WORKPLACE KNOWLEDGE SKILLS CRITICAL THINKING AND PROBLEM SOLVING EI 001 Recognizes and uses symbols, signs, and maps when traveling to and from a job EI 002 Participates in solving problems HEALTH AND SAFETY EJ 001 Knows, follows and practices safety rules at the worksite EJ 002 Uses equipment and supplies safely as directed by teacher, supervisor or other adult JOB ACQUISITION AND ADVANCEMENT EK 001 Identifies job that use personal talents and interests EK 002 Uses proper guidelines in applying for a job EK 003 Listens to questions and answers questions with more than one word during an interview EK 004 Develops training plan for occupational work experience(s) TIME, TASK, AND RESOURCE MANAGEMENT EL 001 Uses time wisely at the worksite EL 002 Follows directions for recording time at work EL 003 Meets timelines for completing assigned tasks EL 004 Leaves and returns from breaks on time PROGRESSIONS EMPLOYABILITY AND FOUNDATIONAL ACADEMIC STANDARDS: ALTERNATE ASSESSMENT The Employability and Foundational Academic Standards progressions were created to ensure that all students with significant cognitive disabilities exit high school with the skills and knowledge necessary to succeed in postsecondary settings. To develop an understanding of the skills necessary to succeed in the next environments after high school, students need sustained opportunities to work with and develop those skills over a period of years rather than weeks or months. This sense of development has been conceptualized in the idea of learning progressions. If mastery of an employability or foundational academic standard is the ultimate destination, then well-designed learning progressions provide a map of the routes that can be taken to reach that destination. Such progressions describe both how understanding of the idea matures over time and students’ the instructional supports and experiences that are needed to make progress. The learning progressions extend all the way from primary to Grade 12 and beyond to Grade 14, as needed. Indeed, people can continue to learn about employability and foundational academic skills needed in postsecondary, work, and community environments their entire lives. Because learning progressions extend over multiple years, they can prompt educators to consider how topics are presented at each grade level so that they
WORKPLACE KNOWLEDGE SKILLS CRITICAL THINKING AND PROBLEM SOLVING EI 001 Recognizes and uses symbols, signs, and maps when traveling to and from a job EI 002 Participates in solving problems HEALTH AND SAFETY EJ 001 Knows, follows and practices safety rules at the worksite EJ 002 Uses equipment and supplies safely as directed by teacher, supervisor or other adult JOB ACQUISITION AND ADVANCEMENT EK 001 Identifies job that use personal talents and interests EK 002 Uses proper guidelines in applying for a job EK 003 Listens to questions and answers questions with more than one word during an interview EK 004 Develops training plan for occupational work experience(s) TIME, TASK, AND RESOURCE MANAGEMENT EL 001 Uses time wisely at the worksite EL 002 Follows directions for recording time at work EL 003 Meets timelines for completing assigned tasks EL 004 Leaves and returns from breaks on time PROGRESSIONS EMPLOYABILITY AND FOUNDATIONAL ACADEMIC STANDARDS: ALTERNATE ASSESSMENT The Employability and Foundational Academic Standards progressions were created to ensure that all students with significant cognitive disabilities exit high school with the skills and knowledge necessary to succeed in postsecondary settings. To develop an understanding of the skills necessary to succeed in the next environments after high school, students need sustained opportunities to work with and develop those skills over a period of years rather than weeks or months. This sense of development has been conceptualized in the idea of learning progressions. If mastery of an employability or foundational academic standard is the ultimate destination, then well-designed learning progressions provide a map of the routes that can be taken to reach that destination. Such progressions describe both how students’ understanding of the idea matures over time and the instructional supports and experiences that are needed to make progress. The learning progressions extend all the way from primary to Grade 12 and beyond to Grade 14, as needed. Indeed, people can continue to learn about employability and foundational academic skills needed in postsecondary, work, and community environments their entire lives. Because learning progressions extend over multiple years, they can prompt educators to consider how topics are presented at each grade level so that they
4c_EFASAA_and_Progressions_Combined.docx