Entrance Proficiency Expectations
Career and Technical education courses at Hannaford Career Center are designed to be rigorous so that exiting students can enter the workforce or go on for further training/education. To this end, it is necessary for entering students to already have certain skills and abilities in place. The purpose of the entrance proficiency expectations is to articulate to all parties what base skills and abilities are needed for students to meet with success at the Career Center.
- As we move away from prerequisites in the form of transcripted credits, this is an effort to create a common language and expectations of prospective student ability and interest.
- Additionally, as students and parents “shop” their resources for fulfilling Act 77 Personal Learning Plans, such entrance proficiencies will define skills prospective students will possess in order for them to be successful in HCC programs.
- Resources which were used in creating the center-wide anchor entrance proficiencies include program learning targets, HCC Habits of Work, Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and the Common Career Technical Core (CCTC).
- Developed by instructors and administration at the Hannaford Career Center.
- Revisions made with input from teachers, school counselors, and administration from Middlebury
Union High School, Mount Abraham Union High School, Otter Valley Union High School, and Vergennes
Union High School.
For Students in Grades 11-12 Entering Career Center Upper Level Courses we used CCSS and CCTC Career Ready Practices
Problem Solving: I can make sense of problems and persevere in solving them. I can reason abstractly and quantitatively. I can construct viable arguments and critique the reasoning of others. I can use appropriate tools strategically. I can attend to precision. I can look for and express regularity in repeated reasoning. I can use an informed process (scientific method, design or creative process, etc.) to test new ideas, information and practices. (CCTC)
Reading: I can determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (CCSS.ELA-LITERACY.RST.9-10.2); and I can read and comprehend complex literary and informational texts independently and proficiently. (CCSS.ELA-LITERACY.CCRA.R.10)
Writing: I can translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (CCSS.ELA-LITERACY.RST.9-10.7)
Research: I can cite sources to avoid plagiarism. I can write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (CCSS.ELA-LITERACY.CCRA.W.10)
Technology: I can demonstrate the ability to use technology for research, critical thinking, decision making, communication, collaboration, creativity and innovation. I can demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school and in society.
Citizenship: I can act as a responsible and contributing citizen and employee by being conscientious of the impacts of my decisions on others and the environment around me. I can understand and articulate near-term and long-term consequences of my actions and seek to act in ways that contribute to the betterment of my teams, families, community, and workplace. (CCTC)
Math: I can reason, describe and analyze quantitatively, using units and numbers to solve problems. (Taken from Vermont Math in CTE Standards)
Communication: I can communicate clearly, effectively and with reason. I can use effective tone and presentation skills to articulate ideas. (CCTC)
For Students in Grades 9-12 Entering Career Center Pre-Tech/Foundations Courses we used CCSS and CCTC Career Ready Practices
Problem Solving: I can make sense of problems and persevere in solving them. (CCSS.Math); and I can reason abstractly and quantitatively. (CCSS.Math); and I can use a process to test new ideas, information and practices. (CCTC)
Reading: I can read informational text for understanding. I can read nonfiction texts for understanding, determining the definitions of symbols and key terms.
Writing: I can communicate using clear and coherent written language. I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS.ELA-LITERACY.W.7.2)
Research: I can conduct research using multiple and reliable sources. I can construct viable arguments and critique the reasoning of others. I can evaluate the validity of sources when considering the use and adoption of external information or practices. (CCTC); and I can gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. (CCSS.ELA-LITERACY.CCRA.W.8)
Technology: I can demonstrate appropriate use of and utilize technology (word processing, researching, presenting) to convey my ideas and enhance productivity. (CCTC)
Citizenship: I can appropriately conduct myself in a group setting, contributing to my greater learning community. I can act as a responsible and contributing citizen by being conscientious of the impacts of my decisions on others and the environment around me. I think about the near-term and long-term consequences of my actions. I can demonstrate active listening and I can speak with purpose. (CCTC)
Math: I can understand and apply proportional relationships, operations with rational numbers, and linear equations. I can make sense of problems and persevere in solving them.CCSS.MATH.PRACTICE.MP1
Communication: I can use effective tone and presentation skills to articulate ideas to a variety of audiences.