Trenton Public Schools · Web viewTRENTON PUBLIC SCHOOLS. ADMINISTRATIVE ASSISTANT: Computer Applications. Curriculum Framework. ADMINISTRATIVE OFFICES – CENTRAL REGISTRATION BUILDING

TRENTON PUBLIC SCHOOLS

ADMINISTRATIVE ASSISTANT:Computer Applications

Curriculum FrameworkADMINISTRATIVE OFFICES – CENTRAL REGISTRATION BUILDING

108 N. Clinton Avenue2nd Floor ~ Room 216

Raymond Broach, Interim Superintendent of Schools

Revised May 2012

Administrative Assistant. Trenton Public Schools. Copyright 2012

PREFACE

The Administrative Assistant – Computer Applications curriculum builds on skills attained in the PC Skills/Technology I program, and specifically teaches advanced techniques and capabilities of the Microsoft Office™ software applications suite. Emphasis is on solving business problems by integrating data from all of the software applications that facilitate the production of useful information. This course introduces the concepts and applications for desktop publishing, which emphasizes page layout and design with techniques for incorporating text graphics and final production of printed documents. Printed documents, spreadsheets, reports, slides, and forms are produced to communicate information. The Administrative Assistant – Computer Applications program provides the learner the opportunity to demonstrate and perfect the computer skills, organizational skills, and communication skills required to secure employment and/or advancement in the workplace.

The primary aspects of this course and its related units of study are as follows:

1. A structured assembly of theory and practical tasks are presented in order to provide the instruction and training required for: a) advancement in, or continued education at post-secondary institutions; and b) entry level opportunities for occupational careers in fields that require computer applications, specifically Administrative Assistant. The performance tasks identified for this course have been determined upon a careful review of the entry-level occupations relevant to the industry.

2. The required NOCTI-specific task performances were appropriately organized around 14 distinct Units of Study, and divided into the following areas in order to successfully complete the program objectives:

(a) Related Information: The class/shop technical and theoretical content associated with the specific trade performance.

(b) NOCTI and NJ Standards: The concepts, principles and problems directly related to the specific trade performance.

(c) Desired Performance Outcomes: The terminal behavior that the learner should be able to demonstrate upon completion of the specific task performance.

Upon completion of these NOCTI-specific tasks, the student will be able to demonstrate his or her proficiency within the specified entry-level career areas.


TABLE OF CONTENTS

Preface …………………………………………………………………………………………………..………………….. i

Introduction…………………………………………………………………………………………………..…………….. 1-2

Philosophy and Goals ………………………………………………………………………………………..…………….. 3-4

General Goals and Objectives ………………………………………………………………………………..…………….. 5-6

Units of Study (Including Objectives and Related Performance Standards) ……………………………………………… 7-52

Unit 1: School and Program Orientation 7-11

Unit 2: Safety and Class Policies/Procedures 12-14

Unit 3: Computer and Internet 15-17

Unit 4: Document Processing Software 18-20

Unit 5: Spreadsheet Software 21-24

Unit 6: Databases 25-27

Unit 7: Presentations 28-30

Unit 8: Desktop Publishing 31-33

Unit 9: Communications Software 34-36

Unit 10: Office Skills 37-40

Unit 11: Accounting 41-43

Unit 12: Business Law and Ethics 44-46Administrative Assistant. Trenton Public Schools. Copyright 2012

Unit 13: Office Procedures and Customer Service Communications 47-49

Unit 14: Employability and Professional Skills 50-52

Glossary of Standards ……………………………………………………………………………………….…………….. 53-69

NOCTI Standard/Task Mapping 53-55

NJCCCS/Common Core 56-69

References.…………………………………………………………………………………………………..…………….. 70


INTRODUCTION

CIP 52.0401 Program Definition: Administrative Assistant and Secretarial Science. A program that generally prepares individuals to perform the duties of administrative assistants and/or secretaries and stenographers. Includes instruction in business communications, principles of business law, word processing and data entry, office machines operation and maintenance, office procedures, public relations, secretarial accounting, filing systems and records management, and report preparation.

Secretaries and Administrative Assistants - Employment Outlook

According to the US Department of Labor’s Bureau of Labor Statistics (2010), the overall employment outlook for secretaries and administrative assistants is good. The overall employment of secretaries and administrative assistants is expected to grow approximately 12 percent during the period 2010-2020, about as fast as the average for all occupations. Overall employment of secretaries and administrative assistants is expected to grow 12 percent from 2010 to 2020, about as fast as the average for all occupations. Employment growth, however, will differ by occupational specialty (retrieved from http://www.bls.gov/oco/cg/cgs003.htm ).

Secretaries and administrative assistants assume responsibilities that are necessary to run an organization efficiently. They utilize computer software to: 1) produce presentations, reports, and documents; 2) create spreadsheets; 3) compose messages; and 4) manage databases. In addition, they often negotiate with vendors, buy supplies, manage stockrooms or corporate libraries, and get data from various sources. The specific job duties of an administrative assistant vary by experience, job title, and specialty. These tasks typically include, but are not limited to the following:

Use computers for spreadsheet, word processing, database management, and other applications Maintain paper and electronic filing systems for records and messages Complete forms in accordance with company procedures Correct spelling and grammar to ensure accuracy Operate fax machines, videoconferencing and phone systems, and other office equipment Route and distribute incoming mail and email Answer routine letters and email Reply and attach files to incoming messages

Secretarial and Administrative Assistant – Career Options

This career field offers individuals a rewarding lifetime profession. Individuals are offered a variety of career ladder opportunities. The following are representative of the career options within the field of the secretarial trades (retrieved from http://www.bls.gov/ooh/Office-and-Administrative-Support/Secretaries-and-administrative-assistants.htm#tab-2):

Administrative Assistant: Computer Applications. Trenton Public Schools. Copyright 2012Page 1

http://www.bls.gov/ooh/Office-and-Administrative-Support/Secretaries-and-administrative-assistants.htm#tab-2

http://www.bls.gov/ooh/Office-and-Administrative-Support/Secretaries-and-administrative-assistants.htm#tab-2

http://www.bls.gov/oco/cg/cgs003.htm

1. Executive secretaries and executive administrative assistants provide high-level administrative support for an office and for top executives of an organization. They often handle more complex responsibilities, such as reviewing incoming documents, conducting research, preparing reports, and arranging meetings. They may supervise clerical staff.

2. Legal secretaries do specialized work requiring knowledge of legal terminology and procedures. Legal secretaries prepare messages and legal papers, such as summonses, complaints, motions, responses, and subpoenas under the supervision of an attorney or a paralegal. They also may review legal journals and help with legal research—for example, by verifying quotes and citations in legal briefs.

3. Medical secretaries transcribe dictation, prepare messages, and help physicians or medical scientists with reports, speeches, articles, and conference proceedings. They also take simple medical histories, arrange for patients to be hospitalized, and order supplies. Medical secretaries need to be familiar with medical terminology, insurance rules, billing practices, medical records, and hospital or laboratory procedures.

4. Secretaries and administrative assistants, except legal, medical, and executive is the largest subcategory of secretaries and administrative assistants. They handle an office’s administrative activities in almost every sector of the economy, including schools, government agencies, and private corporations. Secretaries in schools are often responsible for handling most of the communications among parents, the community, teachers, and school administrators. They schedule appointments, keep track of students' records, and handle matters that do not require the principal's attention.

5. Virtual assistants work from a home office. They use the Internet, email, and fax machines to communicate with clients. Although their assignments often vary from short term to long term, their typical duties are similar to those of other secretaries and administrative assistants. Working from a remote location allows virtual assistants to support multiple clients in different industries at the same time.

Structured Learning Experience (SLE) Option

The SLE option is specifically intended to provide an authentic bridge between school and career - one that will best enable students to further their industry-specific knowledge, skills and dispositions. After the student has achieved the necessary entry level skills for employment, they will be placed on Cooperative Industrial Education (CIE). SLE options include, but are not limited to approved college coursework, apprenticeships, work study and related capstone projects. Students typically enter the CIE program by the middle of their senior year. When a student is placed on a job site as an approved SLE option, a contract will be signed between the employer, student and school. While the student is on CIE, the job site will be regularly monitored and evaluated by the CIE Coordinator, and a grade will be determined.


TRENTON PUBLIC SCHOOLS CAREER AND TECHNICAL EDUCATION (CTE)

MISSION

Consistent with the New Jersey Department of Education and the National Association of State Directors of Career Technical Education Consortium (NASDCTE), the Trenton Public School District is determined to provide all of its students educational opportunities that will enable them to gain the essential life and career skills to function optimally as positively engaged citizens in a dynamic global society, and productive members of a 21st

century global workforce – one that specifically rewards innovation, creativity, and the ability to comfortably adapt to change.

GUIDING PRINCIPLES

In order to achieve its mission, the Trenton Public Schools CTE Programs are built upon the following guiding principles:

All students will be made aware of the type of CTE programs offered, as well as the 21st century workforce and respective career-ladder opportunities.

A comprehensive assessment program will be implemented in order to identify individual students who possess a need and desire for a particular vocational education.

All CTE students shall be formatively assessed to determine individual career interest and abilities. Furthermore, individual participants of CTE programs will be provided the necessary career guidance and counseling services so as to ensure that career opportunities and job placements are specifically aligned to the student’s career goals.

The Trenton Public Schools will establish and maintain an effective career placement program in collaboration with local public and private employment and training agencies to support the seamless transition from a career and technical education program to employment and/or advanced education.

All CTE students will be provided the opportunity to gain employability and professional skills, and dispositions appropriate to their career goals.

All CTE programs will provide authentic learning opportunities and related training experiences.

All CTE programs will recognize the unique and diverse needs of each student and, in turn, provide the most personalized and differentiated instructional program.


All CTE professional staff - including teachers, counselors, and administrators - shall be highly qualified, thus having attained the professional standards established at the state and local levels.

All CTE programs will be continuously assessed, evaluated and renewed, so as to ensure each remains current, of high quality and reflective

of societal, economic and/or occupational changes.


ADMINISTRATIVE ASSISTANTGENERAL GOALS AND DESIRED OUTCOMES

1. To identify the knowledge, skills and attitudes required of individuals entering the secretarial/administrative assistant trades.

2. To demonstrate skills needed to effectively access and use technology based materials through keyboarding, troubleshooting, retrieving, and managing information.

3. To access technology based communication and information systems.

4. To use technology, and other tools, including word processing, spreadsheet, presentation programs, and print and graphic utilities, to produce products.

5. To use technology to present designs and results of investigations.

6. To organize, synthesize, and evaluate information for appropriateness and completeness.

7. To apply problem solving skills to original and creative/design projects.

8. To demonstrate effective interpersonal skills necessary to assume responsibilities, such as planning meetings, working with clients, and instructing office staff.

9. To work cooperatively with others to accomplish a task.

10. To set short and long term goals.

11. To use time efficiently and effectively.

12. To develop an awareness of the career opportunities available in the computer applications industries, and to assist students in reaching their highest potential in the world of work.


ADMINISTRATIVE ASSISTANT

EMPLOYMENT ORIENTATION GOALS

1. To provide occupational learning experience designed to help youngsters to develop capabilities for vocational and social independence in the competitive environment.

2. To offer a core curriculum of occupational related academic and social experiences structured on a highly individualized basic and flexible enough to meet the varied needs of the students.

3. To provide a coordinated program of personal, social and occupational development by articulation with the sending school personnel, special services support staff and parents.

4. To provide learning activities designed to evaluate the students' aptitude, interest and develop self-appraisal in each of the occupational clusters, including regular mainstream program areas.

5. To provide learning experiences enabling the student to explore each of the occupational clusters offered.

6. To provide learning activities designed to help the student develop academic and social skills in those areas of work that are common to all occupational clusters.

7. To provide instructional activities to develop vocational maturity in an area of interest and with their capabilities of entry level employment.

8. To provide a program which will develop work habits of attendance, punctuality, dependability, speed, accuracy, endurance and safety.

9. To provide the student with the opportunity to participate in clinical experience and on-the-job training.

10. To provide learning experiences designed to help students develop job seeking skills.

11. To assist students in making a successful transition from school to productive employment or additional training.


UNIT OF STUDY No. 1:

School and Program Orientation


PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: School and Program Orientation

Objectives NJ and NOCTI Standards Addressed Recommended Strategies and Instructional

Activities

Instructional Resources

Formative and Summative

Assessments

The student will be able to:

1. Demonstrate through daily practice the proper administrative procedures as mandated by school policy.

2. Identify the characteristics of the school and classroom facility.

3. List the principles that contribute to personal and professional success.

4. Explain the concept of self-management.

5. Display effective ways to manage time.

6. Exhibit good work and study habits.

NOCTI NJCCCS/ 21 st

Century Life and Career Standards

9.3.12.C.1 – 9.3.12.C.139.4.12.D. 1 - 23

Common CoreELA/ Reading

Informational Text

Key Ideas and Details

RI.11-12.3.

Craft and Structure

RI.11-12.4.

Range of Reading and Level of Text Complexity

RI.11-12.10

Common Core ELA/ Writing

Text Types and Purposes

Common Core

Mathematics

Student Handbook

Classroom Rules and Procedures

Skills USA Objectives

Local Chapter Handbook

Quiz/Test on school rules and procedures

Develop a job description for the CIE coordinator

Personal Mission Statement along with set goals


7. List the characteristics of a healthy and positive attitude.

8. Explain the basic

processes of effective communication.

9. Describe local program and vocational/career–technical center policies and procedures including dress code, attendance, academic requirements, discipline, and the school technology acceptable use policy and transportation regulations.

10. Compare and contrast local program policies, procedures, and expectations to industry policies, procedures, and expectations.

11. Create a personal mission statement.

W.11-12.2.

Production and Distribution of Writing

W.11-12.4.


12. Explain how to set long and short term goals.

13. Identify the objectives of vocational education and the potential career goals inherent within the program.

14. Articulate career opportunities in the administrative assistant and secretarial industry.

15. Identify overall skills and knowledge needed by administrative assistant professionals.

16. Identify requirements for entry and advancement, career ladders, and employment opportunities.

17. Describe importance of quality service and continuous improvement.


18. Given a student handbook, the student will be able to identify school rules and procedures.

19. Identify the types of guidance services offered by the school.

20. Identify and discuss the role of CIE as it relates to this school and vocational education.

21. Identify and discuss the inner working of the administration of CIE/ program

22. Demonstrate the necessary requirements of CIE candidate by assessing the objectives of the program and by cross-matching his/her abilities and performances with those stated objectives.



Safety and Class Policies/Procedures


PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Safety and Class Policies/Procedures


Activities



Assessments

The student will be able to:1. Describe safety

concerns in an office environment.

2. Follow office safety procedure in and around computer areas.

3. Read and follow posted directions.

4. Demonstrate positive attitudes/behaviors necessary for the workplace.

5. Apply language skills applicable to a business environment.

6. Promote multicultural appreciation in the workplace.

7. To identify the

NOCTI NJCCCS/ 21 st


9.3.12.C.1

9.3.12.C.2

9.3.12.C.3

9.3.12.C.6

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(1).5

9.4.12.B.(2).9

9.4.12.B.(2).10

9.4.12.B.(2).11

9.4.12.B.(2).12

9.4.12.B.(2).13

9.4.12.B.(2).14

Common Core ELA/ Reading

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.

Integration of Knowledge and Ideas

RI.11-12.7.


RI.11-12.10

Common Core

Common Core

Mathematics

Bravehart, Rick, Adobe Pagemaker 7.0 Basics, Comprehensive, Course Technology, a division of Thomson Learning Inc., 2003

Pasewark and Pasewark, Microsoft Office XP Introductory Course, Course Technology, a division of Thomson Learning Inc., 2002

Computer hardware and software

Tests: Safety procedures and prevention

Projects: Safety training role play

Writing Activity: The purpose of OSHA and citations


different career opportunities through lectures, guest speakers, and field trips.

8. Explain in writing the general purpose of OSHA.

9. Identify what his/her responsibilities are in complying with the OSHA standards.

10. Identify the more visible OSHA standards as they apply to his/her specific occupational area.

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2

9.4.12.B.(3).3

9.4.12.B.(3).4

9.4.12.B.(3).5

9.4.12.B.(3).6

9.4.12.D.38

9.4.12.D.39

9.4.12.D.40

9.4.12.D.41

9.4.12.D.42

9.4.12.D.43

ELA/ Writing


W.11-12.2.


W.11-12.4.



Computer and Internet


PROGRAM: Administrative Assistant – Computer Applications UNIT TOPIC: Computer and Internet


Activities



Assessments

The student will be able to:1. Demonstrate

hands on skills and knowledge of the computer and various software packages.

2. Identify different types of computers and how individual computers relate to networks.

3. Differentiate between operating systems and applications software.

4. Identify the functions of computer hardware, software and peripheral devices in the information processing cycle.

5. Upload and

NOCTI

APPLICATIONS 1, 2, 3, 6

ENVIRONMENT 3

PROCEDURES 6, 7, 9, 10

NJCCCS/ 21 st


9.4.12.D.1-13 9.4.12.D.15

9.4.12.D.17-19

9.4.12.D.21-23

9.4.12.D.29

9.4.12.D.30

9.4.12.D.31

9.4.12.D.32

9.4.12.D.44-50

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-67

Common Core ELA/

Reading

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core

Mathematics

S-IC.6.




Activity: Webquest/Scavenger Hunt - applying internet research skills

Performance: Establish an ePortfolio

Oral presentation: Software packages and their function

Quiz/Test: Identifying functions of computer hardware and software


download software and applications from the internet.

6. Access and apply anti-virus software

7. Utilize the internet and network resources safely, legally and ethically.

8. Assess, interpret and manipulate internet research.

9.4.12.D.73

9.4.12.D.74

NJCCCS/ Technology

8.1.12.A.4

8.1.12.D.1 – 4

8.1.12.F.2

Common Core ELA/

Writing


W.11-12.2.


W.11-12.4.

W.11-12.5.

W.11-12.6.



Document Processing Software


PROGRAM: Administrative Assistant – Computer Applications UNIT TOPIC: Document Processing Software


Activities



Assessments


1. Create, edit and format business correspondence and technical document (letters, memos, agendas, minutes, press releases, reports, and itineraries).

2. Use the view tool to change, view, zoom, show/hide window settings.

3. Insert and modify text boxes.

4. Enhance documents with graphics.

5. Create and format tables.

6. Create and format forms.

7. Generate form letters, mailing labels, and

NOCTI

APPLICATIONS 1-5, 8, 9, 13-15


NJCCCS/ 21 st


9.4.12.D.1-15 9.4.12.D.17-19

9.4.12.D.21-24

9.4.12.D.28

9.4.12.D.29

9.4.12.D.31

9.4.12.D.32

9.4.12.D.44-50

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-67

9.4.12.D.73

Common Core ELA/

Reading

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core

Mathematics

G.CO.1.

G.CO.2.

G.CO.3.

G.CO.4.



Computer hardware and software (Microsoft Word)

Performance/Writing: Creating a business correspondence

Performance: Importing and exporting data between programs

Completed portfolio (variety of documents – brochures, certificates, flyers, envelopes, labels, etc…)

Performance: Newsletter


envelopes using mail merge.

8. Import and export data into other applications.

9. Merge documents and data sources.

10. Perform simple to complex word processing, spreadsheet, and database software applications.

11. Create, save, and print a document using the appropriate software.

9.4.12.D.74

9.4.12.D.(1).1

9.4.12.D.(1).2

9.4.12.D.(1).3

9.4.12.D.(1).4

NJCCCS/ Technology

8.1.12.A.2

8.1.12.A.4

8.1.12.D.1

Common Core ELA/

Writing


W.11-12.2.


W.11-12.4.



Spreadsheet Software

PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Spreadsheet Software


Activities



Assessments


NOCTI

APPLICATIONS

NJCCCS/ 21 st

Century Life and Career

Common CoreELA/ Reading

Common Core

Bravehart, Rick, Adobe Pagemaker 7.0 Basics,

Quiz: Formulas and functions


1. Create, edit and format spreadsheets.

2. Enter data into rows and columns.

3. Use keyboard shortcuts to work more efficiently.

4. Use data filters for understanding, sorting, and exploring data.

5. Enhance spreadsheets with graphics.

6. Define and demonstrate the integration of worksheet applications through pasting, linking and embedding.

7. Create, format and modify charts.

8. Create formulas and use standard functions.

9. Apply AutoFill to the spreadsheet.

1, 2,4, 5, 9, 10, 14-15

Standards

9.4.12.D.1-13 9.4.12.D.15

9.4.12.D.17-19

9.4.12.D.21-23

9.4.12.D.26

9.4.12.D.28 9.4.12.D.29

9.4.12.D.31

9.4.12.D.32

9.4.12.D.44-50

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-67

9.4.12.D.73

9.4.12.D.74

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/ Writing


W.11-12.2.

Production and Distribution of

MathematicsA-CED.1.

A-CED.2.

A-CED.3.

A-CED.4.

A-REI.1.

A-REI.2.

F-BF.1.

F-IF.4.

F-IF.5.

F-IF.6.

F-LE.1.

G.CO.2.

G.CO.3.

G.CO.5.

G.CO.6.

G-GMD.4

G-MG.1.

G-MG.3.

N-Q.3.

Comprehensive, Course Technology, a division of Thomson Learning Inc., 2003


Computer hardware and software (Microsoft Excel)

Performance: Create a spreadsheet using range names, worksheet protection and look-up tables

Performance: Create, format, and modify charts to manipulate data, graph information, and calculate figures

Completed Assignment sheets


10. Create spreadsheets using range names, worksheet protection and look-up tables.

11. Manipulate multiple worksheets and workbooks.

12. Merge and split cells.


14. Split window views, arrange views, and open a new window with contents from the worksheet

15. Present data – non charting methods for displaying data (such as in cell display and camera tool).

9.4.12.D.(1).1

9.4.12.D.(1).2

9.4.12.D.(1).3

9.4.12.D.(1).4

NJCCCS/ Technology

8.1.12.A.1

8.1.12.A.4

8.1.12.D.1

Writing

W.11-12.4.

S-IC.6




Databases

PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Databases


Activities



Assessments


NOCTI

APPLICATIONS

NJCCCS/ 21 st


Common Core ELA/

Reading

Common Core


Quiz: Develop relationships to create queries


1. Enter data and update databases.

2. Create databases.

3. Create and modify tables.

4. Query databases.

5. Understand and develop relationships to create queries.

6. Manage source tables and relationships.

7. Create forms and combo boxes.

8. Modify the design of reports and forms.

9. Filter and sort data.


11. Create reports using design tab functions.

1, 2,4, 5, 9, 11, 14-15

Standards

9.4.12.D.1-13 9.4.12.D.15

9.4.12.D.17-19

9.4.12.D.21-23

9.4.12.D.27

9.4.12.D.28 9.4.12.D.29

9.4.12.D.31

9.4.12.D.32

9.4.12.D.44-50

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-67

9.4.12.D.73

9.4.12.D.74

9.4.12.D.(1).1

9.4.12.D.(1).2

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


W.11-12.2.

MathematicsA-CED.1.

A-CED.2. A-CED.3.

A-CED.4.

A-REI.1.

A-REI.2.

F-BF.1.

F-IF.4.

F-IF.5.

F-IF.6.

F-LE.1.

S-IC.6



Computer hardware and software (Microsoft Access)

Performance: Create a database (some examples of projects may include: store personal information such as names, addresses, etc., classroom supplies – books, student interests for yearbook, etc…)

Performance: Create reports, forms, and combo boxes



9.4.12.D.(1).3

9.4.12.D.(1).4

NJCCCS/ Technology

8.1.12.A.4

8.1.12.D.1

8.1.12.F.1


W.11-12.4



Presentations

PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Presentations


Activities


Formative and Summative Assessments


NOCTI

APPLICATIONS

NJCCCS/ 21 st


Common Core ELA/

Reading

Common Core


Writing: Describe what goes into


1. Utilize presentation software to construct a formal presentation on a given topic.

2. Enhance a presentation by embedding graphics, charts, tables, video, and images into the presentation.

3. Navigate the presentation in the program window.

4. Arrange slides using the slide layout view.

5. Add or remove slides.

6. Apply a design template.

7. Format action buttons to change their look or action.

8. Link different slides together to create a new slide presentation.

1, 2, 4, 5, 9, 12, 14, 15

Standards

9.4.12.D.1-13 9.4.12.D.15

9.4.12.D.17-19

9.4.12.D.21-23

9.4.12.D.25

9.4.12.D.28

9.4.12.D.29

9.4.12.D.31

9.4.12.D.32

9.4.12.D.44-50

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-67

9.4.12.D.73

9.4.12.D.74

9.4.12.D.(1).1

9.4.12.D.(1).2

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


W.11-12.2.

Mathematics

G.CO.1.

G.CO.2.

G.CO.3.

G.CO.4.



Computer hardware and software (Microsoft PowerPoint)

delivering a quality presentation

Performance: Prepare and deliver a formal presentation

Performance: Set up hardware for a presentation



9. Print handouts and notes.

10. Set up appropriate hardware for a presentation (projection, speakers, etc…)

11. Deliver a well-planned professional business presentation.

12. Configure PowerPoint save options

9.4.12.D.(1).3

9.4.12.D.(1).4

NJCCCS/ Technology

8.1.12.A.4

8.1.12.D.1


W.11-12.4.

W.11-12.5.

W.11-12.6.



Desktop Publishing

PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Desktop Publishing


Activities




1. Create, edit and format publications.

NOCTI

APPLICATIONS 1, 2, 4, 5, 8, 9, 13

NJCCCS/ 21 st


Common Core ELA/

Reading

Common Core

Mathematic

Bravehart, Rick, Adobe Pagemaker 7.0 Basics, Comprehensive,

Quiz: Design principles


2. Use a large number of design templates to easily create publications.

3. Use the blank print publication option to create a publication from scratch.

4. Convert publications so they can be used on the web.

5. To run print jobs after producing documents incorporating graphics, forms, logos, signatures, and fonts.

6. Enhance a publication with advanced features.

7. Understand design principles related to page layout.

8. Demonstrate the use of a print producing machine.

9. Demonstrate the use of combining text and computer graphics through a page assembly.


9.4.12.D.1-13 9.4.12.D.15

9.4.12.D.17-19

9.4.12.D.21-24

9.4.12.D.28

9.4.12.D.29

9.4.12.D.31

9.4.12.D.32

9.4.12.D.44-50

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-67

9.4.12.D.73

9.4.12.D.74

9.4.12.D.(1).1

9.4.12.D.(1).2

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


W.11-12.2.

Production

sG.CO.1.

G.CO.2.

G.CO.3.

G.CO.4.

Course Technology, a division of Thomson Learning Inc., 2003


Computer hardware and software (Adobe Pagemaker)

Performance: Create a publication using both a template and a blank publication

Performance: Use a print producing machine

Completed job sheets


9.4.12.D.(1).3

9.4.12.D.(1).4

NJCCCS/ Technology

8.1.12.A.2

8.1.12.A.4

8.1.12.D.1

and Distribution of Writing

W.11-12.4.

W.11-12.5.

W.11-12.6.



Communications Software

PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Communications Software


Activities




NOCTI

APPLICATIONS

NJCCCS/ 21 st


Common Core ELA/

Reading

Common Core

Mathematic


Writing: Create a formal email using proper etiquette.


1. Utilize electronic communications software.

2. Compose, edit, and send email (including attachments).

3. Create and maintain distribution lists.

4. Color code email based on importance.

5. Apply proper electronics communications etiquette.

6. Recognize the potential dangers associated with online communications.

7. Use scheduling and contact management software.

8. Maintain calendars within the software (i.e. Outlook).

1, 2, 4, 5

RECORDS 1-5

PROCEDURES 3, 8, 14

Standards

9.4.12.D.1-13 9.4.12.D.15

9.4.12.D.17-19

9.4.12.D.21-24

9.4.12.D.28

9.4.12.D.29

9.4.12.D.31

9.4.12.D.32

9.4.12.D.44-50

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-67

9.4.12.D.73

9.4.12.D.74

9.4.12.D.(1).1

9.4.12.D.(1).2

9.4.12.D.(1).3

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


W.11-12.2.

s Comprehensive, Course Technology, a division of Thomson Learning Inc., 2003


Computer hardware and software (Microsoft Outlook)

Quiz: Identifying features within an email system and calendar (i.e. Outlook)

Performance: Schedule given appointments within the system

Completed assignment sheets


9. Navigate through the calendar software and print appointments.

9.4.12.D.(1).4

NJCCCS/ Technology

8.1.12.A.3

8.1.12.A.4

8.1.12.D.1


W.11-12.4.



Office Skills

PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Office Skills


Activities




NOCTI

ENVIRONMENT

NJCCCS/ 21 st


Common Core ELA/

Reading

Common Core


Performance: Keyboarding speed


1. Build keyboarding speed and accuracy.

2. Demonstrate advanced keyboarding techniques.

3. Use copier, fax, projectors and scanners.

4. Use proper telephone procedures.

5. File and manage records and materials.

6. Process incoming and outgoing mail.

7. Demonstrate proper interpersonal communication skills in a diverse work environment.

8. Package and ship materials and verify and receive shipments.

1-5

RECORDS 1-5

PROCEDURES 1-7, 9-14

Standards

9.4.12.D.1-13

9.4.12.D.15

9.4.12.D.16

9.4.12.D.17-23

9.4.12.D.29

9.4.12.D.31-36

9.4.12.D.44-50

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-74

9.4.12.D.(1).1

9.4.12.D.(1).2

9.4.12.D.(1).3

9.4.12.D.(1).4

NJCCCS/ Technology

8.1.12.A.4

8.1.12.D.1

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


W.11-12.2.

Mathematics

A-CED.1.

A-CED.3.

N-Q.3.




and accuracy and advanced techniques

Performance: Model proper phone techniques

Performance: Make appropriate travel arrangements

Completed assignment sheets

Quiz/Test: Proofread a document for grammar, spelling, and punctuation.


9. Compile data and compose documents.

10. Assist with travel arrangements and event planning.

11. Create and maintain a budget.

12. Apply proofreader's marks and revise text utilizing correct grammar, punctuation and spelling in all business communications.

13. Plan and manage office activities.

14. Describe the roles and responsibilities of an office manager.

15. Demonstrate proper workplace ergonomics.

16. Demonstrate time management


W.11-12.4.

W.11-12.5.

W.11-12.6.


skills and keep an organized work area.

17. Set priorities and perform multiple tasks.

18. Order and maintain the office supply inventory.



Accounting

PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Accounting


Activities




NOCTI

RECORDS 1-5

NJCCCS/ 21 st


Common Core ELA/

Reading

Common Core


Quiz/test: Accounting terminology and


1. Understand the accounting equation and classify accounts.

2. Analyze transactions effecting assets, liabilities and owner's equity.

3. Analyze transactions into debit and credit parts.

4. Post to general ledger.

5. Reconcile bank statements and establish and replenish petty cash fund.

6. Prepare worksheet and adjusting entries.

7. Prepare balance sheet and equity statement.

8. Record adjusting and closing entries.

9. Prepare payroll records.

PROCEDURES 13

ACCOUNTING 1-8

Standards

9.4.12.D.1-13 9.4.12.D.15

9.4.12.D.17-19

9.4.12.D.21-23

9.4.12.D.29

9.4.12.D.31-36

9.4.12.D.44-50

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-67

9.4.12.D.73-75

9.4.12.D.(1).1

9.4.12.D.(1).2

9.4.12.D.(1).3

9.4.12.D.(1).4

NJCCCS/ Technology

8.1.12.A.4

Informational TextKey Ideas and Details

RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


W.11-12.2.

Production

Mathematics

A-CED.1.

A-CED.2.

A-CED.3.

A-CED.4.

A-REI.1.

A-REI.2.

F-BF.1.

F-IF.4.

F-IF.5.

F-IF.6.

F-LE.1.

N-Q.1.

N-Q.2.

N-Q.3.

S-IC.6

S-ID.9.

S-MD.7.




procedures

Writing: Analyze transactions and share findings

Performance: Prepare a balance sheet

Performance: Prepare payroll records



10. Prepare payroll accounting taxes and reports.

11. Prepare payroll tax payment entries.

12. Perform calculations using addition, subtraction, multiplication and division.

13. Convert decimals, percent and fractions to their equivalent parts.

14. Properly maintain business checking and savings accounts.

8.1.12.D.1 and Distribution of Writing

W.11-12.4.

W.11-12.5.

W.11-12.6.



Business Law and Ethics

PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Business Law and Ethics


Activities




NOCTI NJCCCS/ 21 st

Century Life Common

Core ELA/ Common

Core Bravehart, Rick, Adobe Pagemaker

Quiz/test: Business law/ethics


1. Learn business law and business ethics vocabulary.

2. Explain crimes often associated with business and organizations (e.g., embezzlement, extortion, computer crimes).

3. Identify improper use of business technology and property (e.g., computers, personal digital assistants, cell phones, telephones).

4. Explain the importance of confidentiality in the workplace.

5. Compare types of contracts, including related accountability.

APPLICATIONS 6

ENVIRONMENT 3-5

RECORDS 5

and Career Standards

9.4.12.D.1-13 9.4.12.D.15

9.4.12.D.17-19

9.4.12.D.21-23

9.4.12.D.29

9.4.12.D.31

9.4.12.D.32

9.4.12.D.44-52

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-67

9.4.12.D.73

9.4.12.D.74

9.4.12.D.(1).1

9.4.12.D.(1).2

9.4.12.D.(1).3

9.4.12.D.(1).4

Reading


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


W.11-12.2.

Production

Mathematics

7.0 Basics, Comprehensive, Course Technology, a division of Thomson Learning Inc., 2003



vocabulary

Oral Presentation: Crimes associated with business and organizations

Performance: Determine accountability given a scenario



NJCCCS/ Technology

8.1.12.A.4

8.1.12.D.1

and Distribution of Writing

W.11-12.4.

W.11-12.5.

W.11-12.6.



Office Procedures and Customer Service Communications

PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Office Procedures and Customer Service Communications


Activities




The student will be able to:1. Demonstrate

proper electronics and telephone communications etiquette.

2. Identify, proofread, and correct grammar errors in all documents.

3. Demonstrate proper interpersonal communication skills.

4. Develop time management skills by setting priorities and perform multiple tasks.

5. Describe the advantages of customer service in building a loyal customer base.

6. Describe how data is collected to improve

NOCTI

ENVIRONMENT 1

PROCEDURES 1, 2

NJCCCS/ 21 st


9.4.12.D.1-13

9.4.12.D.15

9.4.12.D.16

9.4.12.D.17-23

9.4.12.D.29

9.4.12.D.31-36

9.4.12.D.44-50

9.4.12.D.56

9.4.12.D.58

9.4.12.D.59

9.4.12.D.65-74

9.4.12.D.(1).1

9.4.12.D.(1).2

9.4.12.D.(1).3

9.4.12.D.(1).4

NJCCCS/ Technology

Common Core ELA/

Reading


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


Common Core

Mathematics

A-CED.1.

A-CED.3.

N-Q.3.




Quiz/test: Identify, proofread, and correct grammar in provided text

Performance: Interpersonal communication

Performance: Develop a plan to improve customer service



customer service.

7. Demonstrate the use of effective face-to-face communication with customers.

8. Identify the ways a customer service representative can develop a rapport with customers.

9. Identify methods to recruit, train, and develop human resources.

8.1.12.A.4

8.1.12.D.1W.11-12.2.


W.11-12.4.

W.11-12.5.

W.11-12.6.



Employability and Professional Skills

PROGRAM: Administrative Assistant – Computer ApplicationsUNIT TOPIC: Employability and Professional Skills

Objectives NJ Standards Addressed Recommended Strategies and Instructional



Assessments


ActivitiesThe student will be able to:

1. Demonstrate appropriate employability skills and professionalism.

2. List the principles that contribute to personal and professional success.

3. Explain the concept of self-management.

4. Display effective ways to manage time.

5. Define ethics and reflect upon their morals.

6. List the characteristics of a healthy and positive attitude.

7. Explain the basic processes of effective communication.

8. Handle delicate and sensitive communications.

9. Establish open lines of communication with co-workers and managers.

NJCCCS/ 21 st


Standards

9.4.12.D.1-13 9.4.12.D.15

9.4.12.D.17-19

9.4.12.D.21-23

9.4.12.D.29

9.4.12.D.31

9.4.12.D.32

9.4.12.D.44-50

9.4.12.D.53-67

9.4.12.D.73

9.4.12.D.74

9.4.12.D.(1).1

9.4.12.D.(1).2

9.4.12.D.(1).3

9.4.12.D.(1).4

NJCCCS/ Technology

Common Core ELA/Reading

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/Writing


W.11-12.2.


W.11-12.4.

W.11-12.5.

W.11-12.6.




Performance/Writing: Resume and cover letter

Performance: Mock Interview

Completed ePortfolios


10. Create a personal mission statement.

11. Explain how to set long and short term goals.

12. Effectively locate potential job opportunities.

13. Create a resume and cover letter.

14. Participate in a mock interview for an available position.

8.1.12.A.4

8.1.12.D.1

GLOSSARY OF STANDARDS

National Occupational Competency Testing Institute (NOCTI) Standards/Tasks


Administrative Assisting(Source: http://www.nocti.org/PDFs/JobReady/4001_Administrative_Assisting.pdf )

NOCTI Standard/Task Mapping

NOCTI Technical Area: Administrative Assisting Content Area: Computer Applications (31% of Assessment)

NOCTI Assessment Standard/Task Category Reference No. Unit Alignment

Page Nos.

1. Exhibit understanding of basic computer terminology APPLICATIONS 1 3 - 9 15-362. Identify basic computer operating practices (start-up, rebooting, saving) APPLICATIONS 2 3 – 9 15-363. Demonstrate understanding of the Internet/World Wide Web for research and

information APPLICATIONS 3 3, 4 15-17; 18-

204. Display familiarity with formatting techniques and practices APPLICATIONS 4 4 - 9 18-365. Identify computer editing techniques APPLICATIONS 5 4 – 9 18-366. Identify procedures and methods to enhance security APPLICATIONS 6 3, 12 15-17; 44-

467. Merge mailing lists and forms APPLICATIONS 7 9 34-368. Design newsletters, announcements, and brochures APPLICATIONS 8 4, 8 18-20; 31-

339. Create, edit, and print graphics and charts APPLICATIONS 9 4 – 8 18-3310. Create, edit, and print spreadsheets APPLICATIONS 10 5 21-2411. Create, edit, and print database information APPLICATIONS 11 6 25-2712. Create, edit, and print presentation information APPLICATIONS 12 7 28-3013. Create, edit, and print letters, envelopes, reports and memos APPLICATIONS 13 4, 8 18-20; 31-

3314. Create, edit, and print simple tables and business forms APPLICATIONS 14 4 – 7 18-3015. Create, edit, and print financial documents APPLICATIONS 15 4 - 7 18-30

NOCTI Technical Area: Administrative AssistingContent Area: Working in an Office Environment (12% of Assessment)

NOCTI Assessment Standard/Task Category Reference No. Unit Page Nos.


http://www.nocti.org/PDFs/JobReady/4001_Administrative_Assisting.pdf

Alignment1. Exhibit effective written and verbal skills (proofreading, grammar) ENVIRONMENT 1 10, 13 37-40; 47-492. Prioritize and delegate tasks in a team environment ENVIRONMENT 2 10 37-403. Demonstrate financial and ethical awareness ENVIRONMENT 3 3, 10, 12 15-17; 37-

40; 44-464. Exhibit effective personal and office safety ENVIRONMENT 4 2, 10, 12 12-14; 37-

40; 44-465. Exhibit effective personal and office safety ENVIRONMENT 5 2, 10, 12 12-14; 37-

40; 44-46

NOCTI Technical Area: Administrative AssistingContent Area: Records Management (11% of Assessment)


Page Nos.

1. File by basic filing methods RECORDS 1 9 - 11 34-432. Manage electronic document files RECORDS 2 9 - 11 34-433. Devise and manage follow-up systems (retrieval, tickler) RECORDS 3 9 - 11 34-434. Follow procedures to purge or archive files RECORDS 4 9 - 11 34-435. Manage records to ensure privacy and security RECORDS 5 9 - 12 34-43

NOCTI Technical Area: Administrative AssistingContent Area: Office Procedures (29% of Assessment)


Page Nos.

1. Interact professionally with the public PROCEDURES 1 10, 13 37-40; 47-492. Utilize telephone etiquette and take accurate messages, including cell phones,

pagers, and other communication devicesPROCEDURES 2 10, 13 37-40; 47-49

3. Maintain appointment calendars PROCEDURES 3 9, 10 34-36; 37-404. Make travel arrangements/itineraries (online reservations) PROCEDURES 4 10 37-405. Coordinate meetings, projects, and conferences, including teleconferencing

and web meetings (get material ready)PROCEDURES 5 10 37-40

6. Compose standard business correspondence PROCEDURES 6 3, 4, 8, 10 15-17; 18-20; 31-33; 37-40

7. Transcribe business documents PROCEDURES 7 3, 4, 8, 10 15-17; 18-20;


31-33; 37-408. Understand the use of email and instant messaging PROCEDURES 8 9 34-369. Use appropriate reference and training materials PROCEDURES 9 2, 3, 4, 8, 10 12-14; 15-17;

18-20; 31-33; 37-40

10. Prepare meeting agendas and minutes PROCEDURES 10 3, 4, 8, 10 15-17; 18-20; 31-33; 37-40

11. Use and maintain office equipment, including copier, fax, and scanner PROCEDURES 11 10 37-4012. Assemble and maintain policy and procedure manuals PROCEDURES 12 10 37-4013. Order and maintain office supply inventory PROCEDURES 13 10, 11 37-40; 41-4314. Process incoming and outgoing mail PROCEDURES 14 9, 10 34-36; 37-40

NOCTI Technical Area: Administrative AssistingContent Area: Accounting and Computational Skills (17% of Assessment)


Page Nos.

1. Make change and manage petty cash ACCOUNTING 1 11 41-432. Identify basic accounting terminology ACCOUNTING 2 11 41-433. Use basic accounting software ACCOUNTING 3 11 41-434. Prepare journal/ledger entries ACCOUNTING 4 11 41-435. Prepare payroll data ACCOUNTING 5 11 41-436. Journal accounts receivable and accounts payable ACCOUNTING 6 11 41-437. Prepare bank deposits and reconcile bank statements ACCOUNTING 7 11 41-438. Perform math computations (interest, percents, discounts, averages,

ratios) ACCOUNTING 8 11 41-43

New Jersey Core Curriculum Content Standards


NJCCCS 21st Century Life and Careers/Career Awareness, Exploration, and Preparation (9.3)(Retrieved May 15, 2012 from: https://www13.state.nj.us/NJCCCS/ContentAreaTableView_21st.aspx )

9.3.12.C.1 Assess and modify Personalized Student Learning Plans to support declared career goals. 9.3.12.C.2 Characterize education and skills needed to achieve career goals, and take steps to prepare for postsecondary options, including

making course selections, preparing for and taking assessments, and participating in extra-curricular activities. 9.3.12.C.3 Develop personal interests and activities that support declared career goals and plans. 9.3.12.C.4 Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to

maintain compliance with industry requirements in areas of career interest.

9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based on those skills. 9.3.12.C.6 Develop job readiness skills by participating in structured learning experiences and employment seeking opportunities. 9.3.12.C.7 Pursue a variety of activities related to career preparation (e.g., volunteer, seek employment, and/or apply for training grants, higher

education grants, and loans).

9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and future education. 9.3.12.C.10 Differentiate entrepreneurship opportunities as options for career planning, and identify the knowledge, skills, abilities, and resources

required for owning a business.

9.3.12.C.11 Evaluate the responsibilities of employers and employees for maintaining workplace safety, and explain health rights related to a particular occupation/career.

9.3.12.C.12 Determine the impact of past and/or recent lawsuits and/or court decisions regarding employment laws. 9.3.12.C.13 Comply with workplace child labor regulations and safety and health policies during structured learning experiences.

NJCCCS 21st Century Life and Careers/Career Awareness, Exploration, and Preparation (9.4)Strand D. Business, Management & Administration Career Cluster


https://www13.state.nj.us/NJCCCS/ContentAreaTableView_21st.aspx

(Retrieved May 15, 2012 from: http://www.state.nj.us/education/cccs/standards/9/9-4-D.htm)

Academic Foundations: Academic concepts lay the foundation for the full range of career and postsecondary education opportunities within the career cluster.

9.4.12.D.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.D.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.D.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.D.4 Solve mathematical problems and use the information to make business decisions and enhance business management duties.

9.4.12.D.5 Examine and apply business and economic principles and concepts in making informed business decisions that support continued business operations.

Communication Skills: All clusters rely on effective oral and written communication strategies for creating, expressing, and interpreting information and ideas that incorporate technical terminology and information.

9.4.12.D.6 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.

9.4.12.D.7 Demonstrate use of the concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication.

9.4.12.D.8 Locate, organize, and reference written information from various sources to communicate with others.

9.4.12.D.9 Evaluate and use information resources to accomplish specific occupational tasks.

9.4.12.D.10 Use correct grammar, punctuation, and terminology to write and edit documents.

9.4.12.D.11 Develop and deliver formal and informal presentations using appropriate media to engage and inform audiences.

9.4.12.D.12 Interpret verbal and nonverbal cues/behaviors to enhance communication.


http://www.state.nj.us/education/cccs/standards/9/9-4-D.htm

9.4.12.D.13 Apply active listening skills to obtain and clarify information.

9.4.12.D.14 Develop and interpret tables, charts, and figures to support written and oral communications.

9.4.12.D.15 Listen to and speak with diverse individuals to enhance communication skills.

9.4.12.D.16 Exhibit public relations skills in order to increase internal and external customer satisfaction.

Problem-Solving and Critical Thinking: Critical and creative thinking strategies facilitate innovation and problem-solving independently and in teams.

9.4.12.D.17 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions.

9.4.12.D.18 Employ critical thinking and interpersonal skills to resolve conflicts.

9.4.12.D.19 Identify, write, and monitor performance goals to guide progress in assigned areas of responsibility and accountability.

9.4.12.D.20 Conduct technical research to gather information necessary for decision-making

Information Technology Applications: Technology is used to access, manage, integrate, and disseminate information.

9.4.12.D.21 Employ technological tools to expedite workflow.

9.4.12.D.22 Operate electronic mail applications to communicate.

9.4.12.D.23 Operate Internet applications to perform tasks.

9.4.12.D.24 Operate writing and publishing applications to prepare business communications.

9.4.12.D.25 Operate presentation applications to prepare and deliver presentations.

9.4.12.D.26 Employ spreadsheet applications to organize and manipulate data.

9.4.12.D.27 Employ database applications to manage data.


9.4.12.D.28 Employ collaborative/groupware applications to facilitate group work.

9.4.12.D.29 Employ computer operations applications to manage work tasks.

9.4.12.D.30 Use computer-based equipment (containing embedded computers or processors) to control devices.

9.4.12.D.31 Employ technological tools to expedite workflow.

Systems: Roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment impact

business operations. Key organizational systems impact organizational performance and the quality of products and services. Understanding the global context of 21st-century industries and careers impacts business operations.

9.4.12.D.32 Describe the nature and types of business organizations to build an understanding of the scope of organizations.

9.4.12.D.33 Describe and use quality control systems and practices to ensure quality products and services.

9.4.12.D.34 Identify new ideas, opportunities, and methods to create or start a new project or venture.

9.4.12.D.35 Analyze the contribution of accounting systems to the fiscal stability of businesses.

9.4.12.D.36 Employ tools, strategies, and systems used to maintain, monitor, control, and plan the use of financial resources.

9.4.12.D.37 Identify methods that businesses use to recruit, train, and develop human resources.

Safety, Health, and Environment: Implementation of health, safety, and environmental management systems and organizational policies and procedures impacts organizational performance, regulatory compliance, and continuous improvement.

9.4.12.D.38 Demonstrate knowledge of personal and jobsite safety rules and regulations to maintain safe and healthful working conditions and environments.

9.4.12.D.39 Demonstrate knowledge of employee rights and responsibilities and employers’ obligations to maintain workplace safety and health.


9.4.12.D.40 Identify emergency procedures that are necessary to provide aid in workplace accidents.

9.4.12.D.41 Identify response techniques to create a disaster and/or emergency response plan.

9.4.12.D.42 Explain health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.

9.4.12.D.43 Evaluate organizational policies and procedures that contribute to continuous improvement in performance and compliance.

Leadership and Teamwork: Effective leadership and teamwork strategies foster collaboration and cooperation between business units, business partners, and business associates toward the accomplishment of organizational goals.

9.4.12.D.44 Employ leadership skills to accomplish goals and objectives.

9.4.12.D.45 Employ organizational skills to foster positive working relationships and accomplish organizational goals.

9.4.12.D.46 Employ teamwork skills to achieve collective goals and use team members’ talents effectively.

9.4.12.D.47 Establish and maintain effective relationships in order to accomplish objectives and tasks.

9.4.12.D.48 Conduct and participate in meetings to accomplish tasks.

9.4.12.D.49 Employ mentoring skills to assist others.

Ethics and Legal Responsibilities: Legal responsibilities, professional ethics, and codes of conduct affect management practices, business performance, and regulatory compliance, as well as the confidence of customers, business partners, and investors.

9.4.12.D.50 Apply ethical reasoning to a variety of situations in order to make ethical decisions.

9.4.12.D.51 Interpret and explain written organizational policies and procedures that help workers perform their tasks according to employer rules and expectations.

9.4.12.D.52 Describe management’s responsibility to know and abide by laws and regulations that affect business operations.


Employability and Career Development: Employability skills and career and entrepreneurship opportunities build the capacity for successful careers in a global economy.

9.4.12.D.53 Identify and demonstrate positive work behaviors and personal qualities needed to succeed in the classroom and/or to be employable.

9.4.12.D.54 Develop a Personalized Student Learning Plan to meet career goals and objectives.

9.4.12.D.55 Demonstrate skills related to seeking and applying for employment in a desired job.

9.4.12.D.56 Maintain a career portfolio to document knowledge, skills, and experience in a career field.

9.4.12.D.57 Demonstrate skills in evaluating and comparing employment opportunities in order to accept employment positions that match career goals.

9.4.12.D.58 Identify and exhibit traits for retaining employment.

9.4.12.D.59 Identify and explore careers in one or more career pathways to build an understanding of the opportunities available in the cluster.

9.4.12.D.60 Examine requirements for career advancement to plan for continuing education and training.

9.4.12.D.61 Research professional development opportunities needed to keep current on relevant trends and information within the cluster.

9.4.12.D.62 Examine licensing, certification, and credentialing requirements at the national, state, and local levels to maintain compliance with industry requirements.

9.4.12.D.63 Examine employment opportunities in entrepreneurship as an option for career planning.

9.4.12.D.64 Explore, obtain, and develop strategies for ensuring a successful business career.

Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway. 9.4.12.D.65 Employ information management techniques and strategies to assist in decision-making. 9.4.12.D.66 Employ planning and time management skills and tools to enhance results and complete tasks.


9.4.12.D.67 Access, process, maintain, and evaluate information that assists in business decision-making.

9.4.12.D.68 Plan the use of financial resources to protect solvency.

9.4.12.D.69 Identify tools and strategies to influence, plan, control, and organize an organization or department.

9.4.12.D.70 Identify and understand processes and systems used to monitor, plan, and control day-to-day business activities.

9.4.12.D.71 Demonstrate knowledge of the principles that facilitate high quality customer relationships.

9.4.12.D.72 Employ systems, strategies, and techniques used to collect, organize, analyze, and share information within an organization.

9.4.12.D.73 Plan, implement, monitor, and evaluate projects.

9.4.12.D.74 Assess strategies used in maintaining quality standards in order to ensure high quality.

9.4.12.D.75 Examine and select risk management strategies and techniques in order to minimize potential business loss.

Pathway (1) Administrative Services

Communication Skills: All clusters rely on effective oral and written communication strategies for creating, expressing, and interpreting information and ideas that incorporate technical terminology and information.

9.4.12.D.(1).1 Obtain and convey ideas and information in order to conduct business transactions.

Systems: Roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment impact

business operations. Key organizational systems impact organizational performance and the quality of products and services. Understanding the global context of 21st-century industries and careers impacts business operations.

9.4.12.D.(1).2 Demonstrate knowledge of the principles of human resource development to enhance productivity and job satisfaction.

9.4.12.D.(1).3 Access, process, maintain, and evaluate information for projects based upon business decision-making.


9.4.12.D.(1).4 Demonstrate knowledge of the principles of conducting successful day-to-day business activities to sustain business functions and to prepare for unexpected events.

New Jersey Core Curriculum Content Standards

NJCCCS Technology (8.1)(Retrieved May 30, 2012 from: http://www.state.nj.us/education/cccs/standards/8/8-1.htm )

Strand A. Technology Operations and Concepts

8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results.

8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software.

8.1.12.A.3 Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning.

8.1.12.A.4 Create a personalized digital portfolio that contains a résumé, exemplary projects, and activities, which together reflect personal and academic interests, achievements, and career aspirations.

Strand B. Creativity and Innovation

8.1.12.B.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation.

Strand C. Communication and Collaboration

8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community.


http://www.state.nj.us/education/cccs/standards/8/8-1.htm

Strand D. Digital Citizenship

8.1.12.D.1 Evaluate policies on unauthorized electronic access (e.g., hacking) and disclosure and on dissemination of personal information.

8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines.

8.1.12.D.3 Compare and contrast international government policies on filters for censorship.

8.1.12.D.4 Explain the impact of cyber crimes on society.

Strand E. Research and Information Literacy

8.1.12.E.1 Develop a systematic plan of investigation with peers and experts from other countries to produce an innovative solution to a state, national, or worldwide problem or issue.

8.1.12.E.2 Predict the impact on society of unethical use of digital tools, based on research and working with peers and experts in the field.

Strand F. Critical Thinking, Problem Solving, and Decision Making

8.1.12.F.1 Select and use specialized databases for advanced research to solve real-world problems.

8.1.12.F.2 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs.

Common Core State Standards for English Language Arts (ELA)


(Source: Common Core State Standards for ENGLISH LANGUAGE ART S & Literacy in History/Social Studies, Science, and Technical Subjects)

Reading Standards for ELA/Informational Text

Key Ideas and Details:

RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Craft and Structure:

RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Integration of Knowledge and Ideas:

RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Range of Reading and Level of Text Complexity:

RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing Standards for ELA/Text Types and Purposes

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.


a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Writing Standards for ELA/Production and Distribution of Writing

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Common Core State Standards for Mathematics(Source: Common Core State Standards for Mathematics)

A-CED.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.


A-CED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

A-CED.3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

A-REI.2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

A-SSE.1. Interpret expressions that represent a quantity in terms of its context.

Interpret parts of an expression, such as terms, factors, and coefficients. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the

product of P and a factor not depending on P.

F-BF.1. Write a function that describes a relationship between two quantities.

Determine an explicit expression, a recursive process, or steps for calculation from a context. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling

body by adding a constant function to a decaying exponential, and relate these functions to the model. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a

weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

F-IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.


F-IF.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

F-IF.6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

F-LE.1. Distinguish between situations that can be modeled with linear functions and with exponential functions.

Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

F-LE.5. Interpret the parameters in a linear or exponential function in terms of a context.

G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G-CO.2. Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

G-CO.3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

G-CO.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

G-CO.5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

G-CO.12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.


G-GMD.3. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

G-GMD.4. Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

G-MG.1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

G-MG.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

G-MG.3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

G-SRT.2. Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

G-SRT.3. Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.

G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems

N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.

N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

S-IC.6. Evaluate reports based on data.

S-ID.9. Distinguish between correlation and causation.

S-MD.7. Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).


REFERENCES

Texts:



Supplemental Texts/Resources:

NOCTI - www. NOCTI .org/

U.S. Department of Labor, Bureau of Labor Statistics (2010). Occupational Outlook Handbook, 2010-2011.

Websites

http://www.nocti.org/ National Occupational Competency Testing Institute

http://www.microsoft.com/learning/en/us/certification/mos.aspx Microsoft Office Certification

Other

Related Computer Hardware and Software

Select Technical Literature/Class Handouts


http://www.microsoft.com/learning/en/us/certification/mos.aspx

http://www.nocti.org/

http://www.natef.org/

Documents

Trenton Public Schools · Web viewTRENTON PUBLIC SCHOOLS. ADMINISTRATIVE ASSISTANT: Computer Applications. Curriculum Framework. ADMINISTRATIVE OFFICES – CENTRAL REGISTRATION BUILDING