Download or read book 2005 Mississippi Curriculum Framework written by Karen Kirk and published by . This book was released on 2005 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). General Drafting is an instructional program designed to teach students to produce workable drawings on the drawing board and with the computer. Upon successful completion of the program, the student will be qualified for an entry level drafting or related position or may pursue postsecondary education. General Drafting I is the entry level course of the secondary General Drafting program. Students will gain foundation competencies related to orientation, safety, leadership and personal development, and drafting and CAD skills. Students receive 2-2.5 Carnegie units, depending upon time spent in the course. General Drafting II is the exit level course of the secondary General Drafting program. Students will gain foundation competencies related to orientation, safety, advanced leadership and personal development, architectural drafting, and CAD skills. The architectural drafting section includes floor plans, elevations, foundations, and sections. Students receive 2-2.5 Carnegie units, depending upon time spent in the course. The content of this curriculum framework is based on national standards as developed by the American Design Drafting Association. Appended are: (1) American Design Drafting Association Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Kathy Walker and published by . This book was released on 2005 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Aging Services is an instructional program that prepares individuals to perform tasks involved in providing personal care to elderly clients under the supervision of qualified staff members. This personal care includes management of their health, home, retirement, recreational needs, dietary needs, and safety needs. A student completing this program could be employed in nursing homes, home health agencies, homemaker agencies, assisted living facilities, or adult day care centers, or as an in-home sitter. Students who complete this program are eligible to take the Homemaker examination administered through the Mississippi Department of Education, Office of Vocational and Technical Education. The curriculum references the National Health Care Skill Standards. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Jarvis Jernigan and published by . This book was released on 2005 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Building Trades is an instructional program that prepares an individual for employment or continued education in the occupations of Carpentry, Electrical Wiring, Masonry, or Plumbing. Building Trades I is a basic course teaching fundamentals of safety, tools, math, and basic carpentry, electrical, masonry, and plumbing skills. Building Trades II is a continuation of Building Trades I and provides advanced instruction and practical applications in each area. Certification by the National Center for Construction Education and Research (NCCER): This curriculum has been aligned to modules in the Contren Learning Series as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Contren Learning Series materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Nathan Gorman and published by . This book was released on 2005 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Machine Tool Operation prepares a student for entry-level employment in machining careers and/or for further study at the postsecondary level. Emphasis is on safety, math, measuring tools and instruments, hand and bench tools, blueprint reading, lathe operations, milling operations, lay out, grinding machine operations, and computerized numerical control (CNC). The content of the Machine Tool Operation curriculum framework follows the recommended national standards as formulated by the National Institute for Metalworking Skills (NIMS), www.nims.org. Students that complete the Machine Tool Operation curriculum will be eligible for NIMS Level I certification. The NIMS Website, has materials (blueprints; Level I, II, and III Skills) that can be printed and used in class. Appended are: (1) National Institute for Metalworking Skills Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Scott Brackeen and published by . This book was released on 2005 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The secondary program in Custodian/Caretaker Services prepares individuals enrolled at the Mississippi School for the Deaf for entry-level employment or continuing education in a variety of fields in the horticulture and business maintenance industry. Students enrolled in the program participate in a variety of instructional activities including lectures, discussions, laboratory experiences at the school, and work-based learning activities in the field such as field trips and shadowing experiences according to his/her Individualized Education Program (IEP). Students also receive supplementary instruction and reinforcement of learning through activities in the Junior National Association of the Deaf (Jr. NAD). Content areas covered in the two-year program may require three years due to the nature of the IEP. Custodian/Caretaker Services I (Horticulture) topics include: plant structure and growth, plant propagation, pest management, residential/commercial care, floristry, greenhouse crops and management, vegetable production, and plantscaping. Custodian/Caretaker Services II (Landscape and Building Maintenance) topics include: nursery/landscape plants, landscape maintenance, plant identification, turfgrass installation and maintenance, building maintenance safety, floor and upholstery care, and bathroom care. Appended are: (1) 2004 ASE/NATEF Medium/Truck Technician Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by David Ladner and published by . This book was released on 2005 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Residential Carpentry is an instructional program that prepares individuals to safely layout, fabricate, erect, install, and repair structures and fixtures, using hand and power tools. It includes instruction in common systems of framing, construction materials, estimating, and blueprint reading. This curriculum has been aligned to modules in the Contren Learning Series as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Contren Learning Series materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Janet Gullett and published by . This book was released on 2005 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Banking and Finance Technology program is a two-year course of study designed to help present and prospective banking and finance students and employees prepare for and take advantage of the varied career opportunities available to them in the progressive field of financial services. The program is designed to provide an introduction and an overview of the financial services industry and the opportunities for the student or employee to develop basic financial knowledge and abilities, along with the required competencies and social skills necessary for employment and advancement in the field of finance. The financial services industry includes banks, savings and loan associations, finance companies, credit unions, and the financial aspects of businesses. The Standards for Banking and Finance were developed by the curriculum revision team, with input from the Banking and Finance Technology Advisory Teams at East Mississippi Community College and Pearl River Community College. Appended are: (1) Standards And Guidelines For Gerontology Programs; (2) Related Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 3 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework Secondary Hotel Restaurant and Tourism Management Program CIP 52 0901 written by Lady Anne Bruce and published by . This book was released on 2005 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, sec. 14; Laws, 1991, ch. 423, sec. 1; Laws, 1992, ch. 519, sec. 4 eff. from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001).Hotel, Restaurant, and Tourism Management includes an overview of the travel/tourism, lodging, and food service industries. The program focuses on marketing, supervisory skills, front office, reservations, bell service, housekeeping, safety, customer service, communications, food service, banquet, catering, and employability skills. Program completers are prepared to assume entry level positions in the hospitality industry or to enter advanced studies at the postsecondary level. Completers with 90 days of specialized industry work experience are eligible to obtain certification from American Hotel & Lodging Association's Educational Institute in the following Line Level areas: Bell Attendant, Concierge, Front Desk, Room Attendant, Reservationist, Banquet Server, Banquet Set-Up, Busperson, Kitchen Steward, Restaurant Server, and Room Service. Appended are: (1) American Hotel & Lodging Association's Educational Institute's Line Level Hospitality Skills Certification; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Jacob Green and published by . This book was released on 2005 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Heating and Air Conditioning is an instructional program designed to teach students to install, operate, test, repair, and maintain residential heating and air conditioning systems. Upon successful completion of the program, the student should be prepared for an entry level heating and air conditioning technician or related position and may pursue postsecondary education. This curriculum has been aligned to modules in the Contren Learning Series as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Contren Learning Series materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Gary Brown and published by . This book was released on 2005 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Metal Trades program is designed as a cluster program for preparation to enter the metal working trades. Metal Trades I includes an introduction to the basic metal working processes. Metal Trades II requires that students choose one of two options (Advanced Welding Option or Advanced Machine Shop Option). The purpose of the course is to prepare students to continue study in a postsecondary metal trades program (Welding, Machine Tool Operation, or Sheet Metal) or to begin work at the entry level in a metal trades occupation. This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Metal Trades curriculum framework is aligned to the NCCER Core and Millwright Level I. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Mary Boulton and published by . This book was released on 2005 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Gerontology Technology curriculum is a two-year Associate of Applied Science degree program of study designed to provide the community with well-trained individuals who have an in-depth understanding of the aging process and its physical, mental, and psychosocial implications as well as the skills to apply this knowledge to a diverse elderly population through the process of referral, advocacy, and problem solving. This program is designed to meet the standards and requirements for careers in gerontology. The curriculum references the Standards and Guidelines for Gerontology Programs. Students completing this program should be able to find employment in jobs such as an aging specialist in a variety of aging settings. Appended are: (1) Standards and Guidelines for Gerontology Programs; (2) Related Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 3 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Rouser Buchanon and published by . This book was released on 2005 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Cosmetology is a secondary instructional program designed to teach students how to provide basic services in sanitation and sterilization, shampooing, hair styling, manicuring, permanent waving, chemical waving, hair coloring, wigs, and salon management. Upon successful completion of the 1500 hour program, the student will be qualified for the certification examination as administered by the Mississippi State Board of Cosmetology. The curriculum is designed to comply with the standards of the Mississippi State Board of Cosmetology and the requirement of 1500 contact hours for students. Students are required to receive 230 hours of theory (a minimum of 6 hours per week throughout the entire period of instruction, conducted in a separate classroom by a licensed instructor), 1200 hours of supervised skill preparation and clinic work, and 70 hours assigned at the instructor's discretion as needs of individual students dictate. Appended are: (1) National Skills Standards for Cosmetology and Standards for Licensing of Instructors; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 8 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Milton Davis and published by . This book was released on 2005 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Masonry is an instructional program which prepares students to enter the field of masonry. Study in the course allows an individual to prepare for employment and/or continued education in the masonry field. Included in Masonry I are units of study in student orientation, leadership and employability skills, safety, basic tools and equipment, basic math, masonry units, mortar, concrete, and rigging. Included in Masonry II are units of study in orientation, advanced leadership and employability skills, safety, power tools and equipment, wall layout, drawings/specifications and estimating, bricks, concrete masonry, and stonemasonry and recast panels. This curriculum has been aligned to modules in the Contemn Learning Series as endorsed by the National Center for Construction Education and Research (NCC ER). Students who study this curriculum using the Contemn Learning Series materials under the supervision of an instructor who has been certified by the NCC ER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCC ER by the instructor and will receive documentation from NCC ER. Appended are: (1) Contemn Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Addie Sims and published by . This book was released on 2005 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Health Care Assistant Program prepares the individual to assist in providing health care as a member of the health care team under the direction of a health care professional. This curriculum references standards based on the State of Mississippi Nurse Aide Candidate Handbook Exam Content Outline. Graduates of the one semester program will be awarded the Certificate of Health Care Assistant. Students who complete the program may qualify for employment as Homemakers, Nurse Assistants, Long-Term Care Aides, or Home Health Aides in the Mississippi health care industry. The program has been designed in modular format to allow sequential scheduling over a semester or it may be blocked into a short course format. Exit points are provided to allow employment as a Long-Term Care Aide after completion of the Nurse Assistant Core; and Homemaker/Home Health Aide after completion of the Nurse Assistant Core and Homemaker/Home Health Aide course of study. Appended are: (1) Standards Based on the State of Mississippi Nurse Aide Candidate Handbook Exam Content Outline; (2) Related Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 3 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Harry Cochran and published by . This book was released on 2005 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and instructors are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Welding Theory and Applications curriculum is designed to prepare the students for entry level employment in the field of welding and fabrication. Students in Welding I complete study in occupational orientation and safety, basic math, introduction to blueprints (welding symbols), hand and power tools, Oxy/Fuel operations, and shielded metal arc welding (SMAW). Students in Welding II complete study in occupational orientation and safety, advanced shielded metal arc welding (SMAW), semi-automatic arc welding [gas metal arc welding and flux-cored arc welding (GMAW/FCAW), gas tungsten arc welding (GTAW), carbon arc cutting principles and practices (CAC-A), plasma arc cutting (PAC), and employability skills. The welding competencies required in this curriculum were developed to coincide with Contren Core/Welding I and II. The contributions of this resource are hereby acknowledged. Certification by the National Center for Construction Education and Research (NCCER): This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.).

Download or read book 2005 Mississippi Curriculum Framework written by Mississippi. Department of Education. Office of Vocational and Technical Education and published by . This book was released on 2005 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The secondary program in Horticulture prepares individuals for entry level employment or continuing education in a wide variety of fields in the horticulture industry. Students enrolled in the program participate in a variety of instructional activities including lectures, discussions, laboratory experiences at the school, and work-based learning activities in the field such as field trips and shadowing experiences. Students also receive supplementary instruction and reinforcement of learning through activities in youth organizations. Topics covered in the two-year program include plant structure and growth; plant propagation; pest management; floristry; greenhouse crops and management; olericulture; plantscaping; landscape design, installation, and management; and turfgrass management. Student competencies and suggested objectives in the curriculum framework have been correlated to the knowledge and skill statements listed in "Career Cluster Resources for Agriculture, Food, and Natural Resources," as published by the National Association of State Directors of Career and Technical Education. Appended are: (1) Proposed Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.).

Download or read book Mississippi Curriculum Structure written by Ann Adams and published by . This book was released on 1995 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: