Florida Department of Education
Adult Employability
Curriculum Framework 

PURPOSE
The Employability Framework describes what students should know and be able to do in order to be ready to enter the workforce and be successful across different career pathways. The employability standards serve several purposes:  

●	Assist programs with curriculum development;
●	Provide guidance for new instructors;
●	Ensure quality instruction through professional development; and
●	Provide employability skills along a continuum to prepare students for job-force training and employment.

The employability standards should be used as a basis for curriculum design and to assist programs and teachers with selecting or designing appropriate instructional materials, instructional techniques, and ongoing assessment strategies. 

ADULT EDUCATION INSTRUCTOR CERTIFICATION REQUIREMENTS
As per s. Florida Statute 1012.39 (1)(b), F.S., each school district shall establish the minimal qualifications for part-time and full-time teachers in adult education programs.

ACCOMMODATIONS 
Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Adult students with disabilities must self-identify and request such services. Students with disabilities may need accommodations in areas such as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology, and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

CAREER AND EDUCATION PLANNING
The following career development standards are designed to be integrated into the Adult Basic Education (ABE) frameworks to assist students with career exploration and planning. Students can access the local agency’s approved career information program for career exploration and development of a career plan.
 
Standards
CP. 01	Develop skills to locate, evaluate, and interpret career information.
CP. 02	Identify interests, skills, and personal preferences that influence career and education choices.
CP. 03	Identify career cluster and related pathways that match career and education goals.
CP. 04	Develop and manage a career and education plan.  

STANDARDS
The Employability Framework is separated into three strands: Applied Knowledge, Effective Relationships, and Workplace Skills. The table below illustrates the numbering used to indicate strands and standards.

Strand	Standard
	
ER	02	
ER.02
Interpersonal: Students respect individual differences, navigate conflicts, and exercise leadership in order to successfully complete tasks in the context of partner or group work.	

It is not intended that students will progress through the performance standards sequentially. The instructor may present topic-centered and/or project-based lessons that integrate employability standards alongside content standards as part of an Integrated Education and Training (IET) model. 

INTEGRATED EDUCATION AND TRAINING (IET)
DCAE promotes the planning, development, and implementation of an integrated education and training (IET) service approach that provides concurrent and contextualized adult education and literacy activities in combination with employability standards and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement. 

The IET service approach provides all levels of adult education students the opportunity to acquire the skills needed to:

●	Transition to and complete postsecondary education and training programs;
●	Obtain and advance in employment leading to economic self-sufficiency; and  
●	Exercise the rights and responsibilities of citizenship. 

All IET programs must include the following three components:
●	Adult education and literacy activities (§463.30);
●	Workforce preparation activities (§463.34); and 
●	Workforce training for a specific occupation or occupation cluster, which can be any one of the training services defined in section 134(c)(3)(D) of WIOA. 

In order to meet the “integrated” requirement of IET, all services must include the following:

●	Adult education and literacy activities run concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement;
●	Activities are of sufficient intensity and quality, and based on the most rigorous research available, particularly with respect to improving reading, writing, mathematics, and English proficiency of eligible individuals; 
●	Occur simultaneously; and 
●	Use occupational relevant instructional materials. 

The integrated education and training program must have a single set of learning objectives that identifies specific adult education content, workforce preparation activities, and workforce training competencies, and the program activities function cooperatively. 

EMPLOYABILITY STANDARDS BACKGROUND
Executive Order 19-31 and Executive Order 19-32 will collectively guide the direction of adult education programs across the state to ensure that Florida’s adult students receive a world-class education and are prepared for jobs of the future. High-quality academic and employability standards are the foundation of a high-quality system to which assessments and instructional materials must be aligned. 
Executive Order 19-31 charts a course for Florida to become number one in the nation in workforce education by 2030 while Order 19-32 establishes a commitment to eliminating Common Core, ensuring high-quality academic standards, and raising the bar for civic literacy. With these new and improved standards, Florida builds on past strengths and learns from past lessons.  
The following Employability Framework derives from the Perkins Employability Skills Framework from the U.S. Department of Education (Office of Career, Technical, and Adult Education, Division of Academic and Technical Education). 
These standards were developed with input from adult education program leaders across Florida and have been thoroughly reviewed by a committee of adult education providers and educators as well as postsecondary educators and administrators in order to determine the highest priority employability skills to support students in developing the knowledge necessary for successful employment.
Each standard is built out to have a clearly defined set of expectations with examples. A continuum has been defined from novice to advanced for each skill in order to show a progression of development and ensure there is an entry point for all learners. Each bulleted expectation in the proficiency column includes one or more corresponding bullets for novice and advanced, as well as illustrative examples. Where helpful, skills descriptions and examples were pulled from other state frameworks in addition to Perkins.

Each standard includes three sample classroom artifacts listed as examples of instructional and/or assessment tasks through which students may develop and demonstrate skills within each standard. These sample artifacts are not an exhaustive or comprehensive list and are not required for any standard.

Each standard also includes three situational examples (real-life applications of each standard) to demonstrate practical applicability and offer examples that draw meaningful connections across students’ lives.

The Employability Framework consists of 3 strands and 8 standards, as shown in the chart below. 

Strand	Standard	Code	
Applied Knowledge (AK)	1.  Critical Thinking: Students use creative, analytical, and strategic thinking to solve problems and explore opportunities.	AK.01	

Effective Relationships (ER)	2.  Interpersonal Skills: Students respect individual differences, navigate conflicts, and exercise leadership in order to successfully complete tasks in the context of partner or group work.	ER.02	
	3.  Personal Qualities: Students demonstrate responsibility, self-discipline, flexibility, integrity, and a willingness to learn in order to deliver high-quality work. 	ER.03	

Workplace Skills (WS)	4.  Resource Management: Students manage time, money, resources, and personnel in group projects to complete tasks in service of minimizing waste and improving organizational efficiency.	WS.04	
	5.  Information Use: Students locate, analyze, and organize information in order to complete high-quality work that draws upon reliable and relevant sources.	WS.05	
	6.  Communication: Students listen, observe, and communicate verbally and in writing in order to both understand and convey information clearly and accurately.	WS.06	
	7.  Systems Thinking: Students understand, monitor, and improve systems to advance the vision, culture, and goals of the organization.	WS.07	
	8.  Technology Use: Students select and apply appropriate technology solutions in order to effectively complete tasks.	WS.08	

IMPORTANT PROVISONS
The Perkins Employability Skills Framework has a category of skills entitled “Applied Academic Skills,” which includes reading, writing, math, and scientific principles. This set of skills has been omitted from the Florida Employability Framework to minimize duplication with the new proposed Adult Basic Education standards in Mathematics and Reasoning through Language Arts (RLA).

The continuum of skills within any given standard (novice to advanced) helps isolate developmental progression but is not a rubric and does not replace the need for aligned materials for curriculum and assessment. Similarly, the examples within each level, the situational examples, and the sample artifacts for the standard provide example activities through which students may develop and demonstrate skills, but these are intended as illustrative examples and do not replace the need for aligned high-quality curriculum.

ILLUSTRATIVE ANNOTATED EXAMPLE

EMPLOYABILITY STANDARDS

Strand: Applied Knowledge	
Standard: AK.01 Critical Thinking: Students use creative, analytical, and strategic thinking to solve problems and explore opportunities.	
Situational Examples
●	Life: Redefine a morning routine to maximize efficiency
●	Academic: Research and present innovative solutions to a local, national, or global issue (e.g., climate change, healthcare)
●	Professional: Create a how-to manual that addresses previous inefficiencies in production	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	identify and describe a problem, opportunity, or need for change
●	examples: ask questions, challenge common assumptions, identify a personal or workplace problem that has been encountered 	A)	use analytical thinking to assess problems and opportunities 
●	examples: articulate the problem or opportunity with specificity, analyze evidence to determine the root cause and foundational need	A)	perform detailed analyses to assess complex and multi-faceted problems and opportunities
●	examples: research and analyze multiple sources of problems or opportunities that impact multiple teams within the organization	
B)	identify one or more strategies for resolving problems 
●	examples: brainstorm a potential solution to an identified problem	B) use strategic thinking to review and
     evaluate multiple strategies for resolving
     problems and meeting opportunities 
●	examples: negotiate pros/cons of potential solutions, debate an issue, analyze options using "if-then" rationale and predict the results of each strategy, make a well-reasoned case drawing upon evidence	B) create innovative and novel ideas/solutions 
     and display divergent thinking to address  
     workplace challenges and cultivate new 
     opportunities
●	examples: research and propose “outside-the-box” solutions with detailed considerations of potential outcomes/consequences	
C)	take actions to address a problem 
●	examples: seek supervisor approval for implementing a solution to an identified problem	C) plan steps, procedures, and/or approaches  
     for addressing problems or taking 
     advantage of new opportunities
●	examples: match approaches, tools, and strategies to workplace problems to optimize productivity	C) propose and enact multi-step,   
    cross-functional plans to address problems  
    and realize new opportunities; evaluate 
    results and adjust course as needed
●	examples: lead enactment of solutions by designing workflows, facilitating meetings, and ensuring follow-through across teams within an organization; modify plans and approaches as needed	
Sample Artifacts
●	Written essay on a local, national, or global problem with proposed solutions
●	Oral presentation on a local, national, or global problem with proposed solutions
●	Whole-class debate on a researched local, national, or global issue 	

Strand: Effective Relationships	
Standard: ER.02 Interpersonal Skills: Students respect individual differences, navigate conflicts, and exercise leadership in order to successfully complete tasks in the context of partner or group work. 	
Situational Examples
●	Life: Collaborate with a family member to plan a party or create a budget for a holiday meal
●	Academic: Work with a partner to complete a research project
●	Professional: Work with people from different departments to create a customer sales presentation	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	describe effective group and partner collaboration
●	examples: identify different roles and responsibilities	A)	effectively participate in cooperative assignments with a group or partner 
●	examples: hold themselves accountable for meeting short-term or long-term deadlines, take responsibility for quality of work, attend meetings, contribute fairly to the task, fulfill assigned roles	A)	influence and motivate group or team members to produce high-quality work
●	examples: hold others accountable for meeting short-term or long-term deadlines, encourage responsibility for quality of work, facilitate meetings
	
B)	draw upon their own strengths and those of their teammates to accomplish work
●	examples: identify their own key strengths that would be helpful to accomplish a task, reflect on a sample project plan, use the strengths of other team members to complete tasks	B) lead team members in group assignments 
●	examples: keep team members on track by holding others accountable for meeting collective goals, organize work to meet project goals, determine team roles, find resources, adjust plans as the project progresses, help fellow team members understand tasks	B) design and lead team to take advantage of
     each member’s skills and strengths
●	examples: create a task list with key activities and delegate those activities to the appropriate member of the team	
C)	develop and contribute to agreed upon team norms and protocols
●	examples: develop awareness of different ideas, opinions, and beliefs by providing a safe environment for expressing differences	C) show respect to others in a range of
     workplace settings
●	examples: acknowledge and validate the ideas of others, incorporate feedback and promote open exchange of ideas, suggest alternatives and discuss options, act with transparency regarding contributions to team commitments	C) engender a culture of respect by
encouraging an inclusive team culture 
●	examples: invite and incorporate feedback on their own adherence to team norms, model inclusive team communication practices	
D)	identify effective means of resolving conflicts
●	examples: given scenarios, name strategies for reaching a resolution; consider case studies that describe different effective conflict de-escalation techniques in the workplace	D) collaborate on solutions to de-escalate
situations and resolve differences
●	examples: listen to and consider all team members’ ideas, share various strategies for managing conflict or disagreement	D) integrate diverse perspectives within conflict
resolution practices
●	examples: demonstrate empathetic listening skills, elicit team feedback, and incorporate cultural differences on approaches to conflict resolution 	
Sample Artifacts
●	Video of students participating in teamwork or partner work 
●	Self-evaluation essay and anonymous peer evaluations following completion of group work
●	Project plan that demonstrates how to organize work to meet goals	

Strand: Effective Relationships	
Standard: ER.03 Personal Qualities: Students demonstrate responsibility, self-discipline, flexibility, integrity, and a willingness to learn in order to deliver high-quality work.  	
Situational Examples
●	Life: Show up on time and fully prepared for a job interview
●	Academic: Proactively seek instructor support with a challenging topic, concept, or exam
●	Professional: Adjust established work protocols based on newly introduced expectations	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	identify expectations for participation in group settings
●	examples: identify group norms	A)	participate and listen actively in group settings 
●	examples: ask questions, seek clarification, volunteer answers, commit to time-on-task, begin work without fanfare	A)	adapt participation to the context 
●	examples: self-reflect on which norms might be most important to attend to depending on group composition/dynamics, assist peers to meet work expectations without prompting	
B)	identify requirements for individual work assignments 
●	examples: restate success criteria in their own words	B) treat work assignments with respect
●	examples: bring personal errors to the attention of the team, complete and submit assignments on time, take responsibility for quality, produce work that is either original or credited correctly	B) deliver exemplary work products
●	examples: submit work products that exceed success criteria by seeking out and submitting extra work and research beyond expectations 	
C)	describe how changes affect motivation and personal work 
●	examples: identify how different settings affect their motivation and work product, use cause-and-effect statements that result in strategies for addressing changes in motivation	C) adapt easily 
●	examples: consistently produce work of similar quality for different types of assignments, stay engaged in different modes of instruction	C) accomplish work goals while navigating    
     ambiguity in expectations 
●	examples: adjust daily or weekly priorities to account for unexpected barriers that could become opportunities with proper planning	
D)	with support, prioritize tasks and responsibilities
●	examples: create a task list that communicates daily or weekly priorities
	D) manage behavior, participation, and work
product
●	examples: combine tasks to increase productivity, produce work with a balance of speed and accuracy, organize tasks and projects to completion within prescribed time frame	D) demonstrate exemplary behavior, participation,
and work product, persevering through a range
of workplace challenges 
●	examples: consistently manage behavior, participation, and work product while adjusting priorities to meet challenges (e.g., interpersonal, resource)	
E)	identify difference between ethical and unethical behaviors
●	examples: identify office expectations with regard to supplies, logging time, and use of technology	E) apply ethical decision-making skills
●	examples: navigate ethically ambiguous situations and take action in accordance with workplace policies	E) take action to address unethical behaviors in
workplace
●	examples: address observed unethical behavior in the workplace directly or by bringing to the attention of a supervisor	
F)	identify personal strengths and weaknesses
●	examples: name 2-3 key workplace strengths and weaknesses, self-reflect on how strengths and weakness may impact work product and performance across various scenarios	F) identify areas for growth, accepting
constructive criticism from others to
improve results
●	examples: know how to engage in a feedback conversation with a supervisor appropriately, identify when/how to apply feedback across workplace activities	F) proactively seek input and feedback on
participation and work product 
●	examples: invite feedback on strengths and weaknesses of a product during a group conversation, write an email requesting feedback, use 360 degree group feedback in order to complete a self-reflection	
Sample Artifacts
●	Completed self-evaluation rubric
●	Portfolio of assignments completed within a given module
●	Video of class discussion showing individuals’ participation	

Strand: Workplace Skills 	
Standard: WS.04 Resource Management: Students manage time, money, resources, and personnel in group projects to complete tasks in service of minimizing waste and improving organizational efficiency.	
Situational Examples
●	Life: Create a personal household budget
●	Academic: Develop a process for completing all assignments on time
●	Professional: Plan a scope of work, including budget, resources, and timeline	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	recognize productive use of time
●	examples: identify different ways to track hours and plan schedules	A)	use time productively
●	examples: complete a task in the allotted time, track hours spent on a project and reflect on opportunities to increase efficiency, use a planner for effective scheduling 	A)	create and implement a work plan that maintains quality while improving efficiency and profitability
●	examples: design an efficient work plan, recommend ways to adjust a work plan to improve efficiency or decrease use of resources	
B)	identify types of resources in the workplace
●	examples: describe key resources associated with a work product or project	B) manage time, money, and resources in
group projects to complete tasks within
the allotted time frame and minimize
waste 
●	examples: organize, prioritize, and plan project activities; manage limited resources	B) maximize configuration of staff across teams   
     and projects; delegate responsibilities based
     on individual strengths
●	examples: engage a team in creating a work plan that allows individual team members to apply their strengths in a project, provide feedback to team members on task completion
	
C)	identify organizational expectations for use of resources
●	examples: review company handbook in order to identify expectations for submitting expense reports or time sheets	C) calculate and describe the cost of
workplace resources
●	examples: describe the profit margin for various products, explain how the profit margin changes depending on resources used 	C) manage personnel within a project 
●	examples: create and implement a work plan that identifies roles, tasks, and timeline; collaborate to complete tasks and deliverables within designated timeline	
Sample Artifacts
●	Project plan for individual or group work (including contingency plans)
●	Sample business or product development plan (with budget)
●	Completed self-evaluation rubric	

Strand: Workplace Skills	
Standard: WS.05 Information Use:  Students locate, analyze, and organize information in order to complete high-quality work that draws upon reliable and relevant sources.	
Situational Examples
●	Life: Research, compare, and enroll in health insurance coverage
●	Academic: Write a research paper using multiple valid, reliable sources
●	Professional: Complete an industry analysis to better understand a product or service market	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	identify types of media for locating information
●	examples: identify the variety of sources available (e.g., print, digital, audiovisual) and how to access them	A)	determine the best medium for locating necessary information and determine if information from digital sources is credible
●	examples: understand that digital resources can be created and published by all; understand who owns content (i.e., copyright) and how to appropriately cite sources	A)	locate sources of credible information quickly and efficiently
●	examples: explain how to distinguish between credible and less credible sources of information 	
B)	determine if information is reliable
●	examples: use a set of criteria to explain whether information from a source is reliable, consider multiple sources before determining if information is reliable, understand fact versus opinion	B) retrieve reliable and accurate information
from assorted media as a means of solving 
a problem 
●	examples: navigate print, television, internet, or in-person outlets; use search engines, domain names, and relevant web search terms	B) acquire reliable and accurate information
from multiple media sources 
●	examples: draw on multiple sources simultaneously, including print, television, internet, and in-person outlets; maximize the use of search tools	
C)	search for information related to completion of a task
●	examples: use a library catalog to locate informational text related to a topic, use an internet search engine to identify potential sources of information to complete a task
	C) evaluate and contextualize information to
determine if it is necessary and relevant to
complete a task 
●	examples: identify bias, stance, and purpose of content creators; use information judiciously, considering sensitivity and purpose
	C) analyze sources of information for bias; 
ensure that information collected
represents a variety of viewpoints
●	examples: locate resources from varying points of view on the same topic; recognize bias when present in a source; explain how to identify bias, including editorialism in sources	
D)	determine possible uses of information
●	examples: identify concepts and evidence that may be useful for a specific task	D) classify and sort information using graphic organizers 
●	examples: use outlines, concept maps, charts, and tables	D) select and utilize graphic organizers that clearly and effectively represent relationships between ideas 
●	examples: visually represent a concept using an appropriate graphic organizer, describe which graphic organizer is best suited to represent a particular idea/concept	
Sample Artifacts
●	Annotated bibliography for a research paper or presentation on a given topic
●	Completed graphic organizer that shows classifications of resources 
●	Presentation with facilitator notes that indicate key points uncovered in research	

Strand: Workplace Skills	
Standard: WS.06 Communication: Students listen, observe, and communicate verbally and in writing in order to both understand and convey information clearly and accurately.	
Situational Examples
●	Life: Complete a job interview
●	Academic: Write an analytical response to a televised speech, political debate, or news broadcast
●	Professional: Produce technical writing that uses occupational language	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	respond to oral and written prompts accurately and using correct forms of address (e.g., supervisor, customers)
●	examples: respond accurately to customer requests for information, send emails that appropriately address individuals within and outside the organization	A)	provide oral and written responses appropriate to the task 
●	examples: communication reflects organizational goals, describes technical content with precision, maintains a style appropriate to the situation, and is accurate in content and format; deliver an argumentative speech or participate in a topical debate	A)	create oral and written responses that strategically utilize a communication medium and style appropriate to the audience and situation 
●	examples: adapt technical documents for various internal and external stakeholders, employ innovative methods for sharing information, integrate multiple viewpoints and styles 	
B)	recognize impact of volume, clarity, and pace of speech; identify nonverbal cues; identify active listening behaviors
●	examples: monitor quantity/quality of individual contributions in meetings, identify a variety of communication methods utilized by individuals on a team	B) actively listen and interpret verbal and
     nonverbal communication efforts of others 
●	examples: demonstrate understanding of the speaker’s intent, interpret instructions correctly	B) listen for understanding; demonstrate
     culturally responsive practices
●	examples: incorporate a variety of perspectives in communications, acknowledge and elevate diverse viewpoints	
Sample Artifacts
●	Oral presentation on a technical or industry-specific topic
●	Written response to a televised speech, political debate, or news broadcast
●	Self- and/or peer-to-peer evaluations of participation in a whole-class discussion on a shared text	

Strand: Workplace Skills	
Standard: WS.07 Systems Thinking: Students understand, monitor, and improve systems to advance the vision, culture, and goals of the organization.	
Situational Examples
●	Life: Create a family task/responsibilities chart
●	Academic: Register for appropriate courses based on graduation requirements and course availability
●	Professional: Write an improvement plan to increase the effectiveness of a specific workflow, process, or system-wide approach	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	locate and interpret organizational chart
●	examples: identify individual role within the larger organization, identify organizational leadership
	A)	understand the organizational structure and roles within an organization
●	examples: demonstrate knowledge of organizational hierarchy, follow chain of command, comply with new policies
	A)	influence others to function effectively within organizational structure
●	examples: support new team members in understanding their role or implementing new procedures, provide constructive peer-to-peer feedback
	
B)	identify key tasks within one’s role (i.e., job description)
●	examples: delineate how one’s role differs from others at the same level or on the same team	B) execute key responsibilities in the context
of organizational and team structure 
●	examples: recognize extent of decision-making authority, report as required, align work activities with organizational growth targets and success factors	B) implement work activities that advance
     organizational growth and success
●	examples: define new work priorities that drive toward measures of organizational success	
C)	use data to measure progress
●	examples: document deliverables, products, or services completed within a given time period
	C) apply methods to assess progress within
the organization
●	examples: identify success criteria, utilize objective evaluation tools	C) devise methods to assess progress within
the system
●	examples: design rubrics to measure the impact of specific processes within the organization	
D)	examine rationale for methods and devices used in the workplace
●	examples: ask for clarification about tools or processes within existing workflows

	D) negotiate mid-course corrections and
recommend improvements to the
organization
●	examples: align personal behavior and job responsibilities to changed conditions; recommend more effective ways to complete a process that are timesaving, cost-effective, and less labor intensive	D) design processes for continuous
     improvement
●	examples: create new workflows, tools, or processes to account for system inefficiencies; recommend and establish cycles for feedback, reflection, and improvement within a given process or team	
Sample Artifacts
●	Self- and/or peer-to-peer evaluations after completion of a small group project
●	Feedback survey after completion of a small group project
●	An organizational chart for a simulated small business (including roles and responsibilities)	

Strand: Workplace Skills	
Standard: WS.08 Technology Use: Students select and apply appropriate technology solutions in order to effectively complete tasks.	
Situational Examples
●	Life: Create a professional LinkedIn profile 
●	Academic: Write a paper or prepare for an oral presentation on a specific topic using word processing or presentation software
●	Professional: Create charts or graphs to represent data as part of a report or presentation	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	identify technology tools (including smartphone, laptop, or desktop) appropriate for use in various tasks 
●	examples: create an appropriately titled email address for school and work	A)	select and use technology tools appropriate to the task
●	examples: utilize spreadsheets for data management, create presentations using audiovisual software, contact customers via social media, obtain feedback through survey software, use calculator and lab equipment; decide on a conference call vs. video conferencing; publish written works on a blog	A)	adapt technology tools to accomplish tasks in new and innovative ways
●	example: create custom formulas in spreadsheets, utilize multimedia from a variety of outlets in presentations	
B)	identify ways to gain access to technology
●	examples: locate a local library with access to computers and wifi, identify technology resources (e.g., laptops, wifi) available to borrow or acquire through academic or workplace offices 	B) integrate technology toward the
organization of resources
●	examples: create and utilize simple task lists and assignment calendars, use file sharing and knowledge management systems to share information with internal and external collaborators	B) optimize technology in solving problems,
communicating information, collaborating
with teammates, navigating systems, and
managing resources 
●	examples: propose new software for maximizing efficiency	
C)	use basic technology and computer skills
●	examples: use a mouse, type on a keyboard, log in to various user platforms, use a search engine
	C) use technology safely
●	examples: understand risks of providing personal information, passwords, etc; recognize scams and phishing
	C) practice safe, legal, and responsible
sharing of information, data, and opinions
online
●	examples: attend to regular updates regarding technology policies, respond to a data breach	
Sample Artifacts
●	Spreadsheet that shows use of technology to perform calculations, analyze data, and represent data appropriately
●	Report or presentation that shows how to effectively package/present findings visually and in writing
●	Scenario-based written reflection that requires the selection of appropriate technologies to solve problems or meet identified needs	

REFERENCES

Perkins Collaborative Resource Network. Employability Skills. http://cte.ed.gov/employabilityskills

Arizona Department of Education. Arizona CTE Professional Skills. https://www.azed.gov/cte/profskills

Maryland Department of Labor. Digital Literacy Framework for Adult Learners. https://www.dllr.state.md.us/gedmd/standards.shtml