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4(3) Students know and are able to...21
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Standard 1 (Career and Education Development):
Self-knowledge and interpersonal relationships
Assess and demonstrate an understanding of the knowledge and skills needed to be successful in school, careers, civic life, and relationships with others. (NCDG PS1, PS2)
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A. Students are able to assess personal skills, abilities, and aptitudes and analyze
how they positively and negatively aid them in reaching academic, career and life goals.
(MLR A1)		Students can develop a strategy to use their personal skills, abilities and aptitudes to positively impact their ability to reach academic, career and life goals.Students can analyze how their personal skills, abilities and aptitudes affect their ability to reach academic, career and life goals.Students can describe how personal skills, abilities and aptitudes affect their ability to reach academic, career and life goals.Students can identify personal skills, abilities and aptitudes.
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B. Students identify and evaluate strategies
to improve skills necessary for success in school, careers and civic life. (MLR A2)		Students can select the best strategies to improve their skills necessary for success in school, careers and civic life.Students can identify and evaluate strategies to improve skills necessary for success in school, careers and civic life. Students can explain strategies to improve skills necessary for success in school, careers and civic life.Students can recognize strategies to improve skills necessary for success in school, careers and civic life.
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C. Students demonstrate how transferable skills affect one’s ability to work with others
and evaluate successful strategies to improve
interpersonal skills. (MLR A3)		Students can select the best transferable skills to affect their ability to work with others and choose the best strategies to improve interpersonal skills. Students can draw conclusions about how transferable skills affect one’s ability to work with others and evaluate successful strategies to improve interpersonal skills. Students can describe how transferable skills affect one’s ability to work with others and explain successful strategies to improve interpersonal skills.Students can identify transferable skills.
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Standard 2 (Career and Education Development):
Education, Career and Life Roles
Demonstrate an understanding of the relationship between work in a global economy and educational requirements; how learning new skills and educational achievement can lead to increased career options and lifelong learning. (NCDG ED 1, ED 2 ,CM 3, CM 5)
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A. Students analyze the relationship between application of academic knowledge and skills and lifelong learning to career success in a global economy. (MLR B1) Students can research the relationship between application of academic knowledge and skills and lifelong learning to career success in a global economy. Students can draw inferences between application of academic knowledge and skills and lifelong learning to career success in a global economy. Students can describe the relationship between application of academic knowledge and skills and lifelong learning to career success in a global economy.Students can recognize the relationship between application of academic knowledge and skills and lifelong learning to career success in a global economy.
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B. Students use a variety of informational resources
including self-assessment, academic achievement
and career interests to develop a personalized
plan for education, training, and career choices. (MLR B3)		Students can utilize a variety of informational resources including self-assessment, academic achievement and career interests to develop a comprehensive personalized plan for education, training, and career choices.Students can use a variety of informational resources including self-assessment, academic achievement and career interests to develop a plan for education, training, and career choices. Students can list the steps in the planning process, including self-assessments, academic achievement, and career interests, to describe their plans for future education, training, and career choices. Students can identify informational resources including self-assessment, academic achievement and career interests.
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Standard 3 (Career and Education Development):
Decision-making, Planning, and Contributing
Demonstrate effective decision-making and planning skills in their pursuit of success in personal life, education, work and citizenship roles. (NCDG CM 1, CM 2, CM 3, CM 4)
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A. Students use the planning process to evaluate the effectiveness of secondary and post-secondary goals. (MLR C1, C2)Students can apply the planning process to select the best alternative for their secondary and post-secondary goals. Students can use the planning process to evaluate the effectiveness of secondary and post-secondary goals. Students can describe the steps in the decision making /planning process to chart secondary and post-secondary goals. Students can list the steps in the decision making /planning process.
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B. Students identify and apply multiple resources that influence their personal, career, and education decision-making. (MLR C3)Students can develop a strategy to use multiple resources that influence their personal, career, and education decision-making.Students can identify and apply multiple resources that influence their personal, career, and education decision-making.Students can describe resources that influence their personal, career, and education decision-making. Students can identify resources that influence their personal, career, and education decision-making.
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C. Students analyze and evaluate strategies for addressing diverse and changing societal and global economic needs that influence personal decision-making for workplace success.
(MLR C4)		Students can develop a personal strategy for addressing diverse and changing societal and global economic needs that influence personal decision-making for workplace success. Students can analyze and evaluate strategies for addressing diverse and changing societal and global economic needs that influence personal decision-making for workplace success.Students can explain changing societal and global economic needs that influence personal decision-making for workplace success.

Students can recognize changing societal and global economic needs that influence personal decision-making for workplace success.

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Standard 4 (Career and Education Development):
Personal Finances
Demonstrate the knowledge and skills needed to make financial decisions that will lead to success in personal life, education, work and citizenship roles.
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A. Students will demonstrate money management skills through the use of budgeting to manage personal spending.



Students can adjust their budget and personal spending plan with justifications, given changing economic situations.Students can generate a budget and personal spending plan given income & expensesStudents can describe the need for budget & personal spending plans with income and expenses.Students can list elements of a budget and personal spending plan.
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Follow the link to rubric A
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B. Students will demonstrate how to control personal credit and debt. Students can evaluate scenarios involving personal credit and debt and explain conclusions and potential courses of action.Students can demonstrate how to establish and maintain good credit and manage debt, including analyzing credit scores and the benefits and risks of borrowing.

Students can explain the benefits and risks of borrowing and describe the role of credit scores.Students can define credit and debt.
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Follow this ling to rubric B
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C. Students will demonstrate the ability to boost personal earning capabilities now and in the future. Students can design a plan to reach their career or financial goals.Students can justify career choices that match their personal lifestyle and financial goals. Students can identify and describe their personal lifestyle and financial goals.Students can identify lifestyle and financial goals.
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Follow this link to rubric C
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E. Students will evaluate a variety of financial tools and their impact on life-long financial decisions.Students can compare & contrast the services offered by various financial providers.Students can demonstrate how to correctly use banking tools in a variety of situations.Students can describe how financial tools are used.Students can identify a variety of financial tools.
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Follow this link to rubric E
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F. Students will demonstrate how to protect personal property and  financial resources. Students can design a plan to show how they will obtain insurance coverages and analyze different factors that will affect their decisions.Students can compare and contrast ways to manage risk of financial loss and predict consequesnces of not being suffciently insured Students can describe and summarize different types of insurance coverage that is relevant for teens and young adults.
Students can identify ways people face risks which can lead to costly consequences.
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Follow this link to rubric F
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