Texas TEKS

§127.242 -  Touch Systems Data Entry

 Introduction.

In Touch System Data Entry, students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students will need to apply touch system data entry for production of business documents.

Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.\

Knowledge and skills.

(1)  The student demonstrates professional standards/employability skills required by business and industry. The student is expected to:

(A)  communicate effectively with others using oral and written skills;

(B)  demonstrate collaboration skills through teamwork;

(C)  demonstrate professionalism by conducting oneself in a manner appropriate for the profession and workplace;

(D)  demonstrate a positive, productive work ethic by performing assigned tasks as directed;

(E)  comply with all applicable rules, laws, and regulations; and

(F)  demonstrate time-management skills by prioritizing tasks, following schedules, and tending to goal-relevant activities in a way that uses time wisely and optimizes efficiency and results.

(2)  The student applies the proper keyboarding technique to input data when using the computer. The student is expected to:

(A)  demonstrate correct posture and position while conducting data entry;

(B)  display proper care and operation of equipment used;

(C)  apply the correct touch-system techniques for operating alphabetic keys;

(D)  demonstrate the correct touch-system techniques for operating numeric and symbol keys;

(E)  use the correct touch-system techniques for operating the ten-key numeric pad; and

(F)  correctly use the command and function keys.

(3)  The student applies correct techniques for the touch-system of operating the keyboard to develop speed and accuracy. The student is expected to:

(A)  demonstrate improvement in speed and accuracy;

(B)  develop the ability to proofread and edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate;

(C)  use the backspace key to correct errors;

(D)  compose a variety of business documents under timed situations; and

(E)  apply speed and accuracy in production of documents.

(4)  The student formats and prints documents such as personal and business letters, short reports, outlines, and compositions. The student is expected to:

(A)  demonstrate the ability to work from printed, rough-draft, statistical, handwritten, and unarranged material;

(B)  demonstrate the ability to compose at the keyboard;

(C)  demonstrate the ability to proofread;

(D)  identify the parts of a personal and business letter;

(E)  format personal and business letters and envelopes;

(F)  format all pages of a report, including a title page, reference page, and bibliography;

(G)  format an outline; and

(H)  demonstrate mastery of basic grammar, including using punctuation marks, numbers and symbols, and capitalization correctly.

(5)  The student prepares business documents using effective communication. The student is expected to:

(A)  interpret and follow directions to produce documents;

(B)  demonstrate proficiency in business English, spelling, and proofreading;

(C)  identify and apply correct format for business correspondence and documents; and

(D)  demonstrate concepts and processes to employ the appropriate steps in document production.

(6)  The student improves level of proficiency in producing complex business documents. The student is expected to:

(A)  refine work habits; and

(B)  improve techniques, speed, and accuracy in document production.

(7)  The student solves problems using document processing skills. The student is expected to:

(A)  identify criteria for selection and evaluation of word-processing software;

(B)  analyze proper placement, format, and priority of completion;

(C)  produce business correspondence such as letters, memos, emails, press releases, announcements, tables, reports, legal documents, and business forms; and

(D)  prepare and distribute personalized correspondence using electronic mail.

(8)  The student develops the technology and social skills necessary to work in an office environment. The student is expected to:

(A)  create and present a visual and oral report using text and graphics;

(B)  relate the social ramifications of computer applications to privacy, values, and ethics;

(C)  enhance overall office productivity by responsible use of computer systems;

(D)  develop human-relation skills for working in a team environment; and

(E)  participate in student leadership activities.

Source: The provisions of this §130.133 adopted to be effective August 28, 2017, 40 TexReg 6601.

Rule §127.2: Career and College Exploration

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2023-2024 school year.

(b) General requirements. This course is recommended for students in Grades 7 and 8.

(c) Introduction.

(1) Career and technical education (CTE) instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) Career development is a lifelong pursuit of answers to the questions: Who am I? Why am I here? What am I meant to do with my life? Will my desired career path provide a self-sufficient wage? What occupations are in the highest demand that align to my values and interests? It is vital that students have a clear sense of direction for their career choice. Education and career planning is a critical step and is essential to success.

(3) The career development process is unique to every person and evolves throughout one's life. In Flight Plans, students use decision-making and problem-solving skills for individual career and academic planning. Students explore valid, reliable educational and career information to learn more about themselves and their interests and abilities. Students integrate skills from academic subjects, information technology, and interpersonal communication to make informed decisions. This course is designed to guide students through the process of investigating and developing a college and career readiness flight plan. Students use aptitude and interest inventory assessments, software, or other tools available to explore college and career areas of personal interest. Students use this information to explore a variety of career paths, especially those in demand, and begin mapping their anticipated secondary coursework and potential postsecondary experiences that are in alignment with their goals.

(4) The goal of this course is to help students build career awareness and engage in deep exploration and study of the Texas CTE career clusters to create a foundation for success in high school, possible postsecondary studies, and careers. Students research labor market information, learn job-seeking skills, and create documents required for employment.

(5) Students are encouraged to explore and participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(6) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

(1) The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to:

(A) analyze and discuss the initial results of the assessments;

(B) explore and describe the CTE career clusters;

(C) identify various career opportunities within one or more career clusters; and

(D) research and evaluate emerging occupations related to career interest areas.

(2) The student investigates educational and training requirements for career and education pathways in one or more of the career clusters. The student is expected to:

(A) research and describe applicable academic, technical, certification, and training requirements for one or more of the careers in an identified career cluster; and

(B) use available resources to research and evaluate educational and training options for one or more of the careers in an identified career cluster.

(3) The student analyzes educational and career opportunities. The student is expected to:

(A) describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education;

(B) explore and list opportunities for earning college credit in high school such as Advanced Placement examinations, International Baccalaureate examinations, dual credit courses, and local and statewide articulated credit courses;

(C) investigate and describe various methods available to pay for college and other postsecondary training, including financial aid, scholarships, college savings, employee benefits, and other sources of income;

(D) discuss the impact of effective college and career planning;

(E) identify how performance on assessments such as the PSAT/NMSQT®, SAT®, ACT®, ASVAB®, and Texas Success Initiative (TSI®) impact personal academic and career goals;

(F) investigate and describe the importance of co-curricular, extracurricular, career preparation, and extended learning experiences in developing college applications or resumes;

(G) investigate and report on the steps required to participate or enroll in a variety of career and educational opportunities, including entry-level employment, military service, apprenticeships, community and technical colleges, and universities, as applicable to the career;

(H) identify professional associations affiliated with a particular career pathway; and

(I) define entrepreneurship and identify entrepreneurial opportunities within a field of personal interest.

(4) The student develops skills for personal success. The student is expected to:

(A) demonstrate effective time-management and goal-setting strategies;

(B) identify skills that can be transferable among a variety of careers;

(C) give oral professional presentations on a topic related to career and college exploration using appropriate technology;

(D) apply core academic skills to meet personal, academic, and career goals;

(E) explain the value of community service and volunteerism; and

(F) define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance.

(5) The student investigates labor market information and recognizes the impact of college and career choices on personal lifestyle. The student is expected to:

(A) analyze labor market trends related to a career of interest;

(B) classify evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information;

(C) analyze the effects of changing employment trends, societal needs, and economic conditions on career choices;

(D) prepare a personal budget reflecting the student's desired lifestyle; and

(E) use resources to compare salaries of at least three careers in the student's interest area.

(6) The student investigates job-seeking skills. The student is expected to:

(A) identify the steps of an effective job search;

(B) describe appropriate appearance for an interview; and

(C) participate in a mock interview.

(7) The student creates professional documents required for employment. The student is expected to:

(A) write a resume;

(B) write appropriate business correspondence such as a cover letter and a thank you letter;

(C) complete sample job applications; and

(D) explain protocol for selecting and using references.

(8) The student creates an individual career and academic plan. The student is expected to:

(A) select a career pathway in a desired field, such as military service, entrepreneurship, or industry;