§130.279. Family and Community Services (One Credit), Adopted 2015.

(a)  General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Human Services. Students shall be awarded one credit for successful completion of this course.

(b)  Introduction.

(1)  Career and technical education 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)  The Human Services Career Cluster focuses on preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care services, and consumer services.

(3)  Family and Community Services is a laboratory-based course designed to involve students in realistic and meaningful community-based activities through direct service or service-learning experiences. Students are provided opportunities to interact with and provide services to individuals, families, and the community through community or volunteer services. Emphasis is placed on developing and enhancing organizational and leadership skills and characteristics.

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

(5)  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.

(c)  Knowledge and skills.

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

(A)  apply interpersonal communication skills in business and industry settings;

(B)  explain and recognize the value of collaboration within the workplace;

(C)  examine the importance of time management to succeed in the workforce;

(D)  identify work ethics/professionalism in a job setting; and

(E)  develop problem-solving and critical-thinking skills.

(2)  The student explores careers in family and community services. The student is expected to:

(A)  research family and community services such as agencies, organizations, and faith-based services;

(B)  investigate career options available that focus on families and communities;

(C)  analyze demographics that may affect community needs;

(D)  analyze future trends in family and community services; and

(E)  analyze the role socialization plays in human development and behavior.

(3)  The student demonstrates organizational and leadership skills in a community service environment. The student is expected to:

(A)  demonstrate management practices to help an individual assume multiple family, community, and wage-earner roles;

(B)  identify personal leadership characteristics;

(C)  develop a plan for enhancing personal leadership characteristics;

(D)  demonstrate positive interpersonal skills, including conflict resolution, negotiation, teamwork, and leadership;

(E)  identify and apply effective strategies and skills necessary for collaborative relationships with others in community service settings;

(F)  plan and deliver family and community services presentations; and

(G)  practice leadership skills such as participation in career and technical student organizations.

(4)  The student develops and implements community and service-learning activities. The student is expected to:

(A)  identify service projects that benefit a community;

(B)  integrate student interests, abilities, and skills into community and service-learning projects;

(C)  plan, develop, implement, and evaluate community and service-learning activities that benefit individuals, families, or the community;

(D)  demonstrate safety practices when participating in community service and service-learning activities;

(E)  document personal development through participation in community and service-learning activities;

(F)  demonstrate appropriate grooming, appearance, and etiquette for community and service-learning activities;

(G)  demonstrate ethical practices when participating in community service and service-learning activities; and

(H)  design a public relations campaign promoting community and service-learning activities.