands and complies with laws regarding use of technology in communications. The student is expected to:
(A) exhibit ethical conduct;
(B) discuss copyright laws in relation to fair use and duplication of materials;
(C) analyze the impact of communications on society; and
(D) understand and exhibit digital citizenship.
(10) The student applies technical skills for efficiency. The student is expected to:
(A) employ planning and time-management skills to relate to professional communications; and
(B) use technology to enhance productivity.
(11) The student develops an understanding of professional communications through exploration of the Arts, Audio/Video Technology, and Communications Career Cluster. The student is expected to:
(A) develop an understanding of the evolution of the arts, audio/video technology, and communications career field, including the history, foundation elements, principles, and communicative effects;
(B) demonstrate knowledge of the communication process, including the characteristics of oral language, types and effects of nonverbal communication, effective nonverbal strategies such as a firm handshake, direct eye contact, and appropriate use of space and distance;
(C) demonstrate knowledge of the components of the listening process and specific kinds of listening such as critical, deliberative, and empathetic;
(D) identify and analyze ethical and social responsibilities of communicators;
(E) demonstrate knowledge of various communication processes in professional contexts, including using effective communication skills; analyzing standards for appropriate use of informal, standard, and technical language; making appropriate and important communication decisions based on accurate and complete information; and recognizing and analyzing appropriate channels of communication in organizations;
(F) use appropriate interpersonal communication strategies in professional contexts, including using different types of professional communication and communication management skills and observing professional etiquette;
(G) demonstrate knowledge of the interview process, including effective communication as interviewee and interviewer, and federal employment laws regarding interviews;
(H) identify and use appropriate strategies for communicating with a variety of audiences;
(I) identify the types, purposes, dynamics, processes, effectiveness, roles of members, and leadership styles of professional groups;
(J) communicate effectively in group contexts by assuming productive roles, solving problems, managing conflicts, and building consensus in groups;
(K) research formal and informal professional presentations by analyzing the audience, occasion, purpose, and primary and secondary sources; determining specific topics for presentations; and evaluating sources using media literacy strategies such as recognizing bias, misinformation, untruths, and source credibility;
(L) develop formal and informal professional presentations using effective strategies to organize presentations, using information to support points in presentations, preparing scripts or notes, using visual or auditory aids to enhance presentations, and providing credit for information sources;
(M) conduct formal and informal professional presentations using effective verbal and nonverbal strategies to inform, persuade, or motivate an audience;
(N) use appropriate techniques to manage communication apprehension and build self-confidence;
(O) evaluate formal and informal professional presentations by participating in question-and-answer sessions following presentations, applying critical-listening strategies, and evaluating the effectiveness of presentations, including self-evaluation;
(P) participate in an informative or persuasive group discussion;
(Q) use a variety of strategies to acquire information from electronic resources;
(R) acquire electronic information in a variety of formats;
(S) use research skills and electronic communications;
(T) format digital information for appropriate and effective communication in a product by defining the purpose, identifying the intended audience, and using the principles of page design such as leading, kerning, automatic text flow into linked columns, widows, orphans, and text wrap;
(U) apply desktop publishing to create products using word processing programs, editing products, or drawing programs; design elements such as text, graphics, headlines, color, white space; typography concepts, including font size and style; and graphic design concepts such as contrast, alignment, repetition, and proximity;
(V) develop and reference technical documentation; and
(W) deliver digital products in a variety of appropriate media.
Source: The provisions of this §130.110 adopted to be effective August 28, 2017, 40 TexReg 6601.

 

§130.252. Principles of Hospitality and Tourism (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 9-12. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Hospitality and Tourism Career Cluster focuses on the management, marketing, and operations of restaurants and other food/beverage services, lodging, attractions, recreation events, and travel-related services.
(3) Principles of Hospitality and Tourism introduces students to an industry that encompasses lodging, travel and tourism, recreation, amusements, attractions, and food/beverage operations. Students learn knowledge and skills focusing on
communication, time management, and customer service that meet industry standards. Students will explore the history of the hospitality and tourism industry and examine characteristics needed for success in that industry.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) write effectively using standard English and correct grammar;
(B) use a variety of credible resources;
(C) recognize appropriate professional documents used in the hospitality and tourism industry;
(D) calculate accurate measurements, numerical concepts such as percentages, and estimations; and
(E) understand how scientific principles are used in the hospitality and tourism industry.
(2) The student uses verbal and nonverbal communication to provide a positive experience for guests and employees. The student is expected to:
(A) develop and execute formal and informal presentations; and
(B) practice customer service skills.
(3) The student understands that personal success depends on personal effort. The student is expected to:
(A) demonstrate self-responsibility and self-management;
(B) explain the characteristics of personal values, ethics, and fundamental principles;
(C) display positive attitudes and good work habits;
(D) develop strategies for achieving accuracy; and
(E) develop organizational skills.
(4) The student develops an understanding of time management, decision making, and prioritization. The student is expected to:
(A) identify and apply effective practices for managing time;
(B) analyze the benefits of balancing career and home life;
(C) learn and apply steps in the decision-making process; and
(D) work independently.
(5) The student researches, analyzes, and explores lifestyle and career goals. The student is expected to:
(A) prioritize career goals and ways to achieve those goals in the hospitality and tourism industry;
(B) compare and contrast education or training and certifications needed for careers in the hospitality and tourism industry;
(C) examine related community service opportunities; and
(D) describe the components and importance of a career portfolio.
(6) The student uses technology to gather information. The student is expected to:
(A) understand the need for computer applications to perform workplace tasks;
(B) recognize that types of computerized systems are used to manage operations and guest services in the hospitality and tourism industry; and
(C) discuss why computerized systems are used in operations and guest services in the hospitality and tourism industry.
(7) The student demonstrates leadership, citizenship, and teamwork skills required for success. The student is expected to:
(A) develop team-building skills;
(B) develop decision-making and problem-solving skills;
(C) conduct and participate in effective meetings;
(D) identify leadership and teamwork qualities that create a pleasant working atmosphere; and
(E) identify community service activities related to the hospitality and tourism industry.
(8) The student explains how resources (employees, guests, and property) are managed to minimize losses or liabilities in the hospitality and tourism industry. The student is expected to:
(A) identify and explain job safety and security practices;
(B) recognize and implement the basics of sanitation;
(C) understand and demonstrate procedures for cleaning, sanitizing, and storing equipment and tools; and
(D) determine how environmental issues and trends affect the hospitality and tourism industry.
(9) The student explores the history of the hospitality and tourism industry. The student is expected to:
(A) examine the varied operations required within the hospitality and tourism industry;
(B) understand the job qualifications for various careers in the hospitality and tourism industry; and
(C) differentiate amongst lodging, travel and tourism, recreation amusements, attractions and resorts, and food and beverage service.
(10) The student demonstrates research skills applicable to the hospitality and tourism industry. The student is expected to:
(A) develop technical vocabulary of the hospitality and tourism industry;
(B) design a customized product for the hospitality and tourism industry; and
(C) identify local and regional trends and issues in the hospitality and tourism industry.
(11) The student understands the importance of customer service. The student is expected to:
(A) determine ways to provide quality customer service;
(B) analyze how guests are affected by employee attitude, appearance, and actions; and
(C) examine different types of service across the industry.
Source: The provisions of this §130.252 adopted to be effective August 28, 2017, 40 TexReg 6601

§130.272. Principles of Human Services (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 9-12. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Human Services Career Cluster focuses on preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care services, and consumer services.
(3) Principles of Human Services is a laboratory course that will enable students to investigate careers in the Human Services Career Cluster, including counseling and mental health, early childhood development, family and community, personal care, and consumer services. Each student is expected to complete the knowledge and skills essential for success in high-skill, high-wage, or high-demand human services careers.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) apply interpersonal communication skills in business and industry settings;
(B) explain and recognize the value of collaboration within the workplace;
(C) examine the importance of time management to succeed in the workforce;
(D) identify work ethics/professionalism in a job setting; and
(E) develop problem-solving and critical-thinking skills.
(2) The student demonstrates personal characteristics for success in high-skill, high-wage, or high-demand careers. The student is expected to:
(A) explain and practice responsible decision making consistent with personal needs, wants, values, and priorities;
(B) develop measurable short- and long-term goals for personal and professional life;
(C) demonstrate personal-management skills needed for productivity;
(D) practice ethical and appropriate methods of conflict resolution;
(E) investigate the significance of grooming, appearance, and appropriate apparel selection in personal and professional settings;
(F) analyze the relationship of wellness to personal and professional productivity;
(G) determine personal and professional implications of substance abuse;
(H) demonstrate apparel maintenance and repair skills that enhance appearance in personal and professional settings;
(I) practice leadership skills such as participation in career and technical student organizations; and
(J) demonstrate effective communication skills.
(3) The student demonstrates the skills necessary to enhance personal and career effectiveness in consumer services. The student is expected to:
(A) apply the decision-making process in planning the allocation and use of finances;
(B) use technology to manage resources;
(C) examine sustainable consumer buying techniques that promote effective use of resources;
(D) describe rewards, demands, and future trends in consumer service careers; and
(E) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.
(4) The student demonstrates the skills necessary to enhance personal and career effectiveness in counseling and mental health services. The student is expected to:
(A) identify types of crises;
(B) determine appropriate responses, management strategies, and available technology to meet individual and family needs;
(C) determine effects of crisis on individuals and families;
(D) predict crises typical of various stages of the life cycle;
(E) identify the contributing factors of stress and how those factors impact individuals and relationships;
(F) investigate causes, prevention, and treatment of domestic violence;
(G) describe rewards, demands, and future trends in counseling and mental health services; and
(H) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.
(5) The student demonstrates the skills necessary to enhance personal and career effectiveness in early childhood development and services. The student is expected to:
(A) identify the basic needs of children;
(B) analyze the responsibilities of caregivers for promoting the safety and development of children;
(C) determine developmentally appropriate guidance techniques for children;
(D) investigate causes, preventions, and treatment of child abuse;
(E) describe rewards, demands, and future trends in early childhood development and services; and
(F) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.
(6) The student demonstrates the skills necessary to enhance personal and career effectiveness in family and community services. The student is expected to:
(A) identify the basic functions of the family, including roles and responsibilities;
(B) investigate societal, cultural, demographic, and economic factors affecting the responsibilities of family members;
(C) analyze the multiple roles and responsibilities assumed by individuals within the family;
(D) investigate community service opportunities;
(E) analyze dietary practices across the life span;
(F) explain the impact of nutrition on development, wellness, and productivity over the life span;
(G) prepare nutritious snacks or meals that contribute to wellness and productivity through the life span;
(H) describe rewards, demands, and future trends in family and community services; and
(I) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.
(7) The student demonstrates the skills necessary to enhance personal and career effectiveness in fashion design. The student is expected to:
(A) describe factors influencing apparel selection;
(B) analyze apparel selection practices that accommodate personal needs, including age, lifestyle, special needs, and career;
(C) interpret and use information on apparel care labels;
(D) demonstrate safety practices when using and caring for apparel construction tools and equipment;
(E) demonstrate simple clothing repair and alteration techniques;
(F) describe rewards, demands, and future trends in fashion design; and
(G) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.
(8) The student demonstrates the skills necessary to enhance personal and career effectiveness in interior design. The student is expected to:
(A) describe priorities and needs that influence interior design decisions;
(B) identify the elements and principles of design used in interiors;
(C) describe safe use and care of interior furnishings and equipment;
(D) identify maintenance and safety practices that affect interiors;
(E) discuss cultural, demographic, societal, and economic factors that influence interior design trends;
(F) describe rewards, demands, and future trends in interior design; and
(G) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.
(9) The student demonstrates the skills necessary to enhance personal and career effectiveness in personal care services. The student is expected to:
(A) explore new and emerging technologies that may affect personal care services;
(B) investigate the specific state requirements for licensure in personal care services;
(C) create records, including electronic records, of client services to retrieve personal care client information;
(D) examine different types of media to achieve maximum impact on targeted client populations;
(E) describe rewards, demands, and future trends in personal care services; and
(F) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.
Source: The provisions of this §130.272 adopted to be effective August 28, 2017, 40 TexReg 6601.
§130.273. Dollars and Sense (One-Half Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 11 and 12. Recommended prerequisite: Principles of Human Services. Students shall be awarded one-half credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for
students to further their education and succeed in current or emerging professions.
(2) The Human Services Career Cluster focuses on preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care services, and consumer services.
(3) Dollars and Sense focuses on consumer practices and responsibilities, money-management processes, decision-making skills, impact of technology, and preparation for human services careers.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) apply interpersonal communication skills in business and industry settings;
(B) explain and recognize the value of collaboration within the workplace;
(C) examine the importance of time management to succeed in the workforce;
(D) identify work ethics and professionalism in a job setting; and
(E) develop problem-solving and critical-thinking skills.
(2) The student demonstrates management of individual and family resources such as finances, food, clothing, shelter, health care, recreation, transportation, time, and human capital. The student is expected to:
(A) analyze the economic rights and responsibilities of individuals as consumers;
(B) apply management, planning skills, and processes to organize tasks and responsibilities;
(C) develop and apply multiple strategies for individuals and families to make choices to satisfy needs and wants;
(D) analyze the consequences of an economic decision made by an individual consumer such as the decisions to provide safe and nutritious food, clothing, housing, health care, recreation, and transportation; and
(E) analyze the impact of media and technological advances on family and consumer decisions.
(3) The student demonstrates management of financial resources to meet the goals of individuals and families across the life span. The student is expected to:
(A) evaluate the need for personal and family financial planning, including maintaining a budget, expense records, and economic self-sufficiency;
(B) compare types of loans available to consumers and distinguish criteria for becoming a low-risk borrower;
(C) connect mathematics to the understanding of interest, including avoiding and eliminating credit card debt;
(D) collect evidence and data related to implementing a savings program, the time value of money, and retirement planning;
(E) explore how to be a prudent investor in the stock market and other investment options;
(F) investigate the benefits of charitable giving;
(G) compare types of banks, credit unions, and virtual banks available to consumers and the benefits of maintaining financial accounts;
(H) demonstrate the ability to maintain financial records;
(I) investigate bankruptcy laws, including ways to avoid bankruptcy;
(J) apply management principles to decisions about insurance for individuals and families;
(K) evaluate personal and legal documents related to managing individual and family finances such as birth certificates, medical records, social security cards, financial records, and property records; and
(L) demonstrate the ability to use calculators, spreadsheets, computers, and software in data analysis relating to finance.
(4) The student demonstrates effective consumer skills related to housing needs. The student is expected to:
(A) explain consumer rights and responsibilities associated with renting or buying a home;
(B) analyze legal and financial aspects of purchasing and leasing housing; and
(C) propose money-management skills necessary to make the transition from renting to home ownership.
(5) The student analyzes the relationship of the environment to family and consumer resources. The student is expected to:
(A) analyze individual and family responsibilities in relation to environmental trends and issues;
(B) summarize environmental trends and issues affecting families and future generations;
(C) demonstrate behaviors that conserve, reuse, and recycle resources to maintain the environment; and
(D) explain governmental regulations for conserving natural resources.
(6) The student analyzes relationships between the economic system and consumer actions. The student is expected to:
(A) analyze economic effects of laws and regulations that pertain to consumers and providers of services; and
(B) identify types of taxes at the local, state, and national levels and the economic importance of each.
(7) The student identifies skills and attributes necessary for sustaining a chosen lifestyle. The student is expected to:
(A) evaluate and compare employment options, including salaries and benefits;
(B) compare rewards and demands for various levels of employment in a variety of careers;
(C) determine how interests, abilities, personal priorities, and family responsibilities affect career choices;
(D) determine continuing education opportunities that enhance career advancement and promote lifelong learning; and
(E) use presentation skills to communicate and apply knowledge of careers in consumer services.
(8) The student integrates knowledge, skills, and practices required for careers in consumer services. The student is expected to:
(A) explain the roles and functions of individuals engaged in consumer services careers;
(B) analyze opportunities for employment and entrepreneurial endeavors;
(C) summarize education and training requirements for consumer services careers; and
(D) investigate professional organizations for consumer services.
Source: The provisions of this §130.273 adopted to be effective August 28, 2017, 40 TexReg 6601.
§130.275. Interpersonal Studies (One-Half Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 9-12. Recommended prerequisite: Principles of Human Services, Principles of Hospitality and Tourism, Principles of Health Science, or Principles of Education and Training. Students shall be awarded one-half credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Human Services Career Cluster focuses on preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care services, and consumer services.
(3) Interpersonal Studies examines how the relationships between individuals and among family members significantly affect the quality of life. Students use knowledge and skills in family studies and human development to enhance personal development, foster quality relationships, promote wellness of family members, manage multiple adult roles, and pursue careers related to counseling and mental health services.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) apply interpersonal communication skills in business and industry settings;
(B) explain and recognize the value of collaboration within the workplace;
(C) examine the importance of time management to succeed in the workforce;
(D) identify work ethics and professionalism in a job setting; and
(E) use problem-solving and critical-thinking skills.
(2) The student evaluates factors related to personal development. The student is expected to:
(A) investigate factors that affect personal identity, personality, and self-esteem;
(B) analyze how the family influences the development of personal identity and self-esteem of all family members, including those with special needs; and
(C) propose strategies that promote physical, emotional, intellectual, and social development.
(3) The student determines short- and long-term implications of personal decisions. The student is expected to:
(A) summarize the decision-making process;
(B) discuss consequences and responsibilities of decisions; and
(C) evaluate the effect of decisions on health, well-being, family, interpersonal relationships, employment, and society as a whole.
(4) The student analyzes considerations related to the transition to independent adulthood. The student is expected to:
(A) analyze adjustments related to achieving independence; and
(B) explore responsibilities of living as an independent adult.
(5) The student analyzes the family's role in relationship development. The student is expected to:
(A) examine the development of relationships;
(B) investigate the family's role in fostering the abilities of its members to develop healthy relationships; and
(C) analyze effects of cultural patterns on family relationships.
(6) The student analyzes relationship development outside the family. The student is expected to:
(A) explore ways to promote positive friendships;
(B) assess the influence of peers on the individual;
(C) determine appropriate responses to authority figures; and
(D) propose ways to promote an appreciation of diversity.
(7) The student determines factors related to marital success. The student is expected to:
(A) discuss reasons for dating and the impact of social media on dating;
(B) analyze components of a successful marriage; and
(C) examine communication skills and behaviors that strengthen marriage.
(8) The student determines methods that promote an effective family unit. The student is expected to:
(A) describe diverse family structures;
(B) identify the function of individuals within the family;
(C) compare functions of families in various cultures;
(D) predict the effects of societal, demographic, and economic trends on individuals and the family;
(E) determine procedures for meeting individual and family needs through resource management;
(F) explain how technology such as social media influences family functions and relationships; and
(G) determine the impact of effective family functioning on community and society.
(9) The student determines how changes occurring throughout the family life cycle impact individuals and families. The student is expected to:
(A) describe the stages of the family life cycle;
(B) examine roles and responsibilities of individuals and family members throughout the family life cycle;
(C) analyze financial considerations related to the family life cycle;
(D) predict the impact of technological advances on families throughout the family life cycle; and
(E) formulate a plan for effective management of technology on families throughout the family life cycle.
(10) The student analyzes types of needs and crises experienced by individuals and families. The student is expected to:
(A) categorize types of crises and their effect on individuals and families;
(B) determine strategies for prevention and management of individual and family problems and crises;
(C) identify resources and support systems that provide assistance to families in crisis;
(D) assess management strategies and technology available to meet special needs of family members; and
(E) summarize laws and public policies related to the family.
(11) The student determines stress-management techniques effective for individuals and families. The student is expected to:
(A) describe the impact of stress on individuals and relationships;
(B) identify factors contributing to stress;
(C) practice creative techniques for managing stress; and
(D) implement positive strategies for dealing with change.
(12) The student determines opportunities and preparation requirements for his or her chosen careers. The student is expected to:
(A) determine employment and entrepreneurial opportunities and preparation requirements for careers in his or her chosen field;
(B) determine how interests, abilities, and personal priorities affect career choice; and
(C) propose short- and long-term career goals.
(13) The student develops professional skills and behavior. The student is expected to:
(A) practice effective verbal, nonverbal, written, and electronic communication skills;
(B) analyze the influence of cultural background on patterns of communication;
(C) practice positive interpersonal skills, including conflict resolution, negotiation, teamwork, and leadership;
(D) determine ethical practices in the workplace; and
(E) use leadership and team member skills in problem-solving situations.
(14) The student analyzes management practices to help an individual assume multiple family, community, and wage-earner roles. The student is expected to:
(A) determine the impact of career choice on family life;
(B) describe the effect of family life on workplace productivity;
(C) determine employment practices and trends that support families; and
(D) explain how technology impacts career options and family roles.
Source: The provisions of this §130.275 adopted to be effective August 28, 2017, 40 TexReg 6601.
§130.279. Family and Community Services (One Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Human Services. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Human Services Career Cluster focuses on preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care services, and consumer services.
(3) Family and Community Services is a laboratory-based course designed to involve students in realistic and meaningful community-based activities through direct service or service-learning experiences. Students are provided opportunities to interact with and provide services to individuals, families, and the community through community or volunteer services. Emphasis is placed on developing and enhancing organizational and leadership skills and characteristics.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) apply interpersonal communication skills in business and industry settings;
(B) explain and recognize the value of collaboration within the workplace;
(C) examine the importance of time management to succeed in the workforce;
(D) identify work ethics/professionalism in a job setting; and
(E) develop problem-solving and critical-thinking skills.
(2) The student explores careers in family and community services. The student is expected to:
(A) research family and community services such as agencies, organizations, and faith-based services;
(B) investigate career options available that focus on families and communities;
(C) analyze demographics that may affect community needs;
(D) analyze future trends in family and community services; and
(E) analyze the role socialization plays in human development and behavior.
(3) The student demonstrates organizational and leadership skills in a community service environment. The student is expected to:
(A) demonstrate management practices to help an individual assume multiple family, community, and wage-earner roles;
(B) identify personal leadership characteristics;
(C) develop a plan for enhancing personal leadership characteristics;
(D) demonstrate positive interpersonal skills, including conflict resolution, negotiation, teamwork, and leadership;
(E) identify and apply effective strategies and skills necessary for collaborative relationships with others in community service settings;
(F) plan and deliver family and community services presentations; and
(G) practice leadership skills such as participation in career and technical student organizations.
(4) The student develops and implements community and service-learning activities. The student is expected to:
(A) identify service projects that benefit a community;
(B) integrate student interests, abilities, and skills into community and service-learning projects;
(C) plan, develop, implement, and evaluate community and service-learning activities that benefit individuals, families, or the community;
(D) demonstrate safety practices when participating in community service and service-learning activities;
(E) document personal development through participation in community and service-learning activities;
(F) demonstrate appropriate grooming, appearance, and etiquette for community and service-learning activities;
(G) demonstrate ethical practices when participating in community service and service-learning activities; and
(H) design a public relations campaign promoting community and service-learning activities.
Source: The provisions of this §130.279 adopted to be effective August 28, 2017, 40 TexReg 6601.
§130.302. Principles of Information Technology (One Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 9 and 10. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Information Technology (IT) Career Cluster focuses on building linkages in IT occupations for entry level, technical, and professional careers related to the design, development, support, and management of hardware, software, multimedia, and systems integration services.
(3) In Principles of Information Technology, students will develop computer literacy skills to adapt to emerging technologies used in the global marketplace. Students will implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. Students will enhance reading, writing, computing, communication, and reasoning skills and apply them to the information technology environment.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) identify and demonstrate work behaviors and qualities that enhance employability and job advancement such as regular attendance, attention to proper attire, maintenance of a clean and safe work environment, pride in work, flexibility, and initiative;
(B) employ effective verbal and nonverbal communication skills;
(C) employ effective reading and writing skills;
(D) solve problems and think critically;
(E) demonstrate leadership skills and function effectively as a team member;
(F) identify and implement proper safety procedures; and
(G) demonstrate planning and time-management skills such as storyboarding and project management, including initiating, planning, executing, monitoring and controlling, and closing a project.
(2) The student identifies various employment opportunities in the IT field. The student is expected to:
(A) identify job opportunities and accompanying job duties and tasks;
(B) research careers of personal interest along with the education, job skills, andexperience required to achieve personal career goals; and
(C) describe the functions of resumes and portfolios.
(3) The student uses evolving and emerging technologies to exchange information. The student is expected to:
(A) identify and describe functions of various evolving and emerging technologies;
(B) send and receive text information and file attachments using electronic methods such as email, electronic bulletin boards, and instant message services;
(C) demonstrate effective Internet search strategies, including keywords and Boolean logic, using various available search engines;
(D) identify the various components of a Uniform Resource Locator;
(E) demonstrate ability to effectively test acquired information from the Internet for accuracy, relevance, and validity;
(F) explain issues concerning computer-based threats such as computer viruses, malware, and hacking; and
(G) explain issues concerning Internet safety such as identity theft, online predators, cyber-bullying, and phishing.
(4) The student demonstrates knowledge of the hardware components associated with information systems. The student is expected to:
(A) identify major hardware components and their functions;
(B) use available reference tools as appropriate; and
(C) connect and use a variety of peripheral devices such as mouse, keyboard, microphone, digital camera, and printer.
(5) The student demonstrates knowledge of the different software associated with information systems. The student is expected to:
(A) differentiate between systems and application software;
(B) identify and explain major operating system fundamentals and components such as disk operations, graphical user interface components, and hardware drivers;
(C) explain the purpose of file types across software products;
(D) demonstrate use of computer numbering systems and internal data representation such as identifying the hexadecimal value of a color;
(E) compare and contrast open source and proprietary software;
(F) explain use of system management tools;
(G) apply proper file management techniques such as creating, naming, organizing, copying, moving, and deleting files;
(H) use appropriate file protection and security; and
(I) explain the process for discovering, quarantining, and removing viruses from a computer system.
(6) The student analyzes network systems. The student is expected to:
(A) identify hardware associated with telecommunications and data networking such as servers, routers, switches, and network connectors;
(B) identify and describe various types of networks such as peer-to-peer, local area networks, wide area networks, wireless, and Ethernet;
(C) identify functions of network operating systems; and
(D) explain troubleshooting techniques for various network connection issues.
(7) The student applies word-processing technology. The student is expected to:
(A) identify the terminology associated with word-processing software;
(B) edit a variety of text documents using functions such as pagination, appropriate white space, tab settings, and font style, size, and color; and
(C) create professional documents such as memorandums, technical manuals, or proposals using advanced word-processing features.
(8) The student applies spreadsheet technology. The student is expected to:
(A) identify the terminology associated with spreadsheet software;
(B) use numerical content to perform mathematical calculations;
(C) use student-created and preprogrammed functions to produce documents such as budget, payroll, statistical tables, and personal checkbook register;
(D) identify, generate, and describe the function of comma separated value files;
(E) create and analyze spreadsheets incorporating advanced features such as lookup tables, nested IF statements, subtotals, cell protection conditional formatting, charts, and graphs; and
(F) perform sorting, searching, and data filtering in documents.
(9) The student explores computer programming concepts. The student is expected to:
(A) identify the function of compilers and interpreters;
(B) explain the difference between the operation of compilers and interpreters;
(C) identify various computer languages and how the languages are used in software development;
(D) recognize data representation in software development such as string, numeric, character, integer, and date;
(E) identify and explain the concept of algorithms; and
(F) describe the flow of a structured algorithm, including linear and iterative instructions such as using a flow chart.
(10) The student explores database technology. The student is expected to:
(A) identify the terminology associated with database software and database functions;
(B) explore the application of databases;
(C) identify and explain the purpose and elements of a query language;
(D) identify and explain the purpose of fields and records; and
(E) describe the process of constructing a query, including multiple search parameters.
(11) The student applies presentation management technology. The student is expected to:
(A) identify the terminology and functions of presentation software; and
(B) create, save, edit, and produce presentations incorporating advanced features such as links, hyperlinks, audio, and graphics.
(12) The student applies design and web publishing techniques. The student is expected to:
(A) identify the terminology associated with web page development and interactive media;
(B) identify and explain design elements such as typeface, color, shape, texture, space, and form;
(C) identify and explain design principles such as unity, harmony, balance, scale, and contrast;
(D) identify and explain common elements of Hyper Text Markup Language (HTML) such as tags, stylesheets, and hyperlinks; and
(E) create a web page containing links, graphics, and text using appropriate design principles.
(13) The student understands and demonstrates legal and ethical procedures as they apply to the use of information technology. The student is expected to:
(A) explain and demonstrate ethical use of technology and online resources;
(B) adhere to intellectual property laws;
(C) explain the concept of intellectual property laws, including copyright, trademarks, and patents and consequences of violating each type of law;
(D) examine the consequences of plagiarism;
(E) identify and explain unethical practices such as hacking, online piracy, and data vandalism; and
(F) demonstrate ethical use of online resources, including citation of source.
Source: The provisions of this §130.302 adopted to be effective August 28, 2017, 40 TexReg 9123.
130.382. Advertising (One-Half Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 9-12. Recommended prerequisite: Principles of Business, Marketing, and Finance. Students shall be awarded one-half credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Marketing Career Cluster focuses on planning, managing, and performing marketing activities to reach organizational objectives.
(3) Advertising is designed as a comprehensive introduction to the principles and practices of advertising. Students will gain knowledge of techniques used in current advertising, including print, broadcast, and digital media. The course explores the social, cultural, ethical, and legal issues of advertising, historical influences, strategies, media decision processes as well as integrated marketing communications, and careers in advertising and sales promotion. The course provides an overview of how communication tools can be used to reach target audiences and increase consumer knowledge.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) communicate effectively with others using speaking, listening, and writing skills;
(B) demonstrate collaboration skills through teamwork;
(C) demonstrate professionalism by conducting oneself in a manner appropriate for the profession and workplace;
(D) demonstrate a positive, productive work ethic by performing assigned tasks as directed;
(E) show integrity by choosing the ethical course of action and complying with all applicable rules, laws, and regulations;
(F) demonstrate time-management skills by prioritizing tasks, following schedules, and tending to goal-relevant activities in a way that uses time wisely and optimizes efficiency and results; and
(G) demonstrate leadership skills, teamwork, and communication skills by participating in career and technical education courses.
(2) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:
(A) recognize marketing functions and how they relate to advertising;
(B) explain how each component of the marketing mix contributes to successful advertising;
(C) identify the importance of target markets; and
(D) research trends affecting advertising marketing.
(3) The student knows the impact and value of diversity. The student is expected to:
(A) examine elements of culture and discuss the need for understanding cultural diversity; and
(B) identify how diversity affects advertising strategy.
(4) The student knows the nature and scope of advertising marketing. The student is expected to:
(A) demonstrate knowledge of the history of advertising as an industry and how it relates to today's marketplace;
(B) discuss major environmental influences that impact advertising;
(C) research the advantages and disadvantages of the types of advertising; and
(D) illustrate how international marketing affects the advertising industry.
(5) The student knows that advertising requires knowledge of demographics. The student is expected to:
(A) explain how the use of demographics has influenced the industry;
(B) differentiate between buying habits and buying preferences; and
(C) explain the impact of multiculturalism and multigenerationalism on advertising marketing activities.
(6) The student knows that a career in advertising requires knowledge of the industry. The student is expected to:
(A) research careers in the advertising industry;
(B) identify businesses related to advertising; and
(C) identify the role of professional organizations, trade associations, and labor unions in the advertising industry.
(7) The student understands the importance of selling in the advertising industry. The student is expected to:
(A) explain how selling contributes to the success of an advertising agency; and
(B) employ the steps of selling, including prospecting, pre-approach, approach, presentation, overcoming objections, close, and follow-up.
(8) The student evaluates and uses information resources to research careers in advertising and sales. The student is expected to:
(A) use multimedia resources such as the Internet to research careers in advertising and sales; and
(B) identify businesses related to advertising and sales.
(9) The student develops and delivers presentations using appropriate media to engage and inform audiences. The student is expected to:
(A) prepare oral presentations to provide information for specific purposes and audiences;
(B) identify and prepare support materials that will enhance an oral presentation; and
(C) deliver an oral presentation that sustains listener attention and interest.
(10) The student knows the marketing-information system. The student is expected to:
(A) explain characteristics and purposes of a marketing-information system;
(B) identify benefits and limitations of marketing research; and
(C) analyze data used to make accurate forecasts.
(11) The student knows pricing policies, objectives, and strategies. The student is expected to:
(A) compare and contrast pricing policies; and
(B) analyze the price of an advertising marketing product.
(12) The student knows the elements and processes of product planning. The student is expected to:
(A) describe stages of new-product planning;
(B) analyze product mix; and
(C) identify stages of the product life cycle for new or existing advertising marketing plans.
(13) The student knows that successful marketers must develop, implement, and evaluate a promotional plan. The student is expected to:
(A) identify components of the promotional mix such as advertising, visual merchandising, and personal selling;
(B) demonstrate visual merchandising techniques for advertising marketing goods, services, or ideas; and
(C) analyze a promotional plan for effectiveness.
(14) The student knows how technology affects advertising. The student is expected to:
(A) examine how social media contributes to advertising; and
(B) research the use of technology in advertising.
(15) The student understands how media planning should achieve marketing objectives. The student is expected to:
(A) compare and contrast the different forms of media; and
(B) distinguish between the four components of marketing, including paid, earned, shared, and owned (PESO).
Source: The provisions of this §130.382 adopted to be effective August 28, 2017, 40 TexReg 6601.
§130.384. Entrepreneurship (One Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Business, Marketing, and Finance. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Marketing Career Cluster focuses on planning, managing, and performing marketing activities to reach organizational objectives.
(3) In Entrepreneurship, students will gain the knowledge and skills needed to become an entrepreneur. Students will learn the principles necessary to begin and operate a business. The primary focus of the course is to help students understand the process of analyzing a business opportunity, preparing a business plan, determining feasibility of an idea using research, and developing a plan to organize and promote the business and its products and services. In addition, students will understand the capital required, the return on investment desired, and the potential for profit.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) communicate effectively with others using speaking, listening, and writing skills;
(B) demonstrate collaboration skills through teamwork;
(C) demonstrate professionalism by conducting oneself in a manner appropriate for the profession and workplace;
(D) demonstrate a positive, productive work ethic by performing assigned tasks as directed;
(E) demonstrate integrity by choosing the ethical course of action and complying with all applicable rules, laws, and regulations;
(F) demonstrate time-management skills such as prioritizing tasks, following schedules, and tending to goal-relevant activities in ways that use time wisely and optimize efficiency and results; and
(G) demonstrate leadership skills by participating in career and technical student organizations.
(2) The student demonstrates an understanding of entrepreneurship and the entrepreneurial way of life. The student is expected to:
(A) clarify the terms entrepreneurship and entrepreneur;
(B) define small business; and
(C) analyze the advantages and disadvantages of entrepreneurship.
(3) The student visits local businesses and franchises to investigate business opportunities. The student is expected to:
(A) identify and analyze the four functions of a small business; and
(B) evaluate the issues involved with starting, taking over, or expanding an existing small business.
(4) The student identifies the importance of a well-written business plan. The student is expected to:
(A) identify the need for and the characteristics of a well-orchestrated business plan;
(B) research business plan outlines, resources, and templates; and
(C) create and present a well-orchestrated business plan and critically explain the contents.
(5) The student explains the goal of a business and its unique proposition. The student is expected to:
(A) describe the nature of a business and list the marketplace needs that it satisfies;
(B) explain how a business's products and services meet the needs of the market;
(C) list the specific consumers, organizations, or businesses that a company targets or will target;
(D) explain the competitive advantages that make a business successful; and
(E) create a well-orchestrated company description.
(6) The student explains and demonstrates how to meet the needs of a growing organization. The student is expected to:
(A) describe the role of operations and organization in a growing business; and
(B) create an organizational chart that defines the structure of a company.
(7) The student explains investment and financial resources to achieve business goals and objectives. The student is expected to:
(A) determine the financial plan, including financial requirements and sources of financing;
(B) explain the idea of a growth strategy, including horizontal and vertical growth strategies; and
(C) explain the idea of an exit strategy, including selling a business, going public, and liquidating a business.
(8) The student demonstrates and explains financial and accounting terms and forms. The student is expected to:
(A) explain and define basic accounting functions, terms, assets, and types of assets, including cash; accounts receivable; fixed, liquid, and illiquid assets; and inventory goods on hand;
(B) identify liabilities and types of liabilities such as accounts payable, long-term debt, and short-term debt;
(C) calculate owner's equity or net worth;
(D) evaluate a balance sheet understanding the balance sheet equation (A = L + OE);
(E) analyze profit and loss statements;
(F) evaluate revenues and types of revenues;
(G) determine expenses and types of expenses;
(H) analyze alternative accounting and internal accounting controls;
(I) discuss the importance of budgeting and cash flow;
(J) use common accounting forms to demonstrate an understanding of their functions and results;
(K) analyze the impact of specialization and division of labor on productivity;
(L) explain the impact of the law of diminishing returns; and
(M) create projected financial statements.
(9) The student knows the effects of credit on price and profit. The student is expected to:
(A) identify types of consumer credit;
(B) recommend types of consumer credit a business might offer;
(C) explain the risks and benefits to entrepreneurs when accepting and extending credit; and
(D) describe how credit affects profit and the negotiated price.
(10) The student understands the importance of product management and how it meets the needs of the customer. The student is expected to:
(A) explain product management;
(B) describe supply chain management; and
(C) create product-mix strategies, including branding elements and extended product features, to meet customer needs.
(11) The student knows that pricing has policies, objectives, and strategies. The student is expected to:
(A) develop and analyze pricing objectives;
(B) compare and contrast pricing policies for an entrepreneurial venture; and
(C) recommend appropriate pricing strategies.
(12) The student knows the importance of managing the pricing structure. The student is expected to:
(A) communicate the differences among pricing structures for goods, services, and ideas;
(B) develop a pricing structure for an entrepreneurial venture; and
(C) demonstrate how to calculate prices, markups, and discounts.
(13) The student knows elements and processes of product planning. The student is expected to:
(A) explain the nature and scope of product planning;
(B) define the term product mix; and
(C) identify stages of the product life cycle for business products.
(14) The student knows the process for development, implementation, and evaluation of a marketing plan. The student is expected to:
(A) explain how market penetration strategies contribute to successful marketing;
(B) apply evaluation strategies to determine the effectiveness of market penetration strategies;
(C) illustrate the concept of promotional mix;
(D) use appropriate technology to create promotional materials;
(E) apply evaluation strategies to determine promotional campaign effectiveness;
(F) describe the development of a sales force; and
(G) apply evaluation strategies to determine the effectiveness of sales activities.
(15) The student knows that purchasing usually occurs in a continuous cycle. The student is expected to:
(A) demonstrate the process of selecting suppliers and sources; and
(B) analyze and discuss selection of goods and services based on operational needs.
(16) The student knows that entrepreneurial risk is the possibility of loss or failure. The student is expected to:
(A) categorize business risks such as human, natural, and economic;
(B) classify business risks as pure or speculative, controllable or uncontrollable, and insurable or uninsurable;
(C) explain security precautions and health, safety, and worker welfare regulations; and
(D) analyze examples of business risks to recommend and defend risk-management strategies.
(17) The student understands the importance of a business's social responsibility to society as it relates to shareholders, employees, customers, the community,
and the environment. The student is expected to discuss the responsibility of business.
(18) The student understands business ethics and legal responsibilities. The student is expected to:
(A) explain ethical actions in business operations, including ethical considerations in providing information, confidential information, and information appropriate to obtain from a client or another employee; and
(B) manage internal and external business relationships to foster positive interactions by explaining the nature of human resources and workplace regulations, discussing employment relationships, and analyzing the impact of ethical decisions.
(19) The student acquires foundational knowledge of business laws and regulations to understand their nature and scope. The student is expected to:
(A) identify the legal issues affecting businesses; and
(B) investigate the impact of the legal issues.
(20) The student explains the civil foundations of the legal environment of business to demonstrate knowledge of contracts. The student is expected to:
(A) identify the basic torts relating to business enterprises; and
(B) describe the nature of legally binding contracts.
(21) The student explores the regulatory environment of business to understand the diversity of regulations. The student is expected to:
(A) describe the nature of legal procedure;
(B) discuss the nature of debtor-creditor relationships;
(C) explain the nature of agency relationships;
(D) discuss the nature of environmental law;
(E) identify the role of administrative law; and
(F) identify regulatory requirements affecting a business.
(22) The student knows the scope and nature of distribution. The student is expected to:
(A) define effective channels of distribution strategies, including activities associated with transportation, storage, product handling, and inventory control;
(B) explain how distribution can add value to goods, services, and intellectual property; and
(C) determine costs associated with distribution.
(23) The student knows that marketing research is a specific inquiry to solve a problem. The student is expected to:
(A) identify benefits and limitations of marketing research;
(B) identify components of the marketing research process;
(C) explain how to use the marketing research process in order to identify industry trends and potential markets, analyze demand, forecast sales, and make other decisions; and
(D) identify sources of primary and secondary data.
(24) The student knows the process of collecting marketing information to facilitate decision making. The student is expected to:
(A) conduct a market analysis;
(B) use appropriate technology to obtain information about the industry, customer, and competition; and
(C) conduct an analysis of strengths, weaknesses, opportunities, and threats.
Source: The provisions of this §130.384 adopted to be effective August 28, 2017, 40 TexReg 6601
§130.385. Social Media Marketing (One-Half Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 9-12. Recommended prerequisite: Principles of Business, Marketing, and Finance or
any marketing course. Students shall be awarded one-half credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Marketing Career Cluster focuses on planning, managing, and performing marketing activities to reach organizational objectives.
(3) Social Media Marketing is designed to look at the rise of social media and how marketers are integrating social media tools in their overall marketing strategy. The course will investigate how the marketing community measures success in the new world of social media. Students will manage a successful social media presence for an organization, understand techniques for gaining customer and consumer buy-in to achieve marketing goals, and properly select social media platforms to engage consumers and monitor and measure the results of these efforts.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) communicate effectively with others using speaking, listening, and writing skills;
(B) demonstrate collaboration skills through teamwork;
(C) demonstrate professionalism by conducting oneself in a manner appropriate for the profession and workplace;
(D) demonstrate a positive, productive work ethic by performing assigned tasks as directed;
(E) show integrity by choosing the ethical course of action and complying with all applicable rules, laws, and regulations;
(F) demonstrate time-management skills such as prioritizing tasks, following schedules, and tending to goal-relevant activities in ways that use time wisely and optimize efficiency and results; and
(G) demonstrate leadership skills by participating in career and technical student organizations.
(2) The student knows the nature and scope of social media marketing. The student is expected to:
(A) differentiate between in-bound marketing and out-bound marketing;
(B) explain the nature of in-bound marketing;
(C) identify the various social media platforms and purposes;
(D) define social media marketing;
(E) identify and describe significant trends in the development of social media;
(F) understand how the development of social media has shaped online media and communications; and
(G) describe the social media marketing ecosystem and its impact on traditional marketing strategy.
(3) The student knows the legalities, ethical implications, and risks associated with social media marketing. The student is expected to:
(A) apply legal boundaries and concepts affecting social media;
(B) analyze ethical guidelines and codes of ethics to explain how or why they are important to social media organizations;
(C) identify risk factors associated with social media marketing;
(D) explain the concept of real-time marketing; and
(E) discuss the ramifications of real-time marketing.
(4) The student knows how to critically evaluate social media and digital marketing tools. The student is expected to:
(A) evaluate and understand how social media has influenced the function of marketing;
(B) evaluate and understand how social media has evolved and influenced the way people communicate;
(C) analyze and evaluate the influence of social media on individuals and how individuals influence social media; and
(D) identify potential risks, advantages, and limitations of digital marketing tools.
(5) The student knows that strategic planning is essential to the success of social media marketing. The student is expected to:
(A) define the social media marketing process;
(B) understand participation as a key element of the marketing mix;
(C) understand how to integrate social media marketing into the Integrated Marketing Plan to promote brand/company awareness; and
(D) develop a social media marketing plan.
(6) The student demonstrates how to use social media as a marketing tool. The student is expected to:
(A) analyze, evaluate, and communicate information effectively through the use of social networking platforms such as Facebook, LinkedIn, and Twitter as marketing tools;
(B) analyze, evaluate, and communicate information effectively through the use of social publishing platforms such as Instagram, Pinterest, and Tumblr as marketing tools;
(C) analyze, evaluate, and communicate information effectively through the use of social entertainment platforms such as YouTube, Flickr, and Vine as marketing tools;
(D) analyze, evaluate, and communicate information effectively through the use of social commerce platforms such as Groupon, Yelp!, and 4Square as marketing tools; and
(E) analyze, evaluate, and communicate information effectively through the use of emerging social media.
(7) The student knows how to use mobile marketing as a marketing tool. The student is expected to:
(A) understand the nature and scope of mobile marketing;
(B) identify advantages and disadvantages of mobile marketing; and
(C) demonstrate the ability to use mobile marketing tools such as Short Message Service (SMS)/Multimedia Messaging Service (MMS), Quick Response (QR) codes, mobile phone applications, and mobile optimized websites.
(8) The student measures the success of a social media marketing plan. The student is expected to:
(A) explain the role of social media in marketing research;
(B) understand the nature and scope of social media analytics; and
(C) measure the success of social media marketing strategies using analytics data.
(9) The student knows that a career in social media marketing requires knowledge of the industry. The student is expected to:
(A) research and describe careers in the field of social media marketing; and
(B) research employment trends in the field of social media marketing.
Source: The provisions of this §130.385 adopted to be effective August 28, 2017, 40 TexReg 6601.
§130.86. Animation II Lab (One Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: Animation I. Corequisite: Animation II. This course must be taken concurrently with Animation II and may not be taken as a stand-alone course. Districts are encouraged to offer this lab in a consecutive block with Animation II to allow students sufficient time to master the content of both courses. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Arts, Audio/Video Technology, and Communications Career Cluster focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content, including visual and performing arts and design, journalism, and entertainment services.
(3) Careers in animation span all aspects of motion graphics. Within this context, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications Career Cluster, students will be expected to create two- and three-dimensional animations. The instruction also assists students seeking careers in the animation industry.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) participate in training, education, or certification for employment;
(B) demonstrate positive work behaviors and personal qualities needed to be employable;
(C) demonstrate skills related to seeking and applying for employment to find and obtain a desired job, including identifying job opportunities, developing a resume and letter of application, completing a job application, and demonstrating effective interview skills; and
(D) maintain a career portfolio to document information such as work experiences, licenses, certifications, and work samples.
(2) The student applies academic knowledge and skills in animation projects. The student is expected to:
(A) apply English language arts knowledge by demonstrating skills such as correct use of content, technical concepts, vocabulary, grammar, punctuation, and terminology to write and edit a variety of documents; and
(B) apply mathematics knowledge and skills such as using whole numbers, decimals, fractions, and knowledge of arithmetic operations.
(3) The student demonstrates professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information;
(D) deliver formal and informal presentations;
(E) apply active listening skills;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills.
(4) The student understands and employs problem-solving methods and conflict-management skills. The student is expected to:
(A) employ critical-thinking skills independently and in groups; and
(B) employ interpersonal skills in groups to solve problems.
(5) The student applies technology applications. The student is expected to use personal information management, email, Internet, writing and publishing, and presentation applications for animation projects.
(6) The student applies cyber safety procedures. The student is expected to implement personal and professional safety rules and regulations.
(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various roles of leaders within organizations, exhibiting problem-solving and management traits, describing effective leadership styles, and participating in civic and community leadership and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive praise and criticism, demonstrating sensitivity to and value for diversity, and managing stress and controlling emotions;
(D) prepare for meetings by developing goals and objectives to achieve within a scheduled time and producing agendas;
(E) conduct and participate in meetings to accomplish work tasks by achieving goals and objectives within a scheduled time, producing meeting minutes, including decisions and next steps; and using parliamentary procedures, as needed; and
(F) employ mentoring skills to inspire and teach others.
(8) The student applies ethical decision making and complies with laws regarding use of technology in animation. The student is expected to:
(A) exhibit ethical conduct;
(B) apply copyright laws;
(C) model respect for intellectual property; and
(D) demonstrate proper etiquette and knowledge of acceptable use policies.
(9) The student applies advanced technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.
(10) The student develops an advanced technical understanding of animation. The student is expected to:
(A) operate communication systems to prepare and conduct verbal and visual communication;
(B) use production elements such as transitions, edits, framing, angle, and lighting techniques;
(C) use orthographic and isometric drawing techniques; and
(D) demonstrate familiarity with commercial production applications.
(11) The student demonstrates animation principles and elements. The student is expected to:
(A) apply animation principles such as arcs, timing, and exaggeration; and
(B) identify animation elements such as cycles, layers, transitions, and transparency.
(12) The student applies the elements and principles of art to animation projects. The student is expected to:
(A) identify animation design elements such as line, color, shape, and texture;
(B) explain the use of additive color theory; and
(C) compare various styles of animation.
(13) The student applies pre-production processes. The student is expected to:
(A) analyze target audience to identify needs and wants;
(B) write and edit scripts;
(C) create storyboards; and
(D) select aspect ratio and frame rate appropriate to delivery method.
(14) The student applies production processes. The student is expected to:
(A) design color and compositional elements;
(B) design characters, environments, and props;
(C) model characters, environments, and props;
(D) light sets or animating lights as needed;
(E) develop rigs for animating characters;
(F) assemble particle systems for visual effects such as rain, snow, and fire;
(G) animate characters, environments, or cameras;
(H) incorporate music and sound effects; and
(I) render scenes.
(15) The student applies post-production processes. The student is expected to:
(A) edit;
(B) produce titles and credits;
(C) add visual effects and processing;
(D) add audio effects and processing; and
(E) produce output.
Source: The provisions of this §130.86 adopted to be effective August 28, 2017, 40 TexReg 6601.
§110.50. Contemporary Media (One Credit).
(a) Introduction.
(1) Students enrolled in Contemporary Media will understand how media influence tastes, behavior, purchasing, and voting decisions. Students who are media literate understand television, radio, film, and other visual images and auditory messages.
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as well as the student expectations for Contemporary Media, an elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) The student identifies the history and evolution of media used for mass communication. The student is expected to:
(A) examine the development of the technologies that influence each medium; and
(B) analyze the historical contributions made by various media personnel.
(2) The student recognizes the types and functions of mass media. The student is expected to:
(A) identify the types of mass media such as television, radio, Internet, podcast, YouTube, newspaper, periodicals, blogs, social networking, emailing, texting, search engines, and music; and
(B) analyze the roles of media as sources of information, entertainment, persuasion, and education.
(3) The student identifies and analyzes regulations that govern media. The student is expected to:
(A) identify the appropriate government agencies that regulate media; and
(B) analyze government regulatory issues regarding censorship, political campaigns, news, ethics, and responsibilities.
(4) The student analyzes the influence of media. The student is expected to:
(A) analyze the influence of viewing and listening habits on individuals;
(B) analyze the influence of media in shaping governmental decisions, social choices, and cultural norms;
(C) evaluate standards for "quality programming"; and
(D) analyze possible ways to improve mass media.
(5) The student analyzes, creates, and evaluates visual and auditory messages. The student is expected to:
(A) develop skills for organizing, writing, and designing media messages for specific purposes and effects;
(B) develop technical and communication skills needed by various media personnel; and
(C) plan, organize, produce, and present media messages.
Source: The provisions of this §110.50 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.
§110.58. Communication Applications (One-Half Credit).
(a) Introduction.
(1) Understanding and developing skills in communication are fundamental to all other learning and to all levels of human interaction. For successful participation in professional and social life, students must develop effective communication skills. Rapidly expanding technologies and changing social and corporate systems demand that students send clear verbal messages, choose effective nonverbal behaviors, listen for desired results, and apply valid critical-thinking and problem-
solving processes. Students enrolled in Communication Applications will be expected to identify, analyze, develop, and evaluate communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations.
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as well as the student expectations for Communication Applications are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) Communication process. The student demonstrates knowledge of various communication processes in professional and social contexts. The student is expected to:
(A) explain the importance of effective communication skills in professional and social contexts;
(B) identify the components of the communication process and their functions;
(C) identify standards for making appropriate communication choices for self, listener, occasion, and task;
(D) identify the characteristics of oral language and analyze standards for using informal, standard, and technical language appropriately;
(E) identify types of nonverbal communication and their effects;
(F) recognize the importance of effective nonverbal strategies such as appearance, a firm handshake, direct eye contact, and appropriate use of space and distance;
(G) identify the components of the listening process;
(H) identify specific kinds of listening such as critical, deliberative, and empathic;
(I) recognize the importance of gathering and using accurate and complete information as a basis for making communication decisions;
(J) identify and analyze ethical and social responsibilities of communicators; and
(K) recognize and analyze appropriate channels of communication in organizations.
(2) Interpersonal. The student uses appropriate interpersonal communication strategies in professional and social contexts. The student is expected to:
(A) identify types of professional and social relationships, their importance, and the purposes they serve;
(B) employ appropriate verbal, nonverbal, and listening skills to enhance interpersonal relationships;
(C) use communication management skills to develop appropriate assertiveness, tact, and courtesy;
(D) use professional etiquette and protocol in situations such as making introductions, speaking on the telephone, and offering and receiving criticism;
(E) send clear and appropriate requests, provide clear and accurate directions, ask appropriate and purposeful questions, and respond appropriately to the requests, directions, and questions of others;
(F) participate appropriately in conversations;
(G) communicate effectively in interviews;
(H) identify and use appropriate strategies for dealing with differences, including gender, ethnicity, and age; and
(I) analyze and evaluate the effectiveness of one's own and others' communication.
(3) Group communication. The student communicates effectively in groups in professional and social contexts. The student is expected to:
(A) identify kinds of groups, their importance, and the purposes they serve;
(B) analyze group dynamics and processes for participating effectively in groups;
(C) identify and analyze the roles of group members and their influence on group dynamics;
(D) demonstrate understanding of group roles and their impact on group effectiveness;
(E) use appropriate verbal, nonverbal, and listening skills to promote group effectiveness;
(F) identify and analyze leadership styles;
(G) use effective communication strategies in leadership roles;
(H) use effective communication strategies for solving problems, managing conflicts, and building consensus in groups; and
(I) analyze the participation and contributions of group members and evaluate group effectiveness.
(4) Presentations. The student makes and evaluates formal and informal professional presentations. The student is expected to:
(A) analyze the audience, occasion, and purpose when designing presentations;
(B) determine specific topics and purposes for presentations;
(C) research topics using primary and secondary sources, including electronic technology;
(D) use effective strategies to organize and outline presentations;
(E) use information effectively to support and clarify points in presentations;
(F) prepare scripts or notes for presentations;
(G) prepare and use visual or auditory aids, including technology, to enhance presentations;
(H) use appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information;
(I) use effective verbal and nonverbal strategies in presentations;
(J) make group presentations to inform, persuade, or motivate an audience;
(K) make individual presentations to inform, persuade, or motivate an audience;
(L) participate in question-and-answer sessions following presentations;
(M) apply critical-listening strategies to evaluate presentations; and
(N) evaluate effectiveness of his/her own presentation.
Source: The provisions of this §110.58 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.
§110.61. Independent Study in Speech (One-Half to One Credit).
(a) Introduction.
(1) Communication skills are important in all aspects of life. Students who have mastered concepts and developed skills in introductory courses should be provided with opportunities to extend their knowledge and expand their skills in more advanced study. Independent Study in Speech provides opportunities for advanced students to plan, organize, produce, perform, and evaluate a project that enables them to develop advanced skills in communication, critical thinking, and problem solving.
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as well as the student expectations for Independent Study in Speech, an elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) Propose. The student plans and designs an independent study project. The student is expected to:
(A) select a topic and define a purpose for an independent study project focused on a specific aspect of communication;
(B) review the research related to the topics identified;
(C) develop a formal proposal for the project; and
(D) plan the format and develop the timelines for production and presentation.
(2) Research. The student conducts research to support and develop the approved project. The student is expected to:
(A) locate and gather information from a variety of primary and secondary sources, including electronic technology;
(B) use systematic strategies to organize and record information; and
(C) analyze the research data and develop conclusions to provide a basis for the project.
(3) Produce. The student produces the final product for the project. The student is expected to:
(A) limit the chosen topic, purpose, and format for the presentation;
(B) develop systematic strategies to document the project;
(C) develop appropriate evaluation strategies for each aspect of the production and presentation of the project;
(D) organize and outline the text for the presentation;
(E) choose appropriate proofs, literary texts, and/or scenes to develop and support the text;
(F) produce a written text of superior quality; and
(G) review and revise plans, outlines, and scripts with the teacher.
(4) Rehearse and present. The student presents the final product. The student is expected to:
(A) use rehearsal strategies to gain command of the text and enhance the communication and staging of the presentation;
(B) demonstrate appropriate verbal and nonverbal communication skills to enhance and enliven the presentation;
(C) use appropriate visual and auditory aids to support, create interest, and/or add aesthetic appeal to the final presentation; and
(D) document the progress of the project and submit the final written text or script.
(5) Evaluate. The student and designated individuals evaluate the project. The student is expected to:
(A) use strategies to evaluate the project and the presentation; and
(B) analyze problems related to the project and assess implications for future projects.
Source: The provisions of this §110.61 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.
§110.62. Journalism (One-Half to One Credit).
a) Introduction.
(1) Students enrolled in Journalism write in a variety of forms for a variety of audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written compositions on a regular basis, carefully examining their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Journalism, students are expected to write in a variety of forms and for a variety of audiences and purposes. Students will become analytical consumers of media and technology to
enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Journalism will learn journalistic traditions, research self-selected topics, write journalistic texts, and learn the principles of publishing.
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as well as the student expectations for Journalism, an elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) The student demonstrates an understanding of media development, press law, and responsibility. The student is expected to:
(A) identify the history and development of American journalism through people and events;
(B) identify the foundations of press law, including copyright law, the fair use exemption, and the ownership of intellectual property;
(C) identify the foundations of journalistic ethics;
(D) distinguish between responsible and irresponsible media action; and
(E) understand the consequences of plagiarism.
(2) The student demonstrates an understanding of the different forms of media and the different types of journalistic writing. The student is expected to:
(A) distinguish the similarities and differences of print, broadcast, and online media; and
(B) distinguish the similarities and differences of news, feature, and opinion writing.
(3) The student reports and writes for a variety of audiences and purposes and researches self-selected topics to write journalistic texts. The student is expected to:
(A) demonstrate an understanding of the elements of news;
(B) select the most appropriate journalistic format to present content;
(C) locate information sources such as persons, databases, reports, and past interviews; gather background information; and research to prepare for an interview or investigate a topic;
(D) plan and write relevant questions for an interview or in-depth research;
(E) gather information through interviews (in person or telephone);
(F) evaluate and confirm the validity of background information from a variety of sources such as other qualified persons, books, and reports;
(G) write copy synthesizing direct and indirect quotes and other research;
(H) use journalistic style to write copy;
(I) revise and edit copy using appropriate copy editing symbols;
(J) rewrite copy;
(K) create different forms of journalistic writing such as reviews, ad copy, columns, news, features, and editorials to inform, entertain, and/or persuade;
(L) write captions; and
(M) demonstrate an understanding of the function of headlines through the writing of headlines.
(4) The student demonstrates understanding of the principles of publishing through design using available technologies. The student is expected to:
(A) identify the appropriate form of journalistic publication to present content such as newspapers, newsmagazines, online media, broadcasts, and newsletters;
(B) design elements into an acceptable presentation;
(C) use illustrations or photographs that have been cropped to communicate and emphasize a topic;
(D) use graphic devices such as lines, screens, and art to communicate and emphasize a topic; and
(E) prepare a layout for publication.
(5) The student demonstrates an understanding of the economics of publishing. The student is expected to:
(A) understand general salesmanship in selling professional or student-produced publications;
(B) differentiate between advertising appeals and propaganda;
(C) differentiate between the various types of advertising such as classified, display, public service, and online advertising; and
(D) design an advertisement for a particular audience.
Source: The provisions of this §110.62 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.
§110.63. Independent Study in Journalism (One-Half to One Credit).
(a) Introduction.
(1) Students enrolled in Independent Study in Journalism write in a variety of forms for a variety of audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Students will become analytical consumers of media and technology to enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Independent Study in Journalism will refine and enhance their journalistic skills, research self-selected topics, plan, organize, and prepare a project(s).
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as well as the student expectations for Independent Study in Journalism, an elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) The student refines and enhances journalistic skills. The student is expected to:
(A) formulate questions, refine topics, and clarify ideas;
(B) organize and support what is known and what needs to be learned about a topic;
(C) compile information from primary and secondary sources using available technology;
(D) organize information from multiple sources, including primary and secondary sources;
(E) link related information and ideas from a variety of sources;
(F) evaluate product based on journalistic standards;
(G) understand and apply press law and journalistic ethics, including copyright law, the fair use exemption, and the ownership of intellectual property; and
(H) understand the consequences of plagiarism.
(2) The student produces visual representations that communicate with others. The student is expected to:
(A) conduct a research project(s) with instructor guidance and produce an original work in print or another medium demonstrating advanced skill; and
(B) use a range of techniques in planning and creating projects.
Source: The provisions of this §110.63 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.
127.14. Career Preparation I (Two Credits), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 11 and 12. Students shall be awarded two credits for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) Career development is a lifelong pursuit of answers to the questions: Who am I? Why am I here? What am I meant to do with my life? It is vital that students have a clear sense of direction for their career choice. Career planning is a critical step and is essential to success.
(3) Career Preparation I provides opportunities for students to participate in a work-based learning experience that combines classroom instruction with business and industry employment experiences. The goal is to prepare students with a variety of skills for a changing workplace. Career preparation is relevant and rigorous, supports student attainment of academic standards, and effectively prepares students for college and career success.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional employability skills to gain an entry-level position. The student is expected to:
(A) identify employment opportunities;
(B) demonstrate the application of essential workplace knowledge and skills;
(C) develop a resume;
(D) demonstrate proper interview techniques in various situations; and
(E) create and complete appropriate documents such as electronic portfolio, employment application, letter of intent, I-9 form, W-4 form, and thank you letters.
(2) The student develops skills for success in the workplace. The student is expected to:
(A) identify and model appropriate grooming and appearance for the workplace;
(B) demonstrate dependability, punctuality, and initiative;
(C) research positive interpersonal skills, including respect for diversity;
(D) model appropriate business and personal etiquette in the workplace;
(E) exhibit productive work habits, ethical practices, and a positive attitude;
(F) demonstrate the ability to work with other employees to support the organization and complete assigned tasks;
(G) identify how to prioritize work to fulfill responsibilities and meet deadlines;
(H) evaluate the relationship of good physical and mental health to job success and personal achievement;
(I) demonstrate effective methods to secure, maintain, and terminate employment; and
(J) develop soft skills in a working environment.
(3) The student discusses work ethics, employer expectations, interactions with diverse populations, and communication skills in the workplace. The student is expected to:
(A) illustrate how personal integrity affects human relations on the job;
(B) research characteristics of successful working relationships such as teamwork, conflict resolution, self-control, and ability to accept criticism;
(C) discuss and analyze employer expectations;
(D) demonstrate respect for the rights of others;
(E) develop listening skills;
(F) apply effective listening skills used in the workplace;
(G) identify ethical standards; and
(H) comply with organizational policies and procedures.
(4) The student applies academic skills to the workplace. The student is expected to:
(A) apply mathematical skills to business transactions;
(B) develop a personal budget based on a career choice;
(C) interpret data from tables, charts, and graphs to estimate and find solutions to problems; and
(D) organize, write, and compile workplace business documents.
(5) The student applies the ethical code of conduct and legal responsibilities within the workplace. The student is expected to:
(A) research and compare published workplace policies and procedures;
(B) demonstrate responsible and ethical behavior;
(C) summarize provisions of the Fair Labor Standards Act;
(D) describe the consequences of "breach of confidentiality"; and
(E) research and describe laws related to different careers.
(6) The student applies the use of self-development techniques and interpersonal skills. The student is expected to:
(A) identify and practice effective interpersonal and team-building skills with coworkers, managers, and customers; and
(B) develop effective leadership skills through participation in activities such as career and technical student organizations.
(7) The student applies concepts and skills related to safety in the workplace. The student is expected to:
(A) identify and apply safe working practices related to the workplace;
(B) demonstrate knowledge of personal and occupational safety practices in the workplace;
(C) offer solutions related to unsafe work practices and attitudes;
(D) explain Occupational Safety and Health Administration regulations in the workplace; and
(E) determine health and wellness practices that influence job performance.
(8) The student evaluates personal attitudes and work habits that support career retention and advancement. The student is expected to:
(A) analyze the future employment outlook in the occupational area;
(B) describe entrepreneurial opportunities in the occupational area;
(C) compare rewards and demands for various levels of employment in a variety of careers;
(D) evaluate strategies for career retention and advancement in response to the changing global workplace;
(E) summarize the rights and responsibilities of employers and employees; and
(F) determine effective money-management and financial-planning techniques.
(9) The student identifies skills and attributes necessary for professional advancement. The student is expected to:
(A) evaluate and compare employment options, including salaries and benefits;
(B) determine how interests, abilities, personal priorities, and family responsibilities affect career choices; and
(C) determine continuing education opportunities that enhance career advancement and promote lifelong learning.
Source: The provisions of this §127.14 adopted to be effective August 28, 2017, 40 TexReg 6588.
127.15. Career Preparation II (Two Credits), Adopted 2015.
(a) General requirements. This course is recommended for students in Grade 12. Prerequisite: Career Preparation I. Students shall be awarded two credits for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) Career development is a lifelong pursuit of answers to the questions: Who am I? Why am I here? What am I meant to do with my life? It is vital that students have a clear sense of direction for their career choice. Career planning is a critical step and is essential to success.
(3) Career Preparation II develops essential knowledge and skills through advanced classroom instruction with business and industry employment experiences. Career Preparation II maintains relevance and rigor, supports student attainment of academic standards, and effectively prepares students for college and career success.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student uses and evaluates employability skills to improve marketability within the workplace. The student is expected to:
(A) refine a professional electronic portfolio such as a two- to four-year individual career plan of study, resume, cover letter, awards, commendations, and thank you letters;
(B) obtain letters of recommendation;
(C) expand personal communication skills; and
(D) refine interview skills.
(2) The student demonstrates professional employability skills as required by business and industry. The student is expected to:
(A) maintain appropriate grooming and appearance for the workplace;
(B) demonstrate positive interpersonal skills, including respect for diversity;
(C) demonstrate appropriate business and personal etiquette in the workplace;
(D) exhibit productive work habits, attitudes, and ethical practices;
(E) evaluate consequences for breach of personal and occupational safety practices in the workplace; and
(F) prioritize work to fulfill responsibilities and meet deadlines.
(3) The student applies work ethics, job expectations, multicultural considerations, and communication skills in the workplace. The student is expected to:
(A) evaluate personal integrity and its effects on human relations in the workplace;
(B) evaluate characteristics of successful working relationships such as teamwork, conflict resolution, self-control, and the ability to accept criticism;
(C) recognize and appreciate diversity in the workplace;
(D) analyze employer expectations;
(E) exhibit productive work habits and attitudes;
(F) communicate effectively to a variety of audiences;
(G) analyze ethical standards; and
(H) comply with organizational policies and procedures.
(4) The student applies and enhances academic knowledge and skills in the workplace. The student is expected to:
(A) apply critical- and creative-thinking skills to solve complex problems;
(B) integrate mathematical concepts into business transactions;
(C) analyze and apply data from tables, charts, and graphs to find solutions to problems;
(D) apply effective listening skills used in the workplace;
(E) read and write technical reports and summaries; and
(F) apply effective verbal, nonverbal, written, and electronic communication skills.
(5) The student recognizes legal responsibilities of the workplace. The student is expected to:
(A) evaluate provisions of the Fair Labor Standards Act;
(B) analyze the legal consequences of "breach of confidentiality"; and
(C) research and describe laws governing the different professions.
(6) The student recognizes the dangers of identity theft. The student is expected to:
(A) identify various methods criminals use to obtain information; and
(B) research how to avoid becoming a victim.
(7) The student applies the use of interpersonal skills to improve personal development. The student is expected to:
(A) evaluate effective interpersonal and team-building skills involving situations with coworkers, managers, and customers; and
(B) participate in leadership and career-development activities.
(8) The student recognizes knowledge and skills related to safety in the workplace. The student is expected to:
(A) apply safe working practices to a training station;
(B) evaluate unsafe work practices and attitudes;
(C) evaluate the impact of Occupational Safety and Health Administration regulations in the workplace;
(D) recognize the importance of applying safety rules in all situations; and
(E) analyze health and wellness practices that influence job performance.
(9) The student acquires the academic and technical skills for future education and employment in high-skill, high-wage, or high-demand occupations. The student is expected to:
(A) research and identify current or emerging occupations;
(B) analyze future employment outlook;
(C) research entrepreneurial opportunities;
(D) analyze rewards and demands for various levels of employment;
(E) identify the academic and technical entry requirements for employment in various high-skill, high-wage, or high-demand occupations;
(F) identify and pursue opportunities available in high school and postsecondary to acquire the necessary academic and technical skills for employment in high-skill, high-wage, or high-demand occupations;
(G) evaluate the rights and responsibilities of employers and employees; and
(H) apply money-management and financial-planning techniques.
(10) The student identifies skills and characteristics necessary for professional advancement. The student is expected to:
(A) evaluate and compare employment advancement options such as salaries, benefits, and prerequisites;
(B) compare rewards and demands for various levels of employment in a variety of careers;
(C) determine continuing education opportunities that enhance career advancement and promote lifelong learning;
(D) determine preparation requirements for levels of employment in a variety of careers;
(E) determine personal priorities such as interests, abilities, and family responsibilities affecting career choice; and
(F) demonstrate effective methods to secure, maintain, and terminate employment.
Source: The provisions of this §127.15 adopted to be effective August 28, 2017, 40 TexReg 6588.
§127.16. Extended Career Preparation (One Credit), Adopted 2016.
(a) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: Successful completion of one or more advanced career and technical education courses that are part of a coherent sequence of courses in a career cluster related to the field in which the student will be employed. Corequisite: Career Preparation I or Career Preparation II. This course must be taken concurrently with Career Preparation I or Career Preparation II and may not be taken as a stand-alone course. Students shall be awarded one credit for
successful completion of this course. A student may repeat this course once for credit provided that the student is experiencing different aspects of the industry and demonstrating proficiency in additional and more advanced knowledge and skills.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) Career development is a lifelong pursuit of answers to the questions: Who am I? Why am I here? What am I meant to do with my life? It is vital that students have a clear sense of direction for their career choice. Career planning is a critical step and is essential to success.
(3) Extended Career Preparation provides opportunities for students to participate in a work-based learning experience that combines classroom instruction with business and industry employment experiences. The goal is to prepare students with a variety of skills for a changing workplace. Career preparation is relevant and rigorous, supports student attainment of academic standards, and effectively prepares students for college and career success.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) participate in a paid work-based application of previously studied knowledge and skills related to career and technical education;
(B) participate in training, education, or preparation for licensure, certification, or other relevant credentials to prepare for employment;
(C) demonstrate professional standards and personal qualities needed to be employable such as punctuality, initiative, and cooperation with increased fluency;
(D) complete tasks with high standards to ensure delivery of quality products and services;
(E) employ teamwork and conflict-management skills with increased fluency to achieve collective goals; and
(F) employ planning and time-management skills with increased fluency to enhance results and complete work tasks.
(2) The student implements advanced professional communications strategies. The student is expected to:
(A) apply appropriate content knowledge, technical concepts, and vocabulary with increased fluency when analyzing information and following directions;
(B) demonstrate verbal and non-verbal communication consistently in a clear, concise, and effective manner;
(C) analyze, interpret, and effectively communicate information, data, and observations;
(D) observe and interpret verbal and nonverbal cues and behaviors to enhance communication;
(E) apply active listening skills to obtain and clarify information; and
(F) employ effective internal and external communications to support work activities.
(3) The student applies concepts of critical thinking and problem solving. The student is expected to:
(A) employ critical-thinking skills with increased fluency both independently and in groups to solve problems and make decisions;
(B) analyze elements of a problem to develop creative and innovative solutions; and
(C) demonstrate the use of content, technical concepts, and vocabulary when analyzing information and following directions.
(4) The student understands and applies proper safety techniques in the workplace. The student is expected to:
(A) demonstrate an understanding of and consistently follow workplace safety rules and regulations;
(B) demonstrate safe operation of tools and equipment used in the industry;
(C) describe and perform hazard analysis; and
(D) demonstrate knowledge of procedures for reporting and handling accidents and safety incidents.
(5) The student understands the professional, ethical, and legal responsibilities as they relate to employment and the workplace. The student is expected to:
(A) demonstrate a positive, productive work ethic by performing assigned tasks as directed;
(B) apply ethical reasoning to a variety of situations in order to make ethical decisions; and
(C) comply with all applicable rules, laws, and regulations in a consistent manner.
(6) The student participates in a paid career preparation experience. The student is expected to:
(A) conduct, document, and evaluate learning activities in a supervised employment experience;
(B) develop advanced technical knowledge and skills related to the student's occupational objective;
(C) demonstrate growth of technical skill competencies;
(D) evaluate strengths and weaknesses in technical skill proficiency; and
(E) collect representative work samples.
Source: The provisions of this §127.16 adopted to be effective August 28, 2017, 41 TexReg 3691.

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