iSEEK - Education

necessary procedures to maintain, diagnose, service, and repair vehicle electrical and electronic systems and malfunctions. C8.0 Students understand the function and principles of automotive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with portable national industry standards, such as the National Automotive Technicians Education Foundation. C.8.1 Understand how to maintain, diagnose, service, and repair hydraulic and power assist systems

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321 Public Services Industry Sector Career Pathways ◆ Human Services ◆ Legal and Government Services ◆ Protective Services

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Administration [OSHA], and the California Air Resources Board [CARB]). C4.3 Use reference books, technical service bulletins, and other documents and mate rials related to the automotive service industry available in print and through electronic retrieval systems to accurately diagnose and repair vehicles. C4.4 Complete a work order, including customer information, description of repairs, and billing information, in accordance with applicable rules, laws, and regula tions. C5.0 Students understand and apply

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necessary procedures to maintain, diagnose, service, and repair vehicle electrical and electronic systems and malfunctions. C8.0 Students understand the function and principles of automotive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with portable national industry standards, such as the National Automotive Technicians Education Foundation. C.8.1 Understand how to maintain, diagnose, service, and repair hydraulic and power assist systems

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University, 2003. Transportation 2004-2005 High School Advisors Handbook. San Jose, Calif.: Central County Occupational Center/ Program, 2004. ASE Certification for Automobile Training Programs. Leesburg, Va.: National Automotive Techni cians Education Foundation, 2002. 433

www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=368

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Home Page for the Society of Automotive Engineers

SAE International Home | Shopping Cart (0) | Contact Us Login | Sign Up! Professional Membership Student Membership EngineerXchange Get Involved Standards Works Standards Development Aerospace Automotive Commercial Vehicle Standards by Industry Aerospace Automotive Comm...

www.sae.org/servlets/index

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Career/Technical Education Framework (CA Dept. of Education)

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453 Abbreviations API Academic Performance Index ASCA American School Counselor Association ASCD Association for Supervision and Curriculum Development ASVAB Armed Services Vocational Aptitude Battery AYES Automotive Youth Education System AYP Adequate Yearly Progress CAHSEE California High School Exit Examination CalCRN California Career Resource Network CBEA California Business Education Association CDE California Department of Education CITEA California Industrial and Technology Association

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Standards 115 Part II: Industry Sectors 137 Agriculture and Natural Resources Industry Sector 139 Arts, Media, and Entertainment Industry Sector 173 Building Trades and Construction Industry Sector 196 Education, Child Development, and Family Services Industry Sector 212 Energy and Utilities Industry Sector 234 Engineering and Design Industry Sector 252 Fashion and Interior Design Industry Sector 274 Finance and Business Industry Sector 285 Health Science and Medical Technology Industry Sector 298

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ROCPs. 1. Middle school introductory CTE courses. Many California middle schools offer a variety of CTE courses ranging from sampler classes lasting eight to 12 weeks to full first-year courses in a particular field. By beginning their CTE exploration as early adolescents, students can experience CTE’s hands- on educational opportunities while trying out various industry sectors they may choose to pursue in high school. 2. High school CTE courses, stand-alone or sequential. Most comprehensive high

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Part � Career Technical Education for California’s Twenty-first Century � � Chapter � Structuring a Standards-based Curriculum 4. Provides opportunities in many industries to earn certificates of mastery, col- lege credits, and/or industry certification 5. Avoids using concentration course time to teach knowledge and skills appro- priate to introductory courses Most high schools have a sequence of CTE courses within a career pathway that includes some listed courses being taught and others that

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requirements, and enhanced student retention and graduation rates. Community classrooms is a term that refers to instructional methodology using on-the-job training experiences at business, industry, and public agency sites to help students acquire the competencies (skills, knowledge, and attitudes) neces- sary for entry-level employment. This methodology extends CTE classroom instruction and helps students acquire saleable skills. Because students are not engaged in “productive work” as defined by law, the

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Aviation and Aerospace Transportation Services | 429 T R A N SP O R TA T IO N Aviation and Aerospace Transportation Services Sample sequence of courses in the Aviation and Aerospace Transportation Services pathway: Related courses • Digital Electronics • Algebra • English Composition/Writing • Chemistry • Computer Technology CTE courses Introductory • Small Engines • Exploring Technology • Technology Core • Basic Automotive Concentration • Electronics • Auto 1 Capstone • Avionics • Radio

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• Electronics • English Composition • Chemistry • Welding • Algebra • Computer Technology • Physics CTE courses Introductory • Introduction to Automotive Technology • Small Engines Concentration • Basic Collision Repair • Basic Auto Refinishing • Automotive Construction • Steering and Suspension • Auto 1 Capstone • Advanced Collision Repair Technology • Advanced Auto Refinishing Foundation standards

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436 | Collision Repair and Refinishing T R A N SP O R TA T IO N Standards: This sample performance task targets the following Transportation industry sec- tor foundation and Collision Repair and Refinishing pathway standards: Standard number Standards Foundation: Communications 2.2 Writing Strategies and Applications (grades nine and ten) 2.6 Write technical documents: a. Report information and convey ideas logically and correctly. b. Offer detailed and accurate specifications. c. Include

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to deliver clearly an oral report to class. (6 points) Technology 4.4: Understand the role and func- tion of tools, equipment, and machines in the latest technology. (10 points) During mixing, measuring, and ap- plication of paint, student demon- strates thorough understanding of role and function of tools used. Student explains in an oral report the parts of all refinish- ing equipment and the uses of the equipment in the automotive field. (10 points) During mixing, measuring, and

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Reasoning (grade seven) 2.8: Make precise calculations and check the validity of the results from the context of the problem. Academics 1.2 Investigation and Experimentation (grades nine through twelve) 1.l: Analyze situations and solve problems that require combining and applying concepts from more than one area of science. Related courses • Electronics • Precision Machining • Welding • Algebra • English Composition/Writing CTE courses Introductory • Introduction to Automotive Repair • Small Engines

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application, operation, maintenance, and diagnosis of engines, including but not limited to two- and four-stroke and supporting subsystems. TRANS C7.0: Students understand the function, principles, and operation of electri- cal and electronic systems, using manufacturer and industry standards. TRANS C8.0: Students understand the function and principles of automotive drive- train, steering and suspension, brake, and tire and wheel components and systems in accordance with portable national industry standards, such

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Vehicle Maintenance, Service, and Repair | 441 T R A N SP O R TA T IO N Sample analysis (“unpacking”) of a standard for the Brakes course in the Vehicle Mainte- nance, Service, and Repair pathway: Standard Transportation C8.0: Students understand the function and principles of automo- tive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with portable national industry standards, such as the National Automotive Technicians Education Foundation

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453 Abbreviations API Academic Performance Index ASCA American School Counselor Association ASCD Association for Supervision and Curriculum Development ASVAB Armed Services Vocational Aptitude Battery AYES Automotive Youth Education System AYP Adequate Yearly Progress CAHSEE California High School Exit Examination CalCRN California Career Resource Network CBEA California Business Education Association CDE California Department of Education CITEA California Industrial and Technology Association

www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=473

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Census Bureau Standard Industry Classification (SIC) Codes

2387 2389 00 Apparel and Accessories, n.e.c. 2389 2391 00 Curtains and Draperies 2391 2392 00 House Furnishings, n.e.c. 2392 2393 00 Textile Bags 2393 2394 00 Canvas and Related Products 2394 2395 00 Pleating and Stitching 2395 2396 00 Automotive and Apparel Trimmings...

www.census.gov/epcd/www/siclist.txt

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Beacon Learning Center: Safety First

Beacon Lesson Plan Library Beacon Lesson Plan Library Safety First Kenneth Shealy Description Through inexperience or lack of training, teens may overlook safety in the automotive shop and on the job. This lesson provides a better understanding of safety rules outlined by the Occupatio...

www.beaconlearningcenter.com/Lessons/2519.htm

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History Social Science Content Standards - Content Standards (CA Dept of Education)

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the growth of towns and cities (e.g., Los Angeles). 5. Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California. 6. Describe the development and locations of new industries since the turn of the cen tury, such as the aerospace industry, electronics industry, large-scale commercial agriculture and irrigation projects, the oil and automobile industries, communications and defense industries, and important trade links with the Pacific Basin. 7. Trace the evolution of

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the growth of towns and cities (e.g., Los Angeles). 5. Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California. 6. Describe the development and locations of new industries since the turn of the cen tury, such as the aerospace industry, electronics industry, large-scale commercial agriculture and irrigation projects, the oil and automobile industries, communications and defense industries, and important trade links with the Pacific Basin. 7. Trace the evolution of

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origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers. 4. Explain how the main ideas of the Enlightenment can be traced back to such move ments as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity. 5

www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=21

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populist movement (e.g., Farmers Alliance, Grange, Platform of the Populist Party, Bryan’s “Cross of Gold” speech) (National Geography Standard 6, p. 195) 6.1.3 Urbanization – Analyze the changing urban and rural landscape by examining the location and expansion of major urban centers (National Geography Standard 12, p. 208) the growth of cities linked by industry and trade (National Geography Standard 11, p. 206) the development of cities divided by race, ethnicity, and class

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populist movement (e.g., Farmers Alliance, Grange, Platform of the Populist Party, Bryan’s “Cross of Gold” speech) (National Geography Standard 6, p. 195) 6.1.3 Urbanization – Analyze the changing urban and rural landscape by examining the location and expansion of major urban centers (National Geography Standard 12, p. 208) the growth of cities linked by industry and trade (National Geography Standard 11, p. 206) the development of cities divided by race, ethnicity, and class

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=41

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WYOMING LANGUAGE ARTS

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Wyoming Mathematics Content and Performance Standards Adopted 11/19/08 2 ACKNOWLEDGMENT The Wyoming State Board of Education would like to thank the Wyoming Department of Education, as well as educators, parents, students, business and industry representatives, community college representatives, and the University of Wyoming for all their help with the development of these standards. Jim McBride, Ed.D., Superintendent of Public Instruction

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Wyoming Mathematics Content and Performance Standards Adopted 11/19/08 2 ACKNOWLEDGMENT The Wyoming State Board of Education would like to thank the Wyoming Department of Education, as well as educators, parents, students, business and industry representatives, community college representatives, and the University of Wyoming for all their help with the development of these standards. Jim McBride, Ed.D., Superintendent of Public Instruction

www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=2

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WYOMING SCIENCE

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Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 2 ACKNOWLEDGMENT The Wyoming State Board of Education would like to thank the Wyoming Department of Education, as well as educators, parents, students, business and industry representatives, community college representatives, and the University of Wyoming for all their help with the development of these standards. Jim McBride, Ed.D., Superintendent of Public Instruction Joe Simpson, Deputy State Superintendent

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Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 2 ACKNOWLEDGMENT The Wyoming State Board of Education would like to thank the Wyoming Department of Education, as well as educators, parents, students, business and industry representatives, community college representatives, and the University of Wyoming for all their help with the development of these standards. Jim McBride, Ed.D., Superintendent of Public Instruction Joe Simpson, Deputy State Superintendent

www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=2

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WYOMING LANGUAGE ARTS

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Wyoming Science Content and Performance Standards Adopted 11/19/08 2 ACKNOWLEDGMENT The Wyoming State Board of Education would like to thank the Wyoming Department of Education, as well as educators, parents, students, business and industry representatives, community college representatives, and the University of Wyoming for all their help with the development of these standards. Jim McBride, Ed.D., Superintendent of Public

2 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=2 www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=2

Wyoming Science Content and Performance Standards Adopted 11/19/08 2 ACKNOWLEDGMENT The Wyoming State Board of Education would like to thank the Wyoming Department of Education, as well as educators, parents, students, business and industry representatives, community college representatives, and the University of Wyoming for all their help with the development of these standards. Jim McBride, Ed.D., Superintendent of Public

www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=2

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