Standards in this Framework
| Standard | Description |
|---|---|
| 1 | Demonstrate creativity and innovation. Demonstration includes discussing the importance of creativity and innovation in the workplace brainstorming and contributing ideas, strategies, and solutions developing and/or improving products, services, or processes identifying and allocating available resources. |
| 2 | Demonstrate critical thinking and problem-solving. Demonstration includes recognizing and analyzing problems evaluating potential solutions and resources using a logical approach to make decisions and solve problems implementing effective courses of action. |
| 3 | Demonstrate initiative and self-direction. Demonstration includes recognizing the importance of proactive, independent decision making identifying workplace needs completing tasks with minimal direct supervision applying solutions. |
| 4 | Demonstrate integrity. Demonstration includes defining integrity recognizing the importance of having integrity in the workplace complying with local, state, and federal laws adhering to workplace policies and procedures exhibiting honesty, fairness, and respect toward self, others, and property. |
| 5 | Demonstrate work ethic. Demonstration includes defining work ethic recognizing the importance of having a strong work ethic demonstrating diligence (e.g., working with persistence to accomplish a task) maintaining dependability (e.g., being reliable) accounting for one’s decisions and actions accepting the consequences of decisions and actions. |
| 6 | Demonstrate conflict-resolution skills. Demonstration includes negotiating diplomatic solutions to interpersonal and workplace issues (e.g., due to personality, culture, work style, or performance). |
| 7 | Demonstrate listening and speaking skills. Demonstration includes defining nonverbal cues employing active listening techniques (e.g., asking clarifying questions, paraphrasing what was said) exhibiting public speaking skills (e.g., making presentations) articulating ideas in a manner appropriate to the setting and audience (e.g., considering the chosen communication method and audience’s level of knowledge). |
| 8 | Demonstrate respect for diversity. Demonstration includes defining diversity and discussing its importance identifying individual differences (e.g., age, gender, ethnicity, culture, race, viewpoints, socioeconomic status, and ability) showing respect for and valuing individual differences in the workplace being self-aware and mindful of one’s own bias collaborating with people of diverse backgrounds, viewpoints, and experiences. |
| 9 | Demonstrate customer service skills. Demonstration includes defining customer service (e.g., internal customer service; external customer service) identifying the benefits of providing helpful, courteous, and knowledgeable customer service prioritizing customer service (both within an organization and to external customers and stakeholders) anticipating needs of customers and coworkers demonstrating how to provide helpful, courteous, and knowledgeable service to address customer and/or coworker needs. |
| 10 | Collaborate with team members. Collaboration should include defining collaboration and teamwork discussing the benefits of teamwork establishing expectations, roles, and goals contributing to the success of the team by sharing responsibility respecting the thoughts, opinions, and contributions of other team members. |
| 11 | Demonstrate big-picture thinking. Demonstration includes defining big-picture thinking as an understanding of one's role in fulfilling the mission of the workplace and a consideration of the social, economic, and environmental effects of one's actions identifying the organization’s structure, culture, policies, and procedures, as well as its role and position within the community, industry, and economy. |
| 12 | Demonstrate career- and life-management skills. Demonstration includes recognizing the importance of education and career planning (e.g., minimum job qualifications, advancement and professional-development opportunities) identifying available benefits and professional resources (e.g., labor unions, professional organizations, employee-assistance programs, insurance and retirement benefits) managing personal growth and wellness (e.g., stress management, self-care, financial planning) setting goals (e.g., specific, measurable, attainable, realistic, time-bound [SMART] goals). |
| 13 | Demonstrate continuous learning and adaptability. Demonstration includes describing the importance of continuous learning identifying resources for continuous learning (e.g., publications, trade organizations, professional networking, workshops/classes) modifying work performance based on feedback (i.e., being coachable) acquiring industry-related professional skills and knowledge (e.g., credentials/certifications) adapting to changing job requirements. |
| 14 | Manage time and resources. Management should include defining efficiency and productivity as they relate to time and resource management developing a plan of work differentiating between high- and low-priority tasks adapting work goals based on time and resources considering resources human (personnel)—capitalizing on strengths; respecting professional goals capital—maintaining equipment to ensure longevity and efficiency natural—using responsible and sustainable practices. |
| 15 | Demonstrate information-literacy skills. Demonstration includes defining information literacy locating and evaluating credible and relevant sources of information using information effectively to accomplish work-related tasks. |
| 16 | Demonstrate an understanding of information security. Demonstration includes identifying various information types/formats (e.g., paper, electronic) describing cybersecurity (e.g., risks, threats, vulnerabilities) using technology ethically (e.g., appropriately using social networks, managing personal information) abiding by workplace policies (e.g., acceptable use policy [AUP]) protecting confidentiality (e.g., protecting login information and customer information) following workplace security procedures. |
| 17 | Maintain working knowledge of current information-technology (IT) systems. Maintaining working knowledge of current IT systems may include, but is not limited to, hardware and devices (e.g., peripherals) software and applications cloud-based services file-sharing techniques emerging technologies troubleshooting protocols and techniques. |
| 18 | Demonstrate proficiency with technologies, tools, and machines common to a specific occupation. Demonstration includes selecting and using technology, tools, and machines to accomplish work. |
| 19 | Apply mathematical skills to job-specific tasks. Application could include performing calculations (e.g., percentages, fractions, addition, subtraction, averages, measurement, conversions, monetary transactions) applying mathematical processes to accomplish job-specific tasks (e.g., estimating required supplies, completing expense reports) managing personal finance (e.g., understanding wage rates, paycheck deductions, taxes, sales receipts). |
| 20 | Demonstrate professionalism. Demonstration includes defining professionalism practicing punctuality and attendance adhering to work-schedule expectations exercising etiquette (e.g., language, manners, and behaviors suitable for the workplace and online; appropriate verbal and nonverbal communication) exhibiting professional self-representation (e.g., using a firm handshake, introducing oneself, making eye contact) maintaining professional appearance (e.g., maintaining personal hygiene, adhering to a dress code). |
| 21 | Demonstrate reading and writing skills. Demonstration includes reading and interpreting workplace documents effectively writing workplace documents, considering ability to convey messages with clarity professional tone, appropriate to audience grammar forms and conventions (e.g., formatting documents, using an email signature). |
| 22 | Demonstrate workplace safety. Demonstration includes, but is not limited to, adhering to Occupational Safety and Health Administration (OSHA) standards and instructor and manufacturer guidelines interpreting safety data sheets (SDS) identifying and using personal protective equipment (PPE) maintaining universal precautions (e.g., to protect against bloodborne pathogens) identifying risks and hazards in the workplace following emergency protocols (e.g., evacuation routes). |
| 23 | Examine aspects of planning within an industry/organization. Examination should include development of vision and mission statements setting of performance goals and objectives review of previous performance (e.g., productivity, profit) evaluation of current assets formulation of strategic and operational plans use of planning tools (e.g., market research, budget analysis, decision-making models, competitive analyses) determination of human, natural, technology, and capital resource needs forecasting of trends anticipation of changes in the business climate (e.g., economic factors, laws, regulations, taxes) anticipation of and compensation for organizational and industry risk. |
| 24 | Examine aspects of management within an industry/organization. Examination should include effect of the organization’s structure and culture on operations process for accomplishing goals, using available human, natural, technology, and capital resources ways of ensuring open communication channels ways of enabling workers to fulfill their responsibilities evaluation of workers’ performance provision of training and job-growth opportunities to workers assurance of worker equity, access, and safety resolution of conflicts performance of employment functions (e.g., recruiting, hiring, retaining, discharging). |
| 25 | Examine aspects of financial responsibility within an industry/organization. Examination should include accounting processes financial decision-making processes, including budget development methods of acquiring capital management of financial operations, including payroll, transactions, records, and reports. |
| 26 | Examine technical and production skills required of workers within an industry/organization. Examination should include industry-related technical skills (e.g., communication, mathematics, science, technology, time-management, and creative-thinking skills) industry-related production skills (specific skills used for production of goods or services) industry-related interpersonal and team-player skills. |
| 27 | Examine principles of technology that underlie an industry/organization. Examination should include technological systems used in the industry mathematical, scientific, social, ethical, and economic principles underlying the technological systems impact of energy systems, fuel sources, and other technological systems on the production of goods and services use of emerging and alternative energy resources in the production of goods and services generation and distribution of energy to industries/organizations for use in creating goods and services. |
| 28 | Examine labor issues related to an industry/organization. Examination should include workers’ rights and responsibilities (e.g., wages, benefits, working conditions) role of employment contracts and agreements role of certification, licensure, and other requirements for specific jobs/occupations role of labor organizations and other worker advocacy groups (e.g., professional/trade associations). |
| 29 | Examine community issues related to an industry/organization. Examination should include the effects of the organization on the community (e.g., provision of jobs, tax revenue, and goods/services; involvement in community programs/activities; environmental impact) the effects of the community on the organization (e.g., employee base; local taxes and regulations; local government services such as roads, schools, utilities; other local services). |
| 30 | Examine health, safety, and environmental issues related to an industry/organization. Examination should include responsibility for workers’ health and safety laws/regulations and practices affecting workers’ health and safety health and safety hazards health and safety programs responsibility for the environment laws/regulations and practices affecting the impact on the environment sustainability initiatives. |
| 31 | Identify the purposes and goals of the student organization. Identification of the purposes of the student organization should include providing opportunities for personal development and preparation for adult life providing opportunities for making decisions and assuming responsibilities encouraging democracy through cooperative action preparing for multiple, nontraditional roles in society promoting greater understanding between youth and adults. Identification of the goals of the student organization should include promoting personal growth and leadership development helping students develop life skills in the areas of character development and ethical behavior, creative and critical thinking, interpersonal communication, practical knowledge, and career preparation. |
| 32 | Explain the benefits and responsibilities of membership in the student organization as a student and in professional/civic organizations as an adult. Explanation of benefits should include development of leadership and other life skills, including planning, goal setting, problem solving, decision making, and interpersonal communication opportunities for school and community service development of interpersonal relationships opportunities for experiential learning opportunities to compete in student events on local, state, and national levels access to professional information and opportunities opportunities for career development. Explanation of responsibilities should include contributory participation in the student organization as a student and in professional/civic organization activities as an adult display of appropriate conduct in all activities and events related to the student organization and professional/civic organizations. |
| 33 | Demonstrate leadership skills through participation in student organization activities, such as meetings, programs, and projects. Demonstration should include contributory participation in activities such as meetings, fund- raising projects, school and community-service projects, and competitive events. |
| 34 | Identify Internet safety issues and procedures for complying with acceptable use standards. Identification should include the following: The school division's acceptable use policy Laws and guidelines governing Internet usage, including those about copyright and file sharing Techniques that illegitimate parties use to solicit personal information Techniques that help protect a computer user against cyber predators Software applications and user techniques that help protect against security attacks Review the guidelines for instructional programs related to Internet safety. Exploring Work-Based Learning |
| 35 | Identify the types of work-based learning (WBL) opportunities. Identification includes job shadowing mentorship externship school-based enterprise entrepreneurship internship service learning clinical experience cooperative education Youth Registered Apprenticeship Registered Apprenticeship Supervised Agricultural Experience. |
| 36 | Reflect on lessons learned during the WBL experience. Reflection includes workplace procedures application of course competencies to WBL experience new knowledge gained through the WBL experience. |
| 37 | Explore career opportunities related to the WBL experience. Exploration includes listing possible careers related to this course describing each career determining the education and experience required exploring job opportunities, salaries, and benefits. |
| 38 | Participate in a WBL experience, when appropriate. Participation includes an emphasis on the relationship between course competencies and the WBL experience adherence to workplace expectations during the WBL experience completion of the WBL experience. Developing Object-Oriented Programming (OOP) |
| 39 | Explain the reasoning behind the steps in the software development life cycle (SDLC). Explanation should include the reason for each step in the sequence of steps used for program development: Define the problem. Develop the algorithm. Code the program. Test the program. Debug the program. Document the program. Implement the program. Maintain the program. Software development can be done using a sequential (e.g., Waterfall) or iterative (e.g., Agile) method. |
| 40 | Describe the primary principles of object-oriented programming (OOP). Description should include the following concepts: Abstraction—a general model of a real-world system that includes the essence of that system. Encapsulation—each class should contain all the aspects of its area of responsibility without revealing the details of how it does what it does. Inheritance—allows one class, called a subclass, to use methods and properties of another class, called a superclass. Polymorphism—the idea that a code element can transform into multiple forms or behave in multiple ways. |
| 41 | Identify potential objects, attributes, and methods within a problem description. Identification should consist of using Unified Modeling Language (UML) and/or use cases for analyzing the problem description to specify the objects, attributes, and methods. |
| 42 | Design attributes (properties) and methods of each class within a problem description. The design should include determining the appropriate attributes and methods for each class used in the program to solve the problem description. |
| 43 | Create a program with user-defined classes. Creation should use design-create methods and properties for each class the class parameter of the create function statement to assign it to a class, ensuring that the name of the user-defined class agrees with the name assigned in the create function statement. |
| 44 | Describe the concept of reusability. Description should include how to use existing software libraries created by reputable online sources to help solve aspects of problem descriptions efficiently how creating libraries can reduce recreating code from scratch how abstraction is used in supporting code development. |
| 45 | Identify reusable resources that will help solve a problem. Identification should include researching sample resources and references such as the following: Online help and tutorials Program documentation Program libraries and resources Developers’ websites Application programming interface (API) Pre-constructed programs or code Artificial Intelligence (AI)-generated code Findings should be properly documented with all necessary attributions to program developers. |
| 46 | Import code from existing sources. Importing should include the code and related libraries and classes from sources such as pre-constructed code, API, AI- generated code, and online resources. English: 11.C, 12.C Coding and Programming Computer Game & Simulation Programming Computer Problem Solving Digital Animation Introduction to Information Technology Introduction to Programming Management Information Systems Mobile Application Network Design Networking Infrastructure Website Coding & Development |
| 48 | Code a program that uses looping structures, conditional structures, and sequential control structures. Coding should include looping structures, such as For/For Each loop While loop Do loop Do Until loop Do While loop Nested loop conditional structures, such as If, If/Else, Else-If switch or case sequential control structures, such as inline functions procedures events methods. |
| 49 | Analyze abstract data structures. Analysis may include the following structures: Array—a structure comprised of a group of variables under a single name and accessed by the index Graph—a structure in which nodes can be connected to any other node Linked list—a structure in which each item is linked to the next one by means of a pointer Queue—a structure accessed by inserting items at one end and removing them from the other Stack—a dynamic structure accessed from only one end Tree—a structure begun at the root node in which each node can have child nodes |
| 50 | Implement searching and sorting algorithms. Implementation should make use of the program statements available with the language employed, including searching (e.g., sequential/linear or binary) to examine the elements in order, according to the implementing technique, and proceeding until a match is found sorting (e.g., selection, insertion, merge, or bubble) to arrange the components of an array in either ascending or descending order. |
| 51 | Code a program that uses error-handling and input-validation procedures. Coding should include error handling and input validation accomplished using any of the following: statements Try/Catch Try/Catch/Finally If/Then program-defined methods or functions message box validating keyword. |
| 52 | Code a program to use an interface. Coding should include creating one or more interfaces providing an implementation (e.g., a concrete class) for one or more interfaces demonstrating polymorphism by relying on interfaces rather than concrete implementations. |
| 53 | Create a test suite that will verify operation of a class or group of related classes. Creation of the test suite should identify normal and corner cases and the appropriate program behavior for each. |
| 54 | Perform a peer review and test of a program. Performance should include having team members review, test, and provide feedback on features such as runtime errors, syntax errors, logic errors, documentation, and design problems. |
| 55 | Analyze code that uses recursion. Analysis should include reading recursive code identifying base case and recursive case determining the result comparing recursion and looping. |
| 56 | Explain how businesses and individuals can protect themselves against threats to their data. Explanation should include secure design principles security mechanisms examples of how data can be protected when in the following states: Data at rest authentication (e.g., passwords, biometrics) encryption permissions backups perimeter security (e.g., firewall, virtual private network [VPN]) Data in transit (e.g., cryptography) Data being processed patching host hardening. |
| 57 | Identify representation of data at the lowest levels. Identification should include recognizing binary data recognizing hexadecimal data, and its relationship to binary data recognizing the representation of data in other common numbering systems such as Octal (Base8) and Base64. |
| 58 | Define programming in the context of cybersecurity. Definition should include describing what a program is synthesizing the concept of programming as being central to the computing infrastructure describing secure coding citing examples of security mechanisms that are software programs. |
| 59 | Differentiate among computer programming languages. Differentiation should include compiled languages interpreted languages (i.e., scripting) markup languages. |
| 63 | Identify best practices in secure coding and design. Identification should include, but not be limited to input validation data sanitization secure design principle. |
| 64 | Create a program that reads from, and writes to, external files. Program should include code that reads data from a file code that writes data to a file data from various file types (e.g., .txt, .csv, .json). |
| 65 | Identify relational database terminology. Identification should include the following terms and their definitions: Relational database—a database that stores information in one or more tables Table—a group of related records, with each record in the table pertaining to the same topic and composed of the same fields Record—a row or entry in the table Field—a single item or column of information about something (e.g., name, address, or phone number) Data type—a way to categorize data so that a computer can understand how to interpret it (e.g., VARCHAR2(), NUMBER(), DATE, CHAR, LONG, BLOB, CLOB Relationships—defines how records in one table can be associated with records in another table (e.g., one-to-one, one-to-many, and many-to-many) Primary key—a special relational database table column (or combination of columns) designated to uniquely identify all table records Structured Query Language (SQL)—a standard computer language for relational database management and data manipulation used to query, insert, update, and modify data Index—a method for accessing data in a table |
| 66 | Identify database model types. Identification should include the following model types: Relational—the most common type of database; one in which relations exist between tables (e.g., Access, Oracle, MySQL) Hierarchical—one in which elements are presented in a hierarchy Object-oriented—the newest type of database; one in which elements are represented by objects Flat file—the oldest type of database; one in which data are stored in a text file |
| 67 | Describe the three-layer/tier model for database applications. Description should include the following three layers: Presentation layer—where users access and interact with the program (the graphical user interface [GUI]) Rules layer—where code is implemented for the rules of processes (e.g., in a banking application, one cannot withdraw more money than is in an account); also called the business or application layer Data warehouse layer—where data are stored within the database |
| 68 | Identify the data object model (DOM) for the program language. Identification should include the following concepts: The DOM is the data-binding model that exists between a programming language and multiple databases. The DOM eliminates the need to write different code for various database platforms. The DOM is different for various languages. Programming languages correlated to their associated DOMs include but are not limited to C#—.Net Java—Java Database Connectivity (JDBC) Flash ActionScript—Asynchronous JavaScript and XML (AJAX) Open-source languages—PostgreSQL, NoSQL, MySQL. |
| 73 | Write a design document for an interactive program. The document could include application title application purpose/genre target audience platform (e.g., personal computer [PC], iPhone, PlayStation) application description scene design using a storyboard objects with behaviors instructions for users. |
| 75 | Determine the programming languages used to create connected applications. Determination should include, but not be limited to, selecting the appropriate language for mobile devices Objective-C and Mac platform—for smart devices, such as iPhone, iPod touch Android, Java, and the Android software development kit (SDK web applications ColdFusion (Adobe platform) Flex (Adobe platform) JSP.NET (Sun/Java platform) Perl (open source) PHP (open source) Python (open source) Ruby (open source) XHTML. |
| 81 | Describe client-side and server-side applications. Description of the client-side application should include how the application communicates with a server application (e.g., a client machine requests a document on a remote web server via a network server, and the network server routes the information back to the client’s browser) the appropriate client scripting language (e.g., JavaScript). Description of the server-side application should include how the application is executed on a web server and communicates with the browser the appropriate server scripting language (e.g., .NET, PHP, Flex, Perl, Python, Ruby). |
| 82 | Describe the processes and requirements for obtaining industry certifications related to the Programming, Advanced course. Description should include a list of industry certifications and the processes and requirements of obtaining the certifications from official websites of the testing organization or vendor practice materials and tests based on information from the testing organization organization or vendor information from certified instructors or professionals information from the . |
| 83 | Identify testing skills/strategies for a certification examination. Identification of testing skills and strategies should be undertaken by conducting an Internet research project reviewing materials from publishers interviewing certified instructors and/or industry-certified professionals. |
| 84 | Demonstrate ability to successfully complete selected practice examinations (e.g., practice questions similar to those on certification exams). Demonstration should include completing practice examinations for selected certifications that gauge the applicant's readiness for formal industry testing. |
| 85 | Successfully complete an industry certification examination representative of skills learned in this course. Completion should include an examination score deemed passing by the testing organization. State-approved examinations for this course are listed on the website. |
| 86 | Investigate continuing education pathways and careers in programming. Investigation should yield a list of postsecondary institutions offering degrees or certificate programs in the following areas of the IT and programming industries: Computer Science Information technology Multimedia applications Interdisciplinary studies AI Data analysis Database a list of job titles related to each area the preparation required for each job opportunities for advancement employment trends in each area. Job databanks should also be used to help students match their interests, abilities, aptitudes, and job expectations to industry standards. |
| 87 | Update a résumé. The résumé should be created or updated using an appropriate software application and should include a technical skills section educational background work history honors and awards memberships in student, professional, and/or community organizations, with activities completed, leadership positions held, and community service performed a separate cover letter and reference page evidence that cautions regarding the posting of personal information online have been heeded accessibility in multiple file formats, including Portable Document Format (PDF) industry certifications. |
| 88 | Update professional portfolio. Update should include digital and paper documents (e.g., program design, source code, technical documentation, output) that form a representative sample of the student’s qualifications, knowledge, experience, skills, and abilities a résumé in digital and paper formats. |
| 89 | Deliver an oral presentation of programming projects. Delivery should include displaying evidence of thorough preparation and knowledge of the material providing relevant visual aids maintaining eye contact with the audience speaking clearly and distinctly with confidence and enthusiasm demonstrating professional presentation skills, such as standing up straight and avoiding excessive movement and other nervous habits responding to questions clearly with simple language. |
