Career Grade Sheet

Career PowerPoint (District Assessment)

Your PowerPoint should include the following slides (3 points each)

Slides	Points
1. Brief Description of the career (cite your source)	3
2. The education, training and background you need for this career (cite your source)	3
3. What high school courses might help you prepare for this career (cite your source)	3
4. The earnings and employment outlook for this career (cite your source)	3
5. A link to a current job posting on an online employment site (think monster.com)	3
6. Any other information about the career you wish to include (cite your source)	3
7. Why you think this career is or is not a good match for you: Your opinion: no source necessary, unless you refer to "outside" information.	3
8. Introduction / "The End"	3
Conventions: Grammar, Spelling, easy-to-read fonts, good contrast	6
Citations: Each slide includes information about source of information, and links are provided to each source	5
Total	30
CTE Standard 1: Resources 1.1 Students prepare and analyze personal financial information. 1.2 Students assess individual skills, and evaluate and adjust their performance accordingly. 1.3 Students prioritize and manage time, materials, work space, and resources to set and achieve goals	Below Basic Basic Proficient Advanced
CTE Standard 2: Interpersonal Skills 2.1 Students work with individuals/groups of diverse abilities and backgrounds in a workplace setting. 2.2 Students communicate using a variety of methods in a workplace setting. 2.3 Students assume a leadership role in a group setting to accomplish group goals. 2.4 Students demonstrate and/or teach a learned skill.	Below Basic Basic Proficient Advanced
CTE Standard 3: Information 3.1 Students acquire and evaluate workplace information. 3.2 Students organize and update workplace information. 3.3 Students interpret and communicate workplace information. 3.4 Students use technology to process workplace information.	Below Basic Basic Proficient Advanced
CTE Standard 4: Systems 4.1 Students evaluate the quality and performance of a variety of systems. 4.2 Students suggest modifications to existing systems and develop new or alternative ideas for systems to improve performance.	Below Basic Basic Proficient Advanced
CTE Standard 5: Technology 5.1 Students choose and utilize procedures, tools or equipment, including computers and related technologies. 5.2 Students demonstrate proper procedure for set-up, operation, and routine maintenance of workplace equipment. 5.3 Students use workplace equipment to solve problems. 5.4 Students apply safe and ethical practices when using workplace technologies.	Below Basic Basic Proficient Advanced
CTE Standard 6: Careers 6.1 Students interpret information from a variety of self-assessments to identify career interests, abilities, personal traits, and work values. 6.2 Students locate and interpret career information and labor market trends from a variety of sources. 6.3 Students create, evaluate, and revise career plans. 6.4 Students demonstrate skills to seek, obtain, maintain and change jobs.	Below Basic Basic Proficient Advanced
General Performance Indicators (from Wyoming CTE Standards) Performance Standard Descriptors – These statements describe how well students must perform the benchmarks. The “Proficient” level is required in order to demonstrate mastery of the standards. Descriptors help teachers judge where students are performing in relation to the benchmarks, and ultimately, the content standards. A general definition of these levels is provided below. Advanced : Students at the advanced performance level use their knowledge of career/vocational education to acquire, analyze, synthesize, apply, evaluate, integrate, and communicate transferable academic/workplace knowledge and skills to multiple situations in the workplace. Proficien t : Students at the proficient performance level use concepts and skills to acquire, analyze, apply, and communicate information and ideas to become a productive contributor in the workplace. Basic: Students at the basic performance level have limited acquisition and comprehension of academic/workplace knowledge and skills that are necessary to become productive contributors in the workplace. Below Basic: Students at the below basic level in career/vocational education require extensive support or provide little or no evidence in meeting the standard.

Assessment Rubric: Career and Technical Education:

Grading Rubric

For more information on the Wyoming State Standards for Career and Technical Education, click here.

Advanced	Proficient	Basic	Novice (Below Basic)
Resources
Work independently to prepare and analyze personal financial information based upon career choice earnings. Effectively manage workplace resources as established in the benchmarks.	Prepare and analyze, with minimal guidance, personal financial information and effectively Manage workplace resources as established in the benchmarks.	Require frequent assistance to prepare and analyze personal financial information. Inconsistently manage workplace resources as established in the benchmarks.	Can not prepare and analyze personal financial information. Can not manage workplace resources as established in the benchmarks
Interpersonal Skills
Consistently and effectively demonstrate the ability to use interpersonal communication skills during your presentation to be successful in the workplace as established in the benchmarks.	Effectively demonstrate the ability to use interpersonal communication skills as needed to be successful in the workplace as established in the benchmarks.	Demonstrate limited ability to use interpersonal communication skills as needed to be successful in the workplace as established in the benchmarks.	Can not demonstrate the ability to use interpersonal communication skills as needed to be successful in the workplace as established in the benchmarks.
Information
Effectively acquire and consistently use the skills listed in the benchmarks.	Effectively acquire and use the skills listed in the benchmarks.	Ineffectively acquire and use the skills listed in benchmarks.	Can not use the skills listed in benchmarks.
Systems
Demonstrate an in-depth and extensive knowledge of how technological systems work. Develop new or alternative systems to improve performance of your program.	Effectively evaluate and analyze how social, organizational and technological systems function in the workplace. Modify existing systems to improve performance	Show a limited understanding of how social, organizational, and technological systems work. Seldom offer modifications to existing systems to improve performance.	Can not show an understanding of how social, organizational and technological systems work. Can not offer modifications to existing systems to improve performance.
Technology
Independently and consistently demonstrate the safe and ethical use, as well as routine maintenance, of computer technology, as related to the benchmarks.	Consistently, with limited assistance, demonstrate the safe and ethical use, as well as routine maintenance, of appropriate workplace technology, as related to the benchmarks.	Require frequent assistance and/or do not demonstrate the safe and ethical use of appropriate workplace technology, as related to the benchmarks.	Do not demonstrate the safe and ethical use of appropriate workplace technology, as related to the benchmarks.
Careers
Independently and consistently apply skills in career planning and workplace readiness to make educational and career decisions	With minimal guidance, demonstrate skills in career planning and workplace readiness as established in the benchmarks.	Require frequent assistance, and seldom exhibit the skills needed in career planning and workplace readiness as established in the benchmarks.	Can not exhibit the skills needed in career planning and workplace readiness as established in the benchmarks.